HGE 3.5: Demonstrate literacy - Information and Technology & Media

Disclaimer: This is a work in progress and certainly not a final, nor approved, document.

May 8th Meeting

posted May 8, 2012, 11:58 AM by Matt Henchen   [ updated May 8, 2012, 12:42 PM ]

Discussion:
  • Not all 21st Century Skills are represented here, but they are in other HGE rubrics
  • This is a general rubric, we will need create a specific rubric for each criteria.
  • The criteria has been approved by members.  I will wordsmith a rough draft and email the group members for feedback.


 Criteria 

4 - Exemplary (exceeds the HGE)

 

3 - Proficient (meets the HGE)

 

2 - Developing (making good progress toward meeting the HGE)

 

1 - Emerging (beginning to meet the HGE)

Information and Media Literacy The student is able to efficiently access, organize, and manage credible information from multiple perspectives using a variety of research strategies.  (evidenced in research plan)


Access, Evaluate: Manage Information:
The student is able to  access, organize, and manage credible information from multiple perspectives using more than one research strategy.  (evidenced in research plan)

Analyze Media:
The student understands how and why media messages are constructed, for what purposes and is able to interpret which points of view are included or excluded, and how media can influence beliefs and behaviors


The student is able to access, organize, and manage information from more than one source using more than one research strategy.
The student is able to access, organize, and manage information from more than one source.
Digital Communication














Digital Collaboration

Digital Communication (Multimedia Presentation):
The student is able to  utilize the most appropriate media creation tools to articulate thoughts and ideas clearly and effectively.  (e.g. to inform, instruct, motivate and persuade)


Digital Collaboration:

The student is able to 
to work effectively and respectfully with diverse teams to accomplish a common goal



  



Criteria

1 - Emerging (beginning to meet the HGE)

2 - Developing (making good progress toward meeting the HGE)

3 - Proficient (meets the HGE)

4 - Exemplary (exceeds the HGE)

Comments

Information and Media Literacy
   

Access and Evaluate Information

  • Access information efficiently (time) and effectively (sources)
  • Evaluate information critically and competently
Use and Manage Information
  • Use information accurately and creatively for the issue or problem at hand
  • Manage the flow of information from a wide variety of sources
  • Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information (p21)

Analyze Media

  • Understand both how and why media messages are constructed, and for what purposes
  • Examine how individuals interpret messages differently, how values and points of view are included or excluded, and how media can influence beliefs and behaviors
  • Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of media (p21)

Apply Technology Effectively and Appropriately

  • Use technology as a tool to research, organize, evaluate and communicate information
  • Use digital technologies (computers, PDAs, media players, GPS,  etc.), communication/networking tools and social networks appropriately to access, manage, integrate, evaluate and create information to successfully function in a knowledge economy
  • Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information technologies (p21)

Students select and use applications effectively and productively (iste)


 
Digital Communication & Collaboration    

Create Media Products

  • Understand and utilize the most appropriate media creation tools, characteristics and conventions
  • Understand and effectively utilize the most appropriate expressions and interpretations in diverse, multicultural environments (p21)

Communicate Clearly

  • Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contexts
  • Listen effectively to decipher meaning, including knowledge, values, attitudes and intentions
  • Use communication for a range of purposes (e.g. to inform, instruct, motivate and persuade)
  • Utilize multiple media and technologies, and know how to judge their effectiveness a priori as well as assess their impact
  • Communicate effectively in diverse environments (including multi-lingual)

Collaborate with Others

  • Demonstrate ability to work effectively and respectfully with diverse teams
  • Exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal
  • Assume shared responsibility for collaborative work, and value the individual contributions made by each team member (p21)

SOCIAL AND CROSS-CULTURAL SKILLS

Interact Effectively with Others

  • Know when it is appropriate to listen and when to speak
  • Conduct themselves in a respectable, professional manner

Work Effectively in Diverse Teams

  • Respect cultural differences and work effectively with people from a range of social and cultural backgrounds
  • Respond open-mindedly to different ideas and values
  • Leverage social and cultural differences to create new ideas and increase both innovation and quality of work (p21)

FLEXIBILITY AND ADAPTABILITY

Adapt to Change

  • Adapt to varied roles, jobs responsibilities, schedules and context
  • Work effectively in a climate of ambiguity and changing priorities
Be Flexible
  • Incorporate feedback effectively
  • Deal positively with praise, setbacks and criticism
  • Understand, negotiate and balance diverse views and beliefs to reach workable solutions, particularly in multi-cultural environments

PRODUCTIVITY AND ACCOUNTABILITY

Manage Projects

  • Set and meet goals, even in the face of obstacles and competing pressure
  • Prioritize, plan and manage work to achieve the intended result

Apply Technology Effectively and Appropriately

  • Use technology as a tool to research, organize, evaluate and communicate information
  • Use digital technologies (computers, PDAs, media players, GPS,  etc.), communication/networking tools and social networks appropriately to access, manage, integrate, evaluate and create information to successfully function in a knowledge economy
  • Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information technologies (p21)

Students select and use applications effectively and productively (iste)

   

         

Revised Rubric after 04/10Faculty Meeting

posted Apr 10, 2012, 1:25 PM by Matt Henchen

Criteria

1 - Emerging (beginning to meet the HGE)

2 - Developing (making good progress toward meeting the HGE)

3 - Proficient (meets the HGE)

4 - Exemplary (exceeds the HGE)

Comments

Information and Media Literacy
   

Access and Evaluate Information

  • Access information efficiently (time) and effectively (sources)
  • Evaluate information critically and competently
Use and Manage Information
  • Use information accurately and creatively for the issue or problem at hand
  • Manage the flow of information from a wide variety of sources
  • Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information (p21)

Analyze Media

  • Understand both how and why media messages are constructed, and for what purposes
  • Examine how individuals interpret messages differently, how values and points of view are included or excluded, and how media can influence beliefs and behaviors
  • Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of media (p21)

Apply Technology Effectively and Appropriately

  • Use technology as a tool to research, organize, evaluate and communicate information
  • Use digital technologies (computers, PDAs, media players, GPS,  etc.), communication/networking tools and social networks appropriately to access, manage, integrate, evaluate and create information to successfully function in a knowledge economy
  • Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information technologies (p21)

Students select and use applications effectively and productively (iste)

   
Digital Communication & Collaboration    

Create Media Products

  • Understand and utilize the most appropriate media creation tools, characteristics and conventions
  • Understand and effectively utilize the most appropriate expressions and interpretations in diverse, multicultural environments (p21)

Communicate Clearly

  • Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contexts
  • Listen effectively to decipher meaning, including knowledge, values, attitudes and intentions
  • Use communication for a range of purposes (e.g. to inform, instruct, motivate and persuade)
  • Utilize multiple media and technologies, and know how to judge their effectiveness a priori as well as assess their impact
  • Communicate effectively in diverse environments (including multi-lingual)

Collaborate with Others

  • Demonstrate ability to work effectively and respectfully with diverse teams
  • Exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal
  • Assume shared responsibility for collaborative work, and value the individual contributions made by each team member (p21)

SOCIAL AND CROSS-CULTURAL SKILLS

Interact Effectively with Others

  • Know when it is appropriate to listen and when to speak
  • Conduct themselves in a respectable, professional manner

Work Effectively in Diverse Teams

  • Respect cultural differences and work effectively with people from a range of social and cultural backgrounds
  • Respond open-mindedly to different ideas and values
  • Leverage social and cultural differences to create new ideas and increase both innovation and quality of work (p21)

FLEXIBILITY AND ADAPTABILITY

Adapt to Change

  • Adapt to varied roles, jobs responsibilities, schedules and context
  • Work effectively in a climate of ambiguity and changing priorities
Be Flexible
  • Incorporate feedback effectively
  • Deal positively with praise, setbacks and criticism
  • Understand, negotiate and balance diverse views and beliefs to reach workable solutions, particularly in multi-cultural environments

PRODUCTIVITY AND ACCOUNTABILITY

Manage Projects

  • Set and meet goals, even in the face of obstacles and competing pressure
  • Prioritize, plan and manage work to achieve the intended result

Apply Technology Effectively and Appropriately

  • Use technology as a tool to research, organize, evaluate and communicate information
  • Use digital technologies (computers, PDAs, media players, GPS,  etc.), communication/networking tools and social networks appropriately to access, manage, integrate, evaluate and create information to successfully function in a knowledge economy
  • Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information technologies (p21)

Students select and use applications effectively and productively (iste)

   

         

April 10, 2012

posted Apr 10, 2012, 10:09 AM by Matt Henchen   [ updated Apr 10, 2012, 12:47 PM ]

Question?  Who do we align with?  ISTE or Partnership for 21st Century Skills?  P21 seems the most logical, but the general rubric below blends the two...

Proposal:
We have one general rubric, with specific rubrics for each criteria

Big Question: What are the essentials and what can we let go of?

Let's revisit thinking about whether or not we can assess these things?

We're down to 4.

 
Criteria
 

1 - Emerging (beginning to meet the HGE)

 

2 - Developing (making good progress toward meeting the HGE)

 

3 - Proficient (meets the HGE)

 

4 - Exemplary (exceeds the HGE)

 

Comments

Information Literacy and Research Skills
  

Access and Evaluate Information

  • Access information efficiently (time) and effectively (sources)
  • Evaluate information critically and competently
Use and Manage Information
  • Use information accurately and creatively for the issue or problem at hand
  • Manage the flow of information from a wide variety of sources
  • Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information (p21)
  
Media Literacy and Production
   Analyze Media
  • Understand both how and why media messages are constructed, and for what purposes
  • Examine how individuals interpret messages differently, how values and points of view are included or excluded, and how media can influence beliefs and behaviors
  • Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of media (p21)

  • Create Media Products
  • Understand and utilize the most appropriate media creation tools, characteristics and conventions
  • Understand and effectively utilize the most appropriate expressions and interpretations in diverse, multi-cultural environments (p21)

  

  
  
Communication & Collaboration  Multimedia Presentations and ability to share with larger audiences digitally

Communicate Clearly

  • Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contexts
  • Listen effectively to decipher meaning, including knowledge, values, attitudes and intentions
  • Use communication for a range of purposes (e.g. to inform, instruct, motivate and persuade)
  • Utilize multiple media and technologies, and know how to judge their effectiveness a priori as well as assess their impact
  • Communicate effectively in diverse environments (including multi-lingual)
Collaborate with Others
  • Demonstrate ability to work effectively and respectfully with diverse teams
  • Exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal
  • Assume shared responsibility for collaborative work, and value the individual contributions made by each team member (p21)

SOCIAL AND CROSS-CULTURAL SKILLS

Interact Effectively with Others

  • Know when it is appropriate to listen and when to speak
  • Conduct themselves in a respectable, professional manner
Work Effectively in Diverse Teams
  • Respect cultural differences and work effectively with people from a range of social and cultural backgrounds
  • Respond open-mindedly to different ideas and values
  • Leverage social and cultural differences to create new ideas and increase both innovation and quality of work (p21)

FLEXIBILITY AND ADAPTABILITY

Adapt to Change

  • Adapt to varied roles, jobs responsibilities, schedules and context
  • Work effectively in a climate of ambiguity and changing priorities
Be Flexible
  • Incorporate feedback effectively
  • Deal positively with praise, setbacks and criticism
  • Understand, negotiate and balance diverse views and beliefs to reach workable solutions, particularly in multi-cultural environments

PRODUCTIVITY AND ACCOUNTABILITY

Manage Projects

  • Set and meet goals, even in the face of obstacles and competing pressure
  • Prioritize, plan and manage work to achieve the intended result

  
Critical Thinking and Problem Solving (go to other HGE)
  

Reason Effectively

  • Use various types of reasoning (inductive, deductive, etc.) as appropriate to the situation

Use Systems Thinking

  • Analyze how parts of a whole interact with each other to produce overall outcomes in complex systems

Make Judgments and Decisions

  • Effectively analyze and evaluate evidence, arguments, claims and beliefs
  •  Analyze and evaluate major alternative points of view
  • Synthesize and make connections between information and arguments
  • Interpret information and draw conclusions based on the best analysis
  • Reflect critically on learning experiences and processes

Solve Problems

  • Solve different kinds of non-familiar problems in both conventional and innovative ways
  • Identify and ask significant questions that clarify various points of view and lead to better solutions (p21)
  
Time and Resource Management (to other HGE)
  INITIATIVE AND SELF-DIRECTION

Manage Goals and Time
  • Set goals with tangible and intangible success criteria
  • Balance tactical (short-term) and strategic (long-term) goals
  • Utilize time and manage workload efficiently
Work Independently
  • Monitor, define, prioritize and complete tasks without direct oversight
Be Self-directed Learners
  • Go beyond basic mastery of skills and/or curriculum to explore and expand one’s own learning and opportunities to gain expertise
  • Demonstrate initiative to advance skill levels towards a professional level
  • Demonstrate commitment to learning as a lifelong process
  • Reflect critically on past experiences in order to inform future progress (p21)
PRODUCTIVITY AND ACCOUNTABILITY

Manage Projects
  • Set and meet goals, even in the face of obstacles and competing pressure
  • Prioritize, plan and manage work to achieve the intended result
Produce Results
  • Demonstrate additional attributes associated with producing high quality products including the abilities to:
-    Work positively and ethically
-    Manage time and projects effectively
-    Multi-task
-    Participate actively, as well as be reliable and punctual
-    Present oneself professionally and with proper etiquette
-    Collaborate and cooperate effectively with teams
-    Respect and appreciate team diversity
-    Be accountable for results(p21)

LEADERSHIP AND RESPONSIBILITY


Guide and Lead Others
  • Use interpersonal and problem-solving skills to influence and guide others toward a goal
  • Leverage strengths of others to accomplish a common goal
  • Inspire others to reach their very best via example and selflessnes
  • Demonstrate integrity and ethical behavior in using influence and power
Be Responsible to Others
  • Act responsibly with the interests of the larger community in mind

  
Technology Operations and Concepts (we like criteria, but need to modify language)  (use of appropriate tools)
  Apply Technology Effectively
  • Use technology as a tool to research, organize, evaluate and communicate information
  • Use digital technologies (computers, PDAs, media players, GPS,  etc.), communication/networking tools and social networks appropriately to access, manage, integrate, evaluate and create information to successfully function in a knowledge economy
  • Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information technologies (p21)

Students select and use applications effectively and productively (iste)

  
Creativity and Innovation (does this fit into the one above?  Is there another HGE this belongs in?)
   Think Creatively
  • Use a wide range of idea creation techniques (such as brainstorming)
  • Create new and worthwhile ideas (both incremental and radical concepts)
  • Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative efforts
Work Creatively with Others
  • Develop, implement and communicate new ideas to others effectively
  • Be open and responsive to new and diverse perspectives; incorporate group input and feedback into the work
  • Demonstrate originality and inventiveness in work and understand the real world limits to adopting new ideas
  • View failure as an opportunity to learn; understand that creativity and innovation is a long-term, cyclical process of small successes and frequent mistakes

Implement Innovations
  • Act on creative ideas to make a tangible and useful contribution to the field in which the innovation will occur (p21)
  
Digital Citizenship (roll this into information literacy)
  
  •  Students advocate and practice safe, legal, and responsible use of information and technology


  
Other??
   
  
Other??     



Brainstorming which led to the above....

We have decided to create two rubrics (but we may need to re-think this so that they better align with ISTE's NETS standards and the 21st Century Skills Standards)

Perhaps we should have a general rubric that lays out the basic skills, with more specific rubrics which can be used for particular skills.

For Example:

Literacy - used to gauge a student's ability to learn using various technologies
  • Information Literacy (research skills)
  • Media Literacy (critical thinking skills)

Communication - used to gauge a student's ability to communicate their learning using various technologies

  • Multimedia Presentation
  • Collaboration (being able to create and share knowledge with other digitally)

Note: it is not about the tool, or the technology, but rather the 21st century skills of creativity, collaboration, critical thinking, and problem solving

VT Information Technology Standards

NETS Implementation Wiki

VT IT Grade Expectations (2010)

21st Century Skills Rubric Examples

21st Century Skills Digital Library


Rubrics based on ISTE's Standards (developed by http://togalearning.com/2011/09/13/rubric-descriptors-for-information-literacynets-benchmarks/)

Creativity and Innovation

Standard: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

Benchmarks with descriptors:

Benchmark

Exemplary

Proficient

Approaching

Concerned

Students apply existing knowledge to generate new ideas, products, or processes.

The lesson showed evidence of spontaneous fluency and originality that is recognized by others as high in quality. It is highly apparent the students harnessed the Presentation Zen approach in the design of their lesson. The lesson showed evidence of fluency and originality that are consistently spontaneous. It is apparent the students harnessed the Presentation Zen approach in the design of their lesson. The lesson included some evidence of fluency and originality when prompted by the teacher or another peer. It isn’t always apparent the students harnessed the Presentation Zen approach in the design of their lesson. In the lesson, indications of fluent and original thought or unprompted elaboration is not yet seen. The design of the lesson feels random and mostly uses an old-school, text-based approach.

Students apply existing knowledge to generate new ideas, products, or processes.

The look and feel of the portfolio gives a unique sense of both the professional and personal qualities of the student and clearly incorporates design principles. The look and feel of the portfolio gives a sense of both the professional and personal qualities of the student. The look and feel of the portfolio gives a slight sense of the professional and personal qualities of the student. There are few original touches. The look and feel of the portfolio reflects a theme with no personalization and/or it has little or no professional qualities to it.

Students create original works as a means of personal or group expression

The student’s individual contributions to the related activities and final group project shows evidence of spontaneous fluency and originality that is recognized by others as high in quality. The student’s individual contributions to the related activities and final group project shows evidence of fluency and originality that are consistently spontaneous. The student’s individual contributions to the related activities and final group project include some evidence of fluency and originality when prompted by the teacher or another peer. In the student’s individual contributions to the related activities and final group project, indications of fluent and original thought or unprompted elaboration is not yet seen.

Students create original works as a means of personal or group expression

The video shows evidence of spontaneous fluency and originality that is recognized by others as high in quality. The video shows evidence of fluency and originality that are consistently spontaneous. The video includes some evidence of fluency and originality when prompted by the teacher or another peer. In the video, indications of fluent and original thought or unprompted elaboration is not yet seen.

Students create original works as a means of personal or group expression

The header shows evidence of spontaneous fluency and originality that is recognized by others as high in quality. The header shows evidence of fluency and originality that are consistently spontaneous. The header includes some evidence of fluency and originality when prompted by the teacher or another peer. In the header, indications of fluent and original thought or unprompted elaboration is not yet seen.

Students create original works as a means of personal or group expression

Slide design is thoughtful, image-based, engages the audience, and effectively supports the topic of the presentation. Slide design is mostly image-based and supports the topic of the presentation. Slides contain some images, but are mostly text. Some slides feel put together at the last minute. Some support the topic. Slide design is sloppy and/or is almost all text based. Slides feel random and don’t always support the topic.

Students create original works as a means of personal or group expression.

Students create a unique, authentic, and engaging use of the QR code in context of the situation or client’s need. Students create an engaging use of the QR code in context of the situation or client’s need. Students create a use of the QR code in the context of the situation or client’s need, but its use as engaging as it could be. Students create an overly simple or unengaging use of the QR code and/or it’s not set in context of the situation or client’s need.











































Communication and Collaboration

Standard: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

Benchmarks with descriptors:

Benchmark

Exemplary

Proficient

Approaching

Concerned

Students communicate information and ideas effectively to multiple audiences using a variety of media and formats.

The lesson effectively communicated the issue at hand and the necessary concepts. Organization made it easy to follow the flow of ideas for the whole lesson. The results of the end of lesson assessment showed strong understanding of the topic and concepts. The lesson communicated the issue at hand and the necessary concepts. Organization made it easy to follow the flow of ideas for most of the lesson. The results of the end of lesson assessment showed understanding of the topic and concepts. The main ideas and/or concepts of the lesson got lost at times. Organization was apparent, but could have been better to make it easier to follow the flow of ideas. The results of the end of lesson assessment showed limited understanding of the topic and concepts. The main ideas and/or concepts of the lesson were lacking. There was little or no organization. The end of lesson assessment was not completed or the results of it showed no understanding of the topic and concepts.

Students communicate information and ideas effectively to multiple audiences using a variety of media and formats.

The video effectively communicates the student’s unique qualities as a learner and individual. Organization makes it easy to follow the flow of ideas. The presentation communicates the student’s unique qualities as a learner and individual. Organization makes it easy to follow the flow of ideas for most of the video. The student’s unique qualities as a learner and individual get lost at times in the video. Organization is apparent, but could be better to make it easier to follow the flow of ideas. The student’s unique qualities as a learner and individual are lacking. There is little or no organization.

Students communicate information and ideas effectively to multiple audiences using a variety of media and formats.

The portfolio and included pages and posts are very well organized, making it easy for any viewer to navigate, find, and understand the desired information. The portfolio and included pages and posts are organized, making it mostly easy for any viewer to navigate, find, and understand the desired information. The portfolio and included pages and posts are partly organized, but it’s not easy for any viewer to navigate, find, and understand the desired information. The portfolio and included pages and posts are not organized, making it difficule for any viewer to navigate, find, and understand the desired information.

Students interact collaborate, and publish with peers, experts, or others, employing a variety of digital environments and media.

The student purposively and effectively collaborated with his/her project team using a variety of Web 2.0 tools, completing the project work on time. The student was considered a leader in the group and helped others understand the collaborative technologies. The related activities and published work effectively communicate the group project in-line with the conference theme. The student effectively collaborated with his/her project team using a variety of Web 2.0 tools, completing the project work on time. The related activities and published work effectively communicate the group project idea in-line with the conference theme. The student isolated his/herself at times from the project team processes and/or didn’t always use the Web 2.0 tools to collaborate effectively. Work may have submitted the project work late. The related activities or published work create some confusion about the purpose of the idea or is slightly out-of-line with the conference theme. The student isolated his/herself the whole time from the project team processes and/or didn’t use the Web 2.0 tools to collaborate. Project work was submitted late. The related activities and published work create a lot of confusion about the purpose of the idea or isn’t in-line with the conference theme.

-





































Digital Citizenship

Standard: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

Benchmarks with descriptors:

Benchmark

Exemplary

Proficient

Approaching

Concerned

Students advocate and practice safe, legal, and responsible use of information and technology

The students took great care to ensure all images, video, and other multimedia were original and/or had a Creative Commons license. Attribution was given to all of the authors of any artistic element used. The students took care to ensure almost all images, video, and other multimedia were original and/or had a creative commons license. Attribution was given to most of the authors of any artistic element used. The students may have used an image, video, and/or other multimedia that was protected under copyright, but it was edited enough that makes it an adaptation of the original. Attribution was given to a few of the authors of any artistic element used. There was blatant infringement of copyright by inserting downloaded images, video, and/or other multimedia from the internet that was not licensed for reuse. No attribution is given.

Students advocate and practice safe, legal, and responsible use of information and technology

The student took great care to ensure all images were original and/or had a Creative Commons license. The student advised and/or assisted others in this process. The student took care to ensure all images were original and/or had a creative commons license. The student may have used an image that was protected under copyright, but it was edited enough that makes it an adaptation of the original. There is blatant infringement of copyright by inserting  downloaded images from the internet.

Students exhibit a positive attitude toward using information and technology that supports collaboration, learning, and productivity.

The student approached the use of the WordPress system with enthusiasm and promoted the tool to others as an effective way to achieve the goal of the SIS portfolio and build the “professional” you. The student approached the use of the WordPress system without complaining and understood how the tool is an effective way to achieve the goal of the SIS portfolio and build the “professional” you. The student approached the use of the WordPress system in a lackadaisical way and didn’t seek to fully understand how the tool is an effective way to achieve the goal of the SIS portfolio. The student approached the use of the WordPress system with a poor attitude and refused to understand how the tool is an effective way to achieve the goal of the SIS portfolio and build the “professional” you.



























Technology Operations and Concepts

Standard: Students demonstrate a sound understanding of technology concepts, systems, and operations.

Benchmarks with descriptors:

Benchmark

Exemplary

Proficient

Approaching

Concerned

Students select and use applications effectively and productively

The student used the Web 2.0 tools, camera, and video editing software skillfully and independently. The student used the Web 2.0 tools, camera, and video editing software skillfully with minor assistance. The student had some problems with the Web 2.0 tools, camera, and/or video editing software throughout the process. The student had major problems with the Web 2.0 tools, camera, and/or video editing software.

Students select and use applications effectively and productively

The student used the camera and video editing software skillfully and independently, completing the work on time. The video contained all original video footage. All audio is level and narration is easily heard. The student used the camera and video editing software skillfully with minor assistance, completing the work on time. An effective mix of video and images were used. Audio is mostly level and narration is easily heard. The student had some problems with the camera and/or video editing software throughout the process and may have submitted the work late. Minimal video footage was used. There are a few jumps in volume during the video; narration gets lost at times in background audio. The student had major problems with the camera and/or video editing software, causing the work not to be submitted on time. Video footage was not used. Volume is not leveled making the listening experience annoying. Narration cannot be heard.

Students select and use applications effectively and productively

The student used Photoshop skillfully and independently, completing the work on time. The student used Photoshop skillfully with minor assistance, completing the work on time. The student had some problems with Photoshop throughout the process and may have submitted the work late. The student had major problems with Photoshop, causing the work not to be submitted on time.

Students understand and use technology systems

The students used the presentation, multimedia, and assessment software skillfully and effectively. No technical problems occurred; the students were in control of the technology at all times. The students used the presentation, multimedia, and assessment software skillfully. 1 or 2 small technical problems occurred, but it didn’t hinder the progress of the lesson; the students were mostly in control of the technology at all times. The students’ use of the presentation, multimedia and/or assessment software was weak at times. Technical problems occurred that hindered the progress of the lesson, but the lesson was still completed; the technology controlled the students at times. The students had major problems with the presentation, multimedia and/or assessment software. Technical problems occurred that hindered the completion of the lesson; the technology controlled the students the whole time.

Students understand and use technology systems.

The student clearly understands the functions of the WordPress blog and chose the appropriate functions to support the purpose of the portfolio. The student understands most functions of the WordPress blog and chose appropriate functions to support the purpose of the portfolio. The student understands a few functions of the WordPress blog and may have chosen some functions that don’t support the purpose of the portfolio. The student doesn’t understand functions of the WordPress blog and may chose many functions that don’t support the purpose of the portfolio.

Students understand and use technology systems.

 

Slide transition is done smoothly and works without glitches. The student is in control of the technology. Slide transition is mostly smooth. One or two problems may have occurred. Problems occurred often that interfere with the smoothness of presentation. The presentation is plagued with technical and/or transition problems. The technology is controlling the student.

-



January 24

posted Jan 24, 2012, 12:57 PM by Matt Henchen   [ updated Apr 10, 2012, 10:03 AM ]

We do not want to re-invent the wheel
Probably use NETS framework

Input/Output

Digital Literacy (which includes media and information literacy and other input)
 
Criteria

  • Understand how and why media messages are constructed, and for what purposes
  • Examine how individuals interpret messages differently, how values and points of view are included or excluded, and how media can influence beliefs and behaviors
  • Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of media

Digital Communication (output)

1. Creativitny andeInntovsation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:

a. ap

b. create original works as a means of personal or group expression c. use models and simulations to explore complex systems and issues d. identifytrendsandforecastpossibilities

ply ex

istin

nowledge to generate new ideas, products, or processes

ADVANCING DIGITAL-AGE LEARNING

nets

2. Communication and Collaboration

gk

Students use digital media and environments to communicate and work collaboratively, including at a distance,

to support individual learning and contribute to the learning of others. Students:

ADVANCING DIGITAL-AGE TEACHING

  1. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media

  2. communicate information and ideas effectively to multiple audiences using a variety of media and formats

  3. develop cultural understanding and global awareness by engaging with learners of other cultures

  4. contributetoprojectteamstoproduceoriginalworksorsolveproblems

nets

3. Research and Information Fluency

ADVANCING DIGITAL-AGE LEADERSHIP

Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and

media
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks d. processdataandreportresults

  1. Critical Thinking, Problem Solving, and Decision Making

    Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:

    a. identify and define authentic problems and significant questions for investigation b. plan and manage activities to develop a solution or complete a project
    c. collect and analyze data to identify solutions and/or make informed decisions
    d. usemultipleprocessesanddiverseperspectivestoexplorealternativesolutions

  2. Digital Citizenship

    Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:

    a. advocate and practice safe, legal, and responsible use of information and technology
    b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity c. demonstrate personal responsibility for lifelong learning
    d. exhibitleadershipfordigitalcitizenship

  3. Technology Operations and Concepts

    Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. understand and use technology systems
    b. select and use applications effectively and productively
    c. troubleshoot systems and applications

    d. transfercurrentknowledgetolearningofnewtechnologies


December 13th

posted Dec 13, 2011, 12:53 PM by Matt Henchen

Question: Which HGE are we?  Where is 3.2 and 3.3?

We're assuming we have both Information technology and media.

Should we create one holistic rubric for all of these or separate and distinct rubrics? - ->
The group is feeling one rubric...?


1-5 of 5