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5 |
4 |
3 |
2 |
1 |
0 |
Comments |
| Standards/ Learning Objectives |
Curriculum standards and learning objectives are specific and focused, intentionally driving the use of technology. |
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Curriculum standards and learning objectives are
correlated to technology uses. |
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Curriculum standards and learning objectives are
superficial uses of technology. |
No demonstration of curriculum standards and learning objectives connected to the use of technology. |
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| Curriculum Linking with Technology Uses |
Curriculum linking creates unique content learning benefits.
Content learning experiences/benefits are extended and would
be impaired or impossible without the use of technology.
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Curriculum linking adapts or varies present student learning or work.
Content learning experiences or benefits are enhanced but possible without the use of technology.
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Curriculum linking provides "topics" for technology skills or uses.
Content learning incidental—student uses primarily to learn/practice
technology skills.
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Curriculum linking is incidental to technology use.
Content learning not focused. Technology uses are mostly supplemental,
or to provide fun/motivation activities.
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| Cognitive Tasks |
Task requires synthesis and evaluation of information. Going
beyond existing understanding to create own original position
or product. Knowledge creation is expected.
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Task requires analysis of information and/or putting together information from several sources to demonstrate an understanding of existing knowledge. |
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Task requires little analysis and is focused on simplistic tasks or concepts using a single source. Cookie-cutter, look-alike products are likely to develop. |
The task has little relevance to content learning. |
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Assessment
Practices
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Student product assessed on content as well as
the effective, appropriate use of technology to promote or communicate
the learner's understanding.
* Students designed assessment tools.
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Assessment focused on technical aspects of student-produced materials.
* Students are partners in designing assessment tools.
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Assessment focused on completion of task or project
* Students are informed or guided by an assessment tool designed by teacher
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There is no evidence of assessment of student technology use |
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| Preparation for Learning Tasks |
* Extensive preparation expected (i.e. story-boarding, web-mapping, outlining).
* Students are expected to critically select appropriate resources.
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* Adequate preparation is expected.
* Teacher organizes multiple resources for students to use.
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* At least one preparation task is expected.
* A single resource is identified and assigned for student use.
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* Preparation tasks are missing or weak.
* No resource-gathering is identified or expected.
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| Overall Focus of Technology Use |
Technology uses primarily "Transforming." Task creates new learning stories with new tools. |
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Technology uses primarily "Integrating." Task creates same learning stories with new tools. |
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Technology uses primarily "Literacy." Task creates technology skill stories. |
Technology uses are primarily organized as a peripheral activity at this time. Task creates no learning stories other than technology use. |
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