Task+45+-+Rubric+Annotation+June+2011


 * 7/25/11 **
 * Sorry I can't join you tomorrow. My wife and I are away for a few days to celebrate our anniversary. I put in two hours today revising the basic infrastructure of the document along the lines we discussed last week. You can access it [|here]; doubtless, there are typos, but I can fix those as we go. Didn't have time to create the ISTE, U Need to Know, or Examples sections, but I can put that together this weekend or early next week. Let me know what you think. **
 * Brian (no, the other one) **

**4. Let's aim to finish by Aug. 7**
 * We need to remember that we each have just 10 hrs. for this task so we need to get the basic pieces in place. Adjustments, additions, etc. can be added later. Here are my suggestions: **
 * 1. I think that some of the definition and example info. for every square on this chart can initially come by linking to the more detailed ISTE Rubric. Let's start by doing that.(It would need to be the specific location of the information, as we discussed when we met - Brian M., any luck in figuring out how to do that?) **
 * 2. Take a look at the definitions of significant and moderate support and weigh-in. (I also think that some good/clear EXAMPLES of significant/moderate support would be helpful. It would also offer an opportunity to mention some of the tools/technologies that are being encouraged by this rubric. BH) **
 * 3. Look for and post links in the appropriate area of the chart below for more detailed definition info. or examples of instructional application/samples etc. **
 * 3. Look for and post links in the appropriate area of the chart below for more detailed definition info. or examples of instructional application/samples etc. **

**Vocabulary** that needs to be defined or explained:
here is a list of terms/phrases that might be helpful or necessary to provide links to definitions or examples...

Do you think we should include some annotated sample lessons? I can think of several excellent ones (Dan Dias - Roman Newspaper project) also how about your wiki assignment Brian (Hartley). Both of these assignments could illustrate how one project gets at multiple areas of the rubric. I have files of many great example assignments -- would certainly ask for teacher permission to include/share. MP http://bhartleynhs.wikispaces.com/Antebellum+Reform - A Wiki Project (Antebellum Reform Movement) http://bhartleynhs.wikispaces.com/Period+8+-+Utopian+Communities - An Example of a Well Done Antebellum Reform Wiki Project http://bhartleynhs.wikispaces.com/Nick+Grondin%27s+Imperial+Age+Final+Exam+Review+Page - A Wiki Project (Example of Well Done Unit Review Page) http://bhartleynhs.wikispaces.com/McCarthy+%26+Red+Guards - Wiki Project http://www.youtube.com/watch?v=rtkSDPFq860&feature=player_embedded#at=28 - YouTube Video Created by Students http://www.youtube.com/watch?v=_95x4t61I6M&feature=player_embedded - YouTube Video Created by Students

Examples of educational wikis - http://educationalwikis.wikispaces.com/Examples+of+educational+wikis [|Classic Books - The Ongoing Debate]

- "models and simulations" - "simple systems" - "complex systems" || a definition for "system" http://searchwinit.techtarget.com/definition/system || It seems to me that many of the digital tools that are most likely to be used (and seem to have the most educational value) fit within several of these rows (e.g. Creativity/Innovation + Communication/Collaboration). We'll have to work out which examples/instructional applications to include where. || - "digital environments" - "engaging with learners of other cultures" || [] Digital tools by type (storage, presentation, etc.) I think it is a good idea to group tools by type - can be overwhelming for teachers. Also a good idea to include a brief overview of tool and educational application ie. best used for.... || Google Docs http://www.glogster.com/ - interactive poster http://voki.com/ http://voicethread.com www.wikispaces.com www.prezi.com www.ahead.com - this is like Prezi www.zoho.com Skype Epals Wallwisher - sticky notes [|Lino It] - sticky notes http://www.capzles.com/ - creates timelines [|justpaste.it]- share images, notes and videos. Send others the URL. Finished product can be saved as .pdf. [|Piki Friends] set up blogging "pen pals," with "friends," and more in this safe social networking community of English-speaking students from around the world, ages 12-18. The community is a "walled garden" without public interaction. Created by a dedicated American ESL teacher working in Japan, Pikifriends has the teacher friendly tools to register students, help them learn safe blogging practices, and build English/writing skills as students interact in a safe "community." Although there are support materials (e.g. a complete curriculum, lesson plans, textbooks, and more) that have a cost, the online blogging tool is --and will remain-- free for students and teachers. The FAQ gives helpful background and details on how Pikifriends works. At the time of this review, the Student Guide was free by request. Pikifriends is designed by an experienced classroom teacher and includes many teacher-friendly features unique to free online tools. || - "ethically uses information" || NHS Databaes link here? Should we link to specific pages in our wiki (soon to be lib guides) ex. websites vs. databases page? || overview of NHS Info. Lit. Programhttp://npslibrary.wikispaces.com/Information+Literacy Print-Friendly [|Sweet Sites] || - "multiple processes" - "diverse perspectives" ||  ||   || - "safe, legal, and responsible use of information" - "digital technology" - "digital citizenship" || Privacy Info. [] Intellectual Property & Copyright https://aug08pd.wikispaces.com/Intellectual+Property+%26+Copyright || Citation Toolshttps://nhsprojectpathfinders.wikispaces.com/Works+Cited+Options [] The popular citation generation tool [|EasyBib] recently released a [|free iPhone and iPad application]. Probably the neatest aspect of the EasyBib app is that users can scan a book's or magazine's ISBN barcode to record the information necessary to create a proper citation. Users can add citations on the app and email those citations to themselves from the app. Just as if you were using the [|EasyBib website] to create properly formatted citations, the app will generate MLA format citations for free. If you want to generate citations in APA or Chicago style you will have to pay for a subscription to the service TB || - "technology systems" - "applications" - "troubleshoots systems" || You need to get clarification here as to what the permission levels are going to be on all of the toys.What will a student be albe to do and what will staff be able to do? download apps?? clear printer queues, etc. ||  ||
 * || terms/phrases || Definitions/clarificatiions || Examples/Instructional applications ||
 * Row #1: Creativity and Innovation || - "innovative products and processes"
 * Row#2: Communication & Collaboration || - "digital media"
 * Row #3: Research & Information Fluency || - "digital tools"
 * Row #4: Critical Thinking, Problem Solving, Decision Making || - "authentic problems"
 * Row #5: Digital Citizenship || - "human, cultural, and societal issues"
 * Row #6: Technology Operations & Concepts || - "technology concepts, systems, and operations"

Definitions for significant and moderate:
===**I'll take a stab at putting something together here from the feedback sheets -- language in parenthesis needs your opinion - MP** ===


 * <span style="color: #800080; font-family: Arial,Helvetica,sans-serif;">The terms "Significant" and "Moderate" differ in the degree or level of intensity, frequency and/or structure of support necessary for student to complete the task. (Some of the feedback used a quantifier of more than 50% of the time as the threshold for "significant support" - do we want to use a percentage to help guide staff or do we want to stay away from numbers?) **


 * HERE are the definitions:(just use moderate and significant) we decided NOT to define Independent:**
 * <span style="color: #800080; font-family: Arial,Helvetica,sans-serif;">Significant Support - Student relies on direct and constant (or near constant) support throughout the process. This could include one-on-one coaching, repetition, step by step directions and monitoring, modeling. Often a student cannot proceed without assistance from a teacher, tutor or peer. **


 * <span style="color: #800080; font-family: Arial,Helvetica,sans-serif;">Moderate Support - Student requires occasional support during the process. This could include small group instruction, prompting, questioning, repetition, modeling, reinforcing. Student is able to initiate or proceed through most parts of the task with support only as needed. **

I think we should stay away from quantifying the amount of support. Personally, I don't find it overly helpful - and potentially complicating... BH I think it's hard to use percentages. Maybe you could say ask for help a certain number of times??? TB
 * <span style="color: #800080; font-family: Arial,Helvetica,sans-serif;">Independent Student - Student completes task with minimal or no support. **
 * <span style="color: #800080; font-family: Arial,Helvetica,sans-serif;">( ** I like these two definitions. I think they clarify the distinction (as I interpret the distinction) rather well. It might be helpful to get an opinion from someone outside the group. Does anyone think a "real classroom" example of each of these definitions would be helpful? BH I ﻿think an example is essential. TB

Ideas, suggestions, questions:
- **Thought..**.Terri had the great idea of linking some/all of the words w/i the rubric that need to be defined to the following website that provides an interesting visual/graphic definition, synonyms, etc. http://visuwords.com/ The problem seems to be, however, that the actual URL doesn't change when you look up a certain word. So I don't know if it's possible to link to anything other than the actual website homepage. Any thoughts? I do think this resource is one that would be great to use - if we can just figure out exactly how.

[|NHS ITL Rubric 5-24-11 working draft 02.pdf] [|NHS ITL Rubric 5-24-11 working draft 02.docx] @http://kimberlytechnologyintegration.wikispaces.com/file/view/ISTE-DRAFT_Grade_Band_PK-12_Rubric.pdf

Terri's Ramblings DISCLAIMER : Although I am familiar with technology I am not familiar with high school curricula or the protocols that are in place so take the following with a grain of salt!

You need to define what all these levels of support mean as well as logistically how they can be provided especially if the student is at home. Our own video training bank?? How will teachers be able to grade a project if they don't know the technology? If a student creates a project at home and we don't have the same software or app are we going to be able to download them? do we need to provide directions on saving as .pdf or rtf? Or exporting if student used Pages? How do you provide for equality in devices? I don't think Visuwords allows you to link out to a result. We could do the web and snip it and then place it in Word or .PPT? Both of those would allow for further exploration. I can also look for another similar app. We can also set it up in Inspiration and save that as a .jpg. and then link from there with action buttons.

I thin it is important that students are able to "pick" their own application to use based on the knowledge they would like to present. It is important to pick the right "tool" for the job. Sort of fits with "Creativity and Innovation."

Communication and Collaboration - Can we use Skype? Would that allow for collaboration? Do we have the hardware to support that? Sites like Wallwisher or Lino for quick sharing? Also obviously Wikis and blogs. However, the logistics of that when you have 4 or 5 classes of 30 is quite daunting. Can also look into Epals.

Research - Not sure of what you do... but I believe that students need to be taught about searching and not just through Google. If using Google they should know how to refine their search using the readability and other tools such as Wonder Wheel and Timeline. They should be aware of lots of Search engines specially those designed for students. This would help those with special needs. They should also be aware of tools like "print Friendly". And most importantly how to evaluate their information for accuracy, etc. It should somehow be a "required" activity for all students. We certainly begin a lot of this at the middle schools. Critical thinking - On a simpler level.... this also is like picking the right tool for the job. Can something like a exit project be given? eportfolios?? Provide websites that contain simulations and/or videos. Text book sites? PHet? Teacher Domain? Seems like a good place for EXCEL or online graphing sites?
 * T<span style="color: #800080; font-family: Arial,Helvetica,sans-serif;">here is a formal Information Literacy Curriculum that is integrated into science, social studies and English classes at NHS based on the Big6. All students have assured experiences in web evaluation, database selection and use, electronic bibliography and notetaking, annotated bibliography to evaluate a variety of information sources. .... **

Technology Operations - AS stated in ISTE NETS this encompasses a wide range of devices some of which I am not familiar with. The problem with some of this is the our network policies vs what they are able to do at home. Obviously, if they are introduced to the IPAD then other tablets should be easy as is the transition from IPOD Touch to an IPAD. It's all about access and logistics for me.

Hope some of these ramblings are useful. I would like to meet with someone in person to collaborate if possible. Not sure of the time frame for all this. I'm around till August 9th.

http://education.mit.edu/papers/GamesSimsSocNets_EdArcade.pdf http://www2.ed.gov/pubs/EdReformStudies/EdTech/effectsstudents.html http://www.educationworld.com/a_tech/archives/tools.shtml
 * Articles about Technology in the Classroom**