Technology Planning 2.0

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Permalink Reply by Eric Pingel on March 27, 2008 at 10:16am

I am one of our two IT people. I have a Google blog search RSS in my reader and have used Google extensively. Most references are dated pre-2000. Hence my post to this group.

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Permalink Reply by Nancy Bosch on March 26, 2008 at 7:03pm

Start at the end. Decide what you want the kids to be able to do by the time they graduate then work backwards. I'm a special ed teacher (gifted) and we used the NETS and 21st Century Skills to write our current student goals---I'd be glad to share the technology goals we wrote if you are interested.

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Permalink Reply by Eric Pingel on March 27, 2008 at 10:19am

Please share. Having example from other schools would be great. Especially, examples incorporating the NETS and 21st Century Skills.
Thanks.

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Permalink Reply by Nancy Bosch on March 27, 2008 at 10:55am

Remember these are special education goals on a Three Year IEP (Individual Education Plan) They occur in a certain time period with certain materials and are measurable, but you'll get the idea.

III. Information, Media and Technology Skills
1. Technology Operations and Concepts

Year 1: After 36 weeks of instruction, given experience with 3-4 technology concepts, systems, and/or operations, the student will show a sound understanding of their use by completing tutorials and demonstrating knowledge to the teacher.
Criteria: Complete checklist that outlines the uses/capabilities of each technological application

Year 2: After 36 weeks of instruction, given previous experience with technology concepts, systems, and/or operations, the student will select and use 1-2 appropriate applications effectively to produce 1-2 creative products.
Criteria: Identify 10 reasons why the technological applications were or were not effective for product

Year 3: After 36 weeks of instruction, given previous experience with technology concepts, systems, and/or operations, the student will transfer knowledge of these applications to the learning of new technologies by comparing and contrasting them using a list of several criteria.
Criteria: Complete comparison list, and identify 5-10 reasons why one technology may or may not be superior to the other

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2. Research and Information Fluency

Year 1: After 36 weeks of instruction, given a current or historical person or event, the student, using digital means (including internet, database, spreadsheet and presentation software) will gather and compile relevant information in an organized manner.
Criteria: 80% on a rubric on 2 trials

Year 2: After 36 weeks of instruction, given 2 tasks or problems, the student will gather needed information, evaluate, and develop a suitable solution, (including key factors, potential solution, pros/cons and necessary steps to completion) using digital resources for each.
Criteria: 80% on a rubric on multimedia presentation of findings

Year 3: After 36 weeks of instruction, given 2 tasks, issues, or problems, the student will plan, collect, view, analyze and report relevant data using 5 or more digital devices and/or computer applications.
Criteria: 80% on rubric on each of 5 devices or applications

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3. Communication and Collaboration

Year 1:
After 36 weeks of instruction, given appropriate digital media and communication environments, the student will support individual learning and contribute to the learning of others by collaborating on 1-2 digital presentations or products in a curriculum area.
Criteria: 80% on a rubric on 1-2 products/presentations

Year 2: After 36 weeks of instruction, given appropriate digital media and communication environments, the student will engage in learning activities with learners from multiple cultures through email and other electronic means in order to obtain answers/engage in discussions that will assist in developing a corresponding presentation.
Criteria: 80% on a rubric on presentation

Year 3: After 36 weeks of instruction, given teacher support and appropriate digital media and communication environments, the student will conceptualize, guide, and manage individual or group learning projects (perhaps within an online learning community) using digital planning tools in order to produce a desired product.
Criteria: 80% on rubric on product

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4. Critical Thinking, Problem Solving and Decision Making

Year 1:
After 36 weeks of instruction, given the appropriate digital tools and resources, the student will use critical thinking skills to navigate in virtual environments such as electronic books, simulation software, and websites in order to make informed decisions on the use of available resources for various products.
Criteria: Complete checklist that outlines the uses/capabilities of each digital tool/resource

Year 2: After 36 weeks of instruction, using the appropriate digital tools and resources, the student will use problem solving skills to describe and illustrate a content-related concept or process using a model, simulation, or concept mapping software.
Criteria: 80% on rubric on product

Year 3: After 36 weeks of instruction, using the appropriate digital tools and resources, the student will practice critical thinking processes by designing curriculum-specific simulations using various technological resources for an appropriate audience.
Criteria: 80% on self-evaluation rubric on simulation

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Permalink Reply by Eric Pingel on March 27, 2008 at 11:36am

Thanks, for the detailed example. Actual applied goals are so meaningful to teachers and can do wonders for stimulating the brain about how we do integration and what is possible.

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Permalink Reply by Nancy Bosch on March 27, 2008 at 12:47pm

Very Special-Eddy but may help--we wrote these for K-6 only but obviously can work for older kids, too.

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