Technology and common core

Editor's Notes

• #2: This session is for those who are unfamiliar with common core. will provide and overview of what they say and specifically, about technology. this presentation deals ONLY with ELA standards, not math. will provide broad brush overview of standards, drill down to those that specifically refer to or lend themselves to Technology Integration and will provide examples or tools that help you address the standards. It will be a dialog, not a lecture. I am hoping for you to participate. Let’s start by opening up todaysmeet.com/cct and if you have an ipad or other device, give me some feedback about the common core.\n
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• #4: The introduction to the standards explain how the project was developed in order to create the next set of standards that could be used nationwide, that would help ensure that all students are college and career ready in literacy no later than the end of high school. The committee that designed the standards had standards of their own. A particular standard was only included if it was deemed essential for college and career readiness in a 21st century, globally competitive society. Lays out the vision of what it means to be a literate person in the 21st century.\n
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• #9: Not treated as a separate subject\n
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• #16: Not treated as a separate subject\n
• #17: common core standards describe the student who is college and career ready\n
• #18: students who are college and career ready\nlet’s look at that bullet about technology more closely\n
• #19: students who are college and career ready\nlet’s look at that bullet about technology more closely\n
• #20: students who are college and career ready\nlet’s look at that bullet about technology more closely\n
• #21: students who are college and career ready\nlet’s look at that bullet about technology more closely\n
• #22: students who are college and career ready\nlet’s look at that bullet about technology more closely\n
• #23: students who are college and career ready\nlet’s look at that bullet about technology more closely\n
• #24: students who are college and career ready\nlet’s look at that bullet about technology more closely\n
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• #26: Three sections: 1. K - 5, and then 2 content specific sections for 6 - 12, one for ELA and one for History, SS, Science and technology subjects. \nEach section has strands: K - 5 and 6 - 12 ELA have Reading, Writing, Listening and Speaking and a Language section and 6 - 12 History, SS, Science and Tech have Reading and Writing sections. However, the Common Core recognizes that all subject areas incorporate ELA skills. So whereas there are SPECIFIC grade level standards for Reading and Writing for History, Social Studies, Science and Technology, and there are NOT for Speaking and Listening, the 6 - 12 Speaking and Listening Standards are quite relevant for teachers of Social Studies. We’ll look at those specific standards that relate specifically to technology.\nEach strand has strand-specific set of CCR Anchor Standards that are identical across all grade and content areas. Each CCR Standard has an accompanying grade specific standard translating the broader statement into grade appropriate year end expectations. In the 6 - 12 section the grade specific standards are tuned toward the particular discipline.\nCode for reading standards: The first initial tells what strand and standard. For example: R is for Reading but there are two R’s: RL and RI.\nNext is the grade level and then the grade specific standard.\nfor grades 6 - 12 there RS (science and technology) and RH (history and social studies) and WHST history science and technology\n\n
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• #29: In the Anchor reading standards, basically recognizes that visual and multimedia contribute to the meaning, tone, or beauty of a text in terms of literature, or that multimedia elements, illustrations, graphs, etc, contribute toward understanding.\n
• #30: Online reading comprehension not addressed. As our students do more and more reading online, we need to assess how they are reading online. Is their understanding the same? How is reading hypertext different from reading linear text? Are our students reading successfully and for understanding when they read online? What happens when our assessments are online? Should the common core design team addressed this issue? Doesn’t say anything about eBooks, which is becoming HUGE. Ability to annotate, look up words, etc. when reading on devices like Nook, Kindle, iPad.\n
• #31: In addition, are we addressing the evaluative aspect of reading when done online? \n
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• #33: Be prepared as a teacher when using these audio clips. this one is preceded by a minute and a half of “talking” - advertising, etc. if you can download the clip, do that and have it readily available. we don’t have time in class to waste even a minute and those minutes add up.\n
• #34: Two of the writing standards address technology directly. This is probably the area where there is the greatest opportunity for integrating technology. There are so many tools for publishing online now. We could spend the entire hour sharing and brainstorming how these tools, many of them free, can help us meet the Common Core Writing Standards. On the following pages I will show the various iterations of standard six and its progression through the grade levels with examples and ideas.\n
• #35: animoto\nslide rocket\npodcasts\nmovies\n
• #36: animoto\nslide rocket\npodcasts\nmovies\n
• #37: animoto\nslide rocket\npodcasts\nmovies\n
• #38: animoto\nslide rocket\npodcasts\nmovies\n
• #39: animoto\nslide rocket\npodcasts\nmovies\n
• #40: animoto\nslide rocket\npodcasts\nmovies\n
• #41: animoto\nslide rocket\npodcasts\nmovies\n
• #42: In the middle and high school grades the shift goes to shared writing. Google Docs, wikispaces, google sites come to mind.\n
• #43: One a student reaches grades 11 and 12, the shift is to the feedback component: reacting to and responding to various points of view expressed by others\n
• #44: One a student reaches grades 11 and 12, the shift is to the feedback component: reacting to and responding to various points of view expressed by others\n
• #45: One a student reaches grades 11 and 12, the shift is to the feedback component: reacting to and responding to various points of view expressed by others\n
• #46: One a student reaches grades 11 and 12, the shift is to the feedback component: reacting to and responding to various points of view expressed by others\n
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• #48: Let’s look at Writing Standard 8 over the grade levels\nThis standard puts an emphasis on critical evaluation and credibility. It’s interesting that this is really a reading standard and what I found missing in the reading standard. I guess the standard assumes that a student will write about or in some way publish a piece that shows their understanding of what they have read. \n
• #49: Let’s look at Writing Standard 8 over the grade levels\nThis standard puts an emphasis on critical evaluation and credibility. It’s interesting that this is really a reading standard and what I found missing in the reading standard. I guess the standard assumes that a student will write about or in some way publish a piece that shows their understanding of what they have read. \n
• #50: Let’s look at Writing Standard 8 over the grade levels\nThis standard puts an emphasis on critical evaluation and credibility. It’s interesting that this is really a reading standard and what I found missing in the reading standard. I guess the standard assumes that a student will write about or in some way publish a piece that shows their understanding of what they have read. \n
• #51: Even though the 6 - 12 Standards for Literacy in History/Social Studies, Science and Technology do not specifically say anything about Speaking and Listening, there are three standards that are quite relevant to students of the social sciences. Standard 1 recognizes the need for communication and collaboration with diverse partners. Technology’s capacity to allow for communication with people all over the world helps us address that standard much more easily than we could have 10 years ago.\n
• #52: for middle school students this can mean analyzing primary source materials, including audio, video and other multimedia and evaluating how the media used influences the message conveyed. For example, the Library of Congress has a vast digital collection. One interesting section is on advertising and an analysis of a very famous coca cola campaign. This is when television was beginning to be recognized as a force that could really reflect society. \n
• #53: our middle school students have posted hundreds of podcasts and vodcasts on a variety of topics. They do PSA’s in their ELA classes on subjects such as bullying, internet safety, video game addiction, eating disorders and how the media influences their lives. In seventh grade social studies students create podcasts on eras in American History, What Democracy means to me, and the “This day in history podcast.” In addition, the seventh grade Spanish students create podcasts in Spanish to help with fluency and conversational Spanish.\n
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