Connecting dots edtech-commoncore-smarterbalanced
- 1. Connecting the Dots Common Core Standards/Smarter Balanced Assessments Educational Technology Integration & Dennis Small, OSPI WLMA Conference October 3, 2014
- 2. What is the role of educational technology in the CCSS? Hardware Digital tools and multimedia, keyboarding, graphics, spreadsheets, and modeling Information and visual literacy
- 3. Some CCSS align deeply with EdTech Writing 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. 9 Use technology, including the Internet, to produce, publish, and update individual or shared writing products. GLE 1.2.1 Communicate and collaborate to learn with others. 9 – 12 Communicate information and ideas effectively to multiple audiences using a variety of media and formats.
- 4. Technology & Common Core Standards • Connections between CCSS and Educational Technology standards – Goal Three of Washington Basic Education Act includes educational technology as a foundational component of student thinking skills – Crosswalk document and WebApp with deep alignment with CCSS English Language Arts 4
- 5. CCSS & Educational Technology Standards Crosswalk Document 5
- 6. WebApp: Crosswalk CCSS ELA & Educational Technology Standards 6 Available at http://www.k12.wa.us/EdTech/Standards/edtechcoresubjects/ CCSS-Crosswalk.aspx
- 7. STUDENTS WHO ARE COLLEGE AND CAREER READY IN READING, WRITING, SPEAKING, LISTENING, AND LANGUAGE… •Demonstrate independence. •Build strong content knowledge. •Respond to the varying demands of audience, task, purpose, and discipline. •Comprehend as well as critique. •Value evidence. •Use technology and digital media strategically and capably. •Come to understand other perspectives and cultures. 7
- 8. Proficiency with technology allows students to succeed in college and careers. The Common Core Standards include basic technology skills to help them succeed; but in the bigger picture, they call for students to use technology to help them learn in all areas. Whether it be using tools to solve math problems, to access information, or to promote literacy and communication skills, technology is part of the learning solution. It needs to be viewed that way rather than a separate competency. 8 Common Core Standards & the role of Technology
- 9. Students Should be able to: • Produce and Publish Documents • Interact and Collaborate • Communicate Using Web Tools • Evaluate Information Presented in Different Media Formats 9
- 10. ELA Example - GRADE 3 • Craft and Structure • Production and Distribution of Writing • Comprehension and Collaboration 1. Use text features and search tools (e.g. key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. 2. With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. 3. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. 4. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. 10
- 11. ELA Example - GRADE 7 • Integration of Knowledge and Ideas • Vocabulary Acquisition and Use • Presentation of Knowledge and Ideas • Comprehension and Collaboration • Research to Build and Present Knowledge • Production and Distribution of Writing • Text Types and Purposes 1. Compare and contrast a text to an audio, video, or multimedia version of the text analyzing each medium’s portrayal of the subject (e.g. how the delivery of a speech affects the impact of the words). 11
- 12. GRADE 7 (continued) 2. Consult general and specialized reference materials (e.g. dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. 3. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. 4. Consult general and specialized reference materials (e.g. dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech the ideas clarify a topic, text, or issue under study. 5. Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others. 12
- 13. ELA Example - GRADES 11 & 12 • Production and Distribution of Writing • Integration of Knowledge and Ideas • Comprehension and Collaboration • Research to Build and Present knowledge • Text Types and Purposes 1. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. 2. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g. quantitative data, video, multimedia) in order to address a question or solve a problem. 3. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. 13
- 14. GRADES 11 & 12 (continued) 4. Gather relevant information from multiple authoritative print and digital sources, used advanced searches effectively; assess strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. 5. Write informative/explanatory texts to examine and convey complex ideas, concepts and information clearly and accurately through the effective selection, organization, and analysis of content. Introduce a topic; organize complex ideas, concepts, and information so that each element builds on that which precedes it to create a unified whole; include formatting (e.g. headings), graphics (e.g. charts and tables), and multimedia when useful for aiding in comprehension. 14
- 15. Changing Definition of Literacy 1. New types of media formats require explicit instruction for use as texts. 2. Development of skills for comprehension are different for digital media. They require complex reading strategies. 3. Visual literacy – the ability to “read” graphics and images – is critical.
- 16. Changing Definition of Literacy New types of media formats require explicit instruction for use as texts.
- 17. How do you read this?
- 18. Or this?
- 20. What about a wiki?
- 21. Or video?
- 22. Changing Definition of Literacy Development of skills for comprehension are different for digital media. They require complex reading strategies.
- 23. Existing Knowledge Sources Additional requirements for online text Skilled readers also draw on their existing knowledge of a. informational website structures b. web-based search engines Required for online and offline reading Skilled readers draw on their existing knowledge of a. topic b. printed informational text structures Source: Coiro and Dobler, 2007
- 24. Inferential Reasoning Strategies Additional requirements for online text Also characterized by a. high incidence of forward inferential reasoning b. multilayered reading processes across 3D Internet spaces Required for online and offline reading Informed by a reader’s use of a. literal matching skills b. structural cues c. context cues Source: Coiro and Dobler, 2007
- 25. Self-regulated Reading Processes Additional requirements for online text Also occur as a. cognitive reading strategies intertwined with physical reading actions b. rapid information-seeking cycles within extremely short text passages Required for online and offline reading Occur as a. independent fix-up strategies for comprehension monitoring and repair b. connected components of a larger strategic reading process Source: Coiro and Dobler, 2007
- 26. 1. Identify important questions 2. Locate information 3. Analyze information 4. Synthesize information 5. Communicate information Source: Leu, et al. (2007) Washington Educational Technology Standards 1.3.1: Identify…significant questions 1.3.2: Locate and organize information 1.3.3 Analyze and synthesize information…and report results Skills for Reading Comprehension Online
- 27. Changing Definition of Literacy Visual literacy – the ability to read and construct graphics and images – is critical.
- 28. Student Readiness for Smarter Balanced • Ensure students have at least two opportunities at school for guided practice with assessment tools and question types • Use sample performance tasks (and eventually formative tools and released items) to give students experience with math and ELA performance tasks • Provide student keyboarding/data input opportunities in grades K-2 to ensure readiness for grade 3 online assessments
- 29. Student Readiness (continued) • Provide additional keyboarding opportunities for grades 3-6 to ensure readiness for SBAC writing tasks • Partner with libraries and community organizations to promote equity of access to technology for students outside of school time • Consider loaning machines or providing useable surplus machines to needy students • K-2 checklist – Educational Technology
- 30. K-2 Checklist – Educational Technology
- 31. Performance Tasks: What is the expectation for students? Sample targets for grades 6-8 Combine to form a Claim
- 32. Scoring Rubric: What is the expectation for students? Scoring
- 33. Dennis Small, Dennis.Small@k12.wa.us (360) 725-6384 Visit Us http://www.k12.wa.us/EdTech/
Editor's Notes
- #7: Select: Grade Level(s) ELA Standard(s) in Reading/Writing/Speaking & Listening Collections(s) of Assessments, Digital Tools & Apps, Lesson Ideas