Reflection, Standards and Bibliography
Reflection:
This is the final draft of my research proposal. Because the program at Regis changed, the final portion of this paper will not be written right now. My principal agreed to implement the curriculum map at our school based on this proposal. I will be given two days of professional development time with the staff to roll out and implement the curriculum map. I will be working closely with our technology teacher to develop the curriculum map, and it is the guideline she will use when teaching media.
Although this will not be my culminating project in my program, I am proud of the work done. I am especially proud that it will be implemented and will be a useful, living document that can be found at my school.
Although this will not be my culminating project in my program, I am proud of the work done. I am especially proud that it will be implemented and will be a useful, living document that can be found at my school.
Standards:
1. Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student
learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support and model creative and innovative thinking and inventiveness.
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes.
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.
2. Design and Develop Digital Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become
active participants in setting their own educational goals, managing their own learning, and assessing their own progress.
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities to
use digital tools and resources.
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology
standards and use resulting data to inform learning and teaching.
3. Model Digital Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.
a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
b. Collaborate with students, peers, parents, and community members using digital tools and resources to support student success
and innovation.
c. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media
and formats.
d. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.
4. Promote and Model Digital Citizenship and Responsibility
Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical
behavior in their professional practices.
a. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.
b. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
c. Promote and model digital etiquette and responsible social interactions related to the use of technology and information.
d. Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital age communication and collaboration tools.
5. Engage in Professional Growth and Leadership
Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and
professional community by promoting and demonstrating the effective use of digital tools and resources.
a. Participate in local and global learning communities to explore creative applications of technology to improve student learning.
b. Exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others.
c. Evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.
d. Contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community.
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student
learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support and model creative and innovative thinking and inventiveness.
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes.
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.
2. Design and Develop Digital Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become
active participants in setting their own educational goals, managing their own learning, and assessing their own progress.
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities to
use digital tools and resources.
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology
standards and use resulting data to inform learning and teaching.
3. Model Digital Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.
a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
b. Collaborate with students, peers, parents, and community members using digital tools and resources to support student success
and innovation.
c. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media
and formats.
d. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.
4. Promote and Model Digital Citizenship and Responsibility
Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical
behavior in their professional practices.
a. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.
b. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
c. Promote and model digital etiquette and responsible social interactions related to the use of technology and information.
d. Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital age communication and collaboration tools.
5. Engage in Professional Growth and Leadership
Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and
professional community by promoting and demonstrating the effective use of digital tools and resources.
a. Participate in local and global learning communities to explore creative applications of technology to improve student learning.
b. Exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others.
c. Evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.
d. Contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community.
Bibliography:
Elementary and Secondary Education Act of 1965 (ESEA). (2001). Retrieved September 24, 2012, from Association for Educational
Communications and Technology: http://www.aect.org/about/history/esea.htm
Education Technology Home - Standards for Students. (2009, August 26). Retrieved October 12, 2012, from Colorado Department of Education: http://www.cde.state.co.us/edtech/StandardsForStudents.htm
Title II-D Education Technology Standards for Students. (2009, August 26). Retrieved from The Colorado Department of Education:
http://www.cde.state.co.us/edtech/StandardsForStudents.htm
Elementary and Secondary Education Act. (2011). Retrieved September 28, 2012, from State of Washington Office of Superintendent
of Public Instruction: http://www.k12.wa.us/ESEA/default.aspx
Important Definitions. (2011). Retrieved September 29, 2012, from Collaborative Learning Inc.:
http://clihome.com/curriculum-development-definitions.asp
Making the Connection: Common Core and National Education Technology standards. (2012). Retrieved from Teacher Experience Exchange: http://h30411.www3.hp.com/posts/1554134-making_the_connection_Common_Core_and_National_Educational_Technology_standards
NETS for Students. (2012). Retrieved September 28, 2012, from International Society for Technology in Education:
http://www.iste.org/standards/nets-for-students
Barrell, J. (2012). How Do We Know They're Getting Better? Assessment for 21st Century Minds K-8. Thousand Oaks: Corwin
Press.
Bartow, C. (2009, November). How One School Established School Library/Technology Standards. School Library Monthly, 26 (3),
19-21.
Beers, S. (2011). Teaching 21st Century Skills. An ASCD Action Tool. Alexandria: ASCD.
Bogard, J. N., & McMackin, M. C. (2012, February). Combining Traditional and New Literacies in a 21st-Century Writing Workshop. Reading Teacher, 65 (5), pp. 313-323.
Covili, J. (2012). Going Google: Powerful Tools for 21st Century Learning. Thousand Oaks: Corwin.
Crawford, J. (2011). Aligning Your Curriculum to the Common Core State Standards. Thousand Oaks: Corwin Press.
Eckstein, M. (2009, February). Enrichment 2.0 Gifted and Talented Education for the 21st Century. Gifted Child Today, 32 (1), pp.
59-63.
Hale, J. (2012). Curriculum Mapping Model. Retrieved October 2, 2012, from Curriculum Mapping 101: http://curriculummapping101.com/curriculum-mapping-general
Hardiman, M. (2012). The Brain-Targeted Teaching Model for 21st Century Schools. Thousand Oaks: Corwin Press.
Jones, R., Fox, C., & Levin, D. (2011). National Educational Technology Trends: 2011. Transforming Education to Ensure All Students Are Successful in the 21st Century. Glen Burnie: State Educational Technology Directorys Association.
Jorgensen, M. A., & Hoffmann, J. (2003, December). Assessment Report - History of the No Child Left Behind Act of 2001 (NCLB). Retrieved September 24, 2012, from Pearson Education:
http://www.pearsonassessments.com/NR/rdonlyres/D8E33AAE-BED1-4743-98A1-BDF4D49D7274/0/HistoryofNCLB.pdf
Jukes, I., McClure, M., & MacLean, R. (2011). Getting It Right: Aligning Technology Initiatives for Measurable Student Results. The 21st Century Fluency Series. Thousand Oaks: Corwin Press.
Liu, M., Wrobbel, D., & Blankson, I. (2010, October). Rethinking Program Assessment Through the Use of Program Alignment Mapping Technique. Communication Teacher, 24 (4), pp. 238-246.
Marcoux, E. (February 2012). Common Core and Technology. Teacher Librarian, 39, 3., 68-69.
Mayer, B. (2011, October). Games and the 21st Century Standards - An Ideal Partnership. Knowledge Quest, 40 (1), pp. 46-51.
Miranda, H., & Russell, M. (2011, Summer). Predictors of Teacher-Directed Student Use of Technology in Elementary Classrooms: A Multilevel SEM Approach Using Data from the USEIT Study. Journal of Research on Technology in Education, 43 (4), pp. 301-323.
Moersch, C. (2011, May-June). Turning Up the H.E.A.T. on Student Learning: Assessing 21st Century Skills in Classrooms Today. Educational Technology, 51 (3), pp. 43-46.
Molineaux, R. (2008). Curriculum Mapping. Focus On. Educational Research Service, 16 pages.
National Governors Association Center for Best Practices;Council of Chief State School Officers. (2012). The Standards. Retrieved from Common Core State Standards Initiative: http://www.corestandards.org/
Post, P. E. (2004, May/June). Ohio Develops Technology Academic Content Standards. Technology Teacher, 63 (8), pp. 25-29.
Serim, F. (2012). Digital Learning: Strengthening and Assessing 21st Century Skills, Grades 5 - 8. Hoboken: Jossey-Bass.
Szalavitz, M. (2004). Concept to Classroom. Retrieved September 24, 2012, from THIRTEEN: http://www.thirteen.org/edonline/concept2class/standards/index.html
Wolsey, T. D. (2012). Transforming Writing Instruction in the Digital Age: Techniques for Grades 5 - 12. The Guilford Press: New
York.
Communications and Technology: http://www.aect.org/about/history/esea.htm
Education Technology Home - Standards for Students. (2009, August 26). Retrieved October 12, 2012, from Colorado Department of Education: http://www.cde.state.co.us/edtech/StandardsForStudents.htm
Title II-D Education Technology Standards for Students. (2009, August 26). Retrieved from The Colorado Department of Education:
http://www.cde.state.co.us/edtech/StandardsForStudents.htm
Elementary and Secondary Education Act. (2011). Retrieved September 28, 2012, from State of Washington Office of Superintendent
of Public Instruction: http://www.k12.wa.us/ESEA/default.aspx
Important Definitions. (2011). Retrieved September 29, 2012, from Collaborative Learning Inc.:
http://clihome.com/curriculum-development-definitions.asp
Making the Connection: Common Core and National Education Technology standards. (2012). Retrieved from Teacher Experience Exchange: http://h30411.www3.hp.com/posts/1554134-making_the_connection_Common_Core_and_National_Educational_Technology_standards
NETS for Students. (2012). Retrieved September 28, 2012, from International Society for Technology in Education:
http://www.iste.org/standards/nets-for-students
Barrell, J. (2012). How Do We Know They're Getting Better? Assessment for 21st Century Minds K-8. Thousand Oaks: Corwin
Press.
Bartow, C. (2009, November). How One School Established School Library/Technology Standards. School Library Monthly, 26 (3),
19-21.
Beers, S. (2011). Teaching 21st Century Skills. An ASCD Action Tool. Alexandria: ASCD.
Bogard, J. N., & McMackin, M. C. (2012, February). Combining Traditional and New Literacies in a 21st-Century Writing Workshop. Reading Teacher, 65 (5), pp. 313-323.
Covili, J. (2012). Going Google: Powerful Tools for 21st Century Learning. Thousand Oaks: Corwin.
Crawford, J. (2011). Aligning Your Curriculum to the Common Core State Standards. Thousand Oaks: Corwin Press.
Eckstein, M. (2009, February). Enrichment 2.0 Gifted and Talented Education for the 21st Century. Gifted Child Today, 32 (1), pp.
59-63.
Hale, J. (2012). Curriculum Mapping Model. Retrieved October 2, 2012, from Curriculum Mapping 101: http://curriculummapping101.com/curriculum-mapping-general
Hardiman, M. (2012). The Brain-Targeted Teaching Model for 21st Century Schools. Thousand Oaks: Corwin Press.
Jones, R., Fox, C., & Levin, D. (2011). National Educational Technology Trends: 2011. Transforming Education to Ensure All Students Are Successful in the 21st Century. Glen Burnie: State Educational Technology Directorys Association.
Jorgensen, M. A., & Hoffmann, J. (2003, December). Assessment Report - History of the No Child Left Behind Act of 2001 (NCLB). Retrieved September 24, 2012, from Pearson Education:
http://www.pearsonassessments.com/NR/rdonlyres/D8E33AAE-BED1-4743-98A1-BDF4D49D7274/0/HistoryofNCLB.pdf
Jukes, I., McClure, M., & MacLean, R. (2011). Getting It Right: Aligning Technology Initiatives for Measurable Student Results. The 21st Century Fluency Series. Thousand Oaks: Corwin Press.
Liu, M., Wrobbel, D., & Blankson, I. (2010, October). Rethinking Program Assessment Through the Use of Program Alignment Mapping Technique. Communication Teacher, 24 (4), pp. 238-246.
Marcoux, E. (February 2012). Common Core and Technology. Teacher Librarian, 39, 3., 68-69.
Mayer, B. (2011, October). Games and the 21st Century Standards - An Ideal Partnership. Knowledge Quest, 40 (1), pp. 46-51.
Miranda, H., & Russell, M. (2011, Summer). Predictors of Teacher-Directed Student Use of Technology in Elementary Classrooms: A Multilevel SEM Approach Using Data from the USEIT Study. Journal of Research on Technology in Education, 43 (4), pp. 301-323.
Moersch, C. (2011, May-June). Turning Up the H.E.A.T. on Student Learning: Assessing 21st Century Skills in Classrooms Today. Educational Technology, 51 (3), pp. 43-46.
Molineaux, R. (2008). Curriculum Mapping. Focus On. Educational Research Service, 16 pages.
National Governors Association Center for Best Practices;Council of Chief State School Officers. (2012). The Standards. Retrieved from Common Core State Standards Initiative: http://www.corestandards.org/
Post, P. E. (2004, May/June). Ohio Develops Technology Academic Content Standards. Technology Teacher, 63 (8), pp. 25-29.
Serim, F. (2012). Digital Learning: Strengthening and Assessing 21st Century Skills, Grades 5 - 8. Hoboken: Jossey-Bass.
Szalavitz, M. (2004). Concept to Classroom. Retrieved September 24, 2012, from THIRTEEN: http://www.thirteen.org/edonline/concept2class/standards/index.html
Wolsey, T. D. (2012). Transforming Writing Instruction in the Digital Age: Techniques for Grades 5 - 12. The Guilford Press: New
York.