This is an extremely important key concept in regard to thinking about where tech belongs and what kind of skills are important to emphasize within the context of curriculum
Integration is a matter of design, and produces considerable cognitive load on a learner. And in light of APIs, social media, and an array of smart mobile devices, is a kind of digital strategy
When the standard says “digital media,” it might as well say social media as it continues “to add interest,” a side-effect of making something non-social, social. students,” but rather requires learners to make complex decisions about how, when, and why to use technology–something educators must do as well.
Evaluation is near the top of Bloom’s taxonomy for a reason, necessitating that students make critical judgment calls about how information is presented and shared.
Collaboration forces students to plan, adopt, adapt, rethink, and revise, all higher-level practices.
demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
"The list of recommendations presented below is based on scientific studies of students in grades 4-12. The strategies for teaching writing are listed according to the magnitude of their effects. Practices with the strongest effects are listed fi"
e within their cooperative groups or partnerships. For example, if the class is working on using descriptive adjectives in their compositions, one student could be assigned to review another's writing. He or she could provide positive feedback, noting several instances of using descriptive vocabulary, and provide constructive feedback, identifying several sentences that could be enhanced with additional adjectives. After this, the students could switch roles and repeat the process.
Goals: Set specific goals for the writing assignments that students are to complete. The goals can be established by the teacher or created by the class themselves, with review from the teacher to ensure they are appropriate and attainable. Goals can include (but are not limited to) adding more ideas to a paper or including specific elements of a writing genre (e.g., in an opinion essay include at least three reasons supporting your belief). Setting specific product goals can foster motivation, and teachers can continue to motivate students by providing reinforcement when they reach their goals.
Word processing: Allow students to use a computer for completing written tasks. With a computer, text can be added, deleted, and moved easily. Furthermore, students can access tools, such as spell check, to enhance their written compositions. As with any technology, teachers should provide guidance on proper use of the computer and any relevant software before students use the computer to compose independently.
Sentence combining: Explicitly teach students to write more complex and sophisticated sentences. Sentence combining involves teacher modeling of how to combine two or more related sentences to create a more complex one. Students should be encouraged to apply the sentence construction skills as they write or revise.
Process writing: Implement flexible, but practical classroom routines that provide students with extended opportunities for practicing the cycle of planning, writing, and revie