6. Resources
to Create a Program
Your district may prefer to create its own program by building
on the kind of information and materials presented in the previous sections.
Regardless of whether you create a new program or adapt an existing one,
be sure to have measurable assessment criteria aligned to the New Hampshire
ICT Literacy Program standards (Ed 306.42).
Route
21: An Interactive Guide to 21st Century Learning provides a
collection of online resources to plan for and support ICT literacy.
There are many examples, templates, worksheets, and more. The Alaska Department of Education provides a collection
of assessment strategies with some great examples, such as the
following content area materials:
The Inquiry Page promotes
inquiry based education and provides an interactive environment for building
or finding inquiry units. There is an extensive section on assessments
with definitions,
tools, and how-to's.
National Center for Education Statistics. (2002). Technology
in Schools: Suggestions, Tools and Guidelines for Assessing Technology
in Elementary and Secondary Education (Publication No. USDOE, NCES 2003-313).
Washington, DC: See Chapter 7 – Technology Integration. Includes:
Key Question 2. Are students
proficient in the use of technology in the teaching/learning environment?
(references http://cnets.iste.org/sfors.htm ) and points to value of
using NETS-S proficiency statements for grades 6-8.
Key Question 4. Is technology
integrated into the teaching/learning environment? Includes a good “example
list of instruction-related tasks for students:” as follows…
o Gathering information from a variety of sources;
o Organizing and storing information;
o Performing measurements and collecting data in investigation or laboratory
experiments;
o Manipulating/analyzing/interpreting information or data to discover relationships;
o Generate questions, and/or reach conclusions;
o Communicating/reporting information, conclusions, or results of investigations;
o Creating visual displays of data/information;
o Communicating/interacting with others in the classroom/school/outside
of school;
o Planning, refining, and producing audio/visual presentations;
o Planning, drafting, proofreading, revising, publishing written text;
o Creating graphics or visuals;
o Generating original pieces of visual art and/or musical composition;
o Publishing student projects or materials at remote locations on the Internet;
o Performing calculations; and
o Developing a more complete understanding of complex material or abstract
concepts.
Key Question 5. Are technology
proficiencies and measures incorporated into teaching and learning
standards? See Oklahoma reference at http://www.sde.state.ok.us/home/home01_test.html?http://sde.state.ok.us/publ/pa
ss.html
Key Question 6. Are technology
proficiencies and measures incorporated into student assessment? See
Kathy Schrock’s site for some good student assessment rubrics
that can go into the toolkit! http://school.discovery.com/schrockguide/assess.html
|
