ISTE | NETS for Students 2007 - 1 views
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b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c. demonstrate personal responsibility for lifelong learning.
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colokathleen on 30 Mar 10connects to FACS national standards -
Sarah Boland on 07 Jun 10This is where many issues using technology to research pop up.
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a. identify and define authentic problems and significant questions for investigation. b. plan and manage activities to develop a solution or complete a project. c. collect and analyze data to identify solutions and/or make informed decisions.
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As a chemistry teacher, this is the part of the technology research standards that applies to my classes the most. It really models the scientific method. -
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This connects to the multiple audiences above: authentic problems and signficant questions should indicate other potential audiences. -
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c. use models and simulations to explore complex systems and issues
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I do this in my science classes pretty frequently, through demonstrations, labs, other hands-on modeling activities.
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identify trends and forecast possibilities.
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One purpose for reading literature helps students see how past problems can be prevented in the future or how the future may look if does not occur. Students can research trends and forecast possible future events to identify real problems suggested in literature. -
Laura, I love this idea. I will be teaching a SciFi class this fall; this will be an excellent project for one our units. -
I teach government and economics and the forecasting that Laura mentioned is key there, too.
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communicate information and ideas effectively to multiple audiences
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If students are given multiple ways to find and record information, they will all find a way that works for them that will aid them in their future research and academics.
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We are working to develop a collaborative environment where both the computer lab and the library are working together to develop positive research skills for our kiddos -
I need to do more with this, helping students find authentic audiences other than just me.
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This is an area that challenges teachers to keep up with technology, too. Kids know exciting ways to relay information that we have yet to learn
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locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
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This seems most significant to me. Really what I want my students to do.
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Finding the appropriate resources is critical, then organizing material found within is key.
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I believe this is where relaible and validity of sites need to be determined. -
This is where we put the majority of our focus in instruction; this reads like an objective for any standard research project. It sounds so simple in this neat, tidy little statement!
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plan strategies to guide inquiry.
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This is where IL models come into play to structure and help students monitor their cognition. -
Students seem to struggle with this planning piece. They often like to think that their one question or key word will be enough to find the information they need. This is something we can help them with.
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evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
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I believe this to be one of the most important things that elementary age kids can learn. Learning how to filter sources and find the best resources for their specific need is critical
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I feel this is important, but easily overlooked. Many times we (teachers) are so focused on the end product you forget somewhere in the middle lies that process (which is just as important if not more)>
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nteract, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
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Diigo will allow students to view each other's ideas, helping them collaborate
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create original works as a means of personal or group expression.
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Using technology to create original products is another way to differentiate among a variety of learning styles and modalities -
Every child has an opportunity to individually express their understanding of concepts. Allows student choice of how to present.
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When we think of technology in the classroom, this is where we often start, as a means of being "creative." We want students to be "creative" and "expressive," but we can't forget the critical thought processes, and we must help students understand that not every "expression" is equal.
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Technology definitely has a place in the arts creative classroom. There are very few original ideas in fine art, and students exposure thru technology helps them integrate and adapt the ideas of other artists into new expressions.
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transfer current knowledge to learning of new technologies.
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My fifth graders tend to isolate their knowledge and skills rather than transfer what they know about one tech. application to another- this is a goal for us to work on
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We spend a good deal of time in ACE examining employment trends and forecasting which careers will be most lucrative and accessible to HRHS students. One excellent websight for getting this kind of employment data for our community is http://www.adworks.org/.
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One activity that I have had some success with in online collaboration is to create an online jobs board. Students work in groups of 3-4 to create a gmail account. Account names are sequential, so that students will know addressess for other groups. Students then research and find jobs in the area both online and through informal networking, then email job opportunities to each of the other groups. Kids enjoy it, it teaches them how to sign up for an online mail, and it introduces them to job networking, in a way that is a bit more personal and less scary than linkedin.
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this is one of the topics i would like to improve on, still feel like I do it old school
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I think this is a key objective. It seems many of my students have difficulty applying research skills outside of a narrow range of tasks, all of which revolve around writing some sort of reserach report. My overriding goal for this is to move research into the realm of the practical for my students so that they can apply sound research skills for many tasks, including informal ones, like researching a specific career, job, or company in order to make a decision.
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This goal is imperative for my classes. My students need instruction in going beyond the first item they find on the internet.
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C and D are key for Alternative education students. These students are often in a stituation where there decisions have huge impact on their later sucess, and many make poor decisions due to inadequate data. Gaining practical research skills that keeps tedium to a minimum would open up many possibliities for alternative solutions for our at-risk students.
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We spend a great deal of time writing and discussing this in my class, particululary in regards to online social netowrking profiles as they pertain to gaining employment. It is quite interesting to note that a nearly unshakable belief of students is that stealing music and video (movies) through limewire and other torrent sites is perfectly acceptable. Many students boast about how skilled their parents are at torrenting files. How do we get students to practice legal and responsible use of information technology when many of their parents don't? I know that even many teachers use proxies to get around blocks placed in the school network, and it is fairly common knoweldge among students how to use these proxies. Is it really fair to expect students to practice good digital citizenship when so few adults around them do?
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advocate and practice safe, legal, and responsible use of information and technology.
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Here is where the "cyber-safety" element comes into play ... the practice of safe, legal and responsible use of information. I think this "citizenship" is one of the most challenging aspects of education these days; how do we "teach" ethics when the "rules" seem so fluid and when our society is so divided in its values? We too often substitute "values" for "ethics" without understanding the difference between them.
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I think that we need to focus more on utilizing technology systems that students are familiar and adept with, rather that trying to educate them in arcane technologies that have a short half-life. Why can't we link research technology to mobile devices, which students are already quite proficient with? That way, we would be building upon sucess and skills they already have, increasing their comfort level, and the chance that they would actually use the technology effectively. This would be much better, in my mind, than fighting a never ending battle to get them to stop using the information technology they like (i.e. their phones).
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I feel it is really important to work with students from an early age on how to trouble shoot not only the equipment but the applications they are using instead of always having someone right there to do it for them. I always try to help the student help themselves. This promotes not only self-coinfidence but also builds a village of capable students.
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exhibit leadership for digital citizenship.
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develop cultural understanding and global awareness by engaging with learners of other cultures.
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I know there are many opportunities where we could communicate with students from other nations, but opening my classroom to the world is a bit frightening to me. If there were some platform for educators worldwide that provides a safer environment, I would be more inclined to think globally about online activities.
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I've never tried having the students actually communicate with other cultures, but I have had them research other cultures' art. I think there should be ways to expand on this to a more direct human contact.
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This is an exciting thought, but I've never tried to branch out this much. I'd need to master some of the more basic tactics first...
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I have done this on a more local level with another class in the state that I know is safe. I agree with Julie it is hard to connect on a global level when you are not truely sure of the connection. Even though my class communicates on a more local level, I still feel this helps understand differences.
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understand and use technology systems.
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In one of my Digied classes the instructor assured me that if I gave my students the opportunity to do something techie that they would take off and figure it out and be able to teach me how to do it in the process. WRONG. My students really needed me to be able to show them how to access and use the technology available to them. That piece of information really added a responsibility for me to learn how to access and use technology. You can teach an old dog.
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This is particularly important when technology doesn't always cooperate with our wishes and desires.
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Students use critical thinking skills to plan and conduct research , manage projects, solve problems, and make informed decisions
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this is what i hope all graduating students can do, that way they can analyze and make better choices in life
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The sooner we really have students to use critical thinking the better off we will be. One of our goals at the elementary level is to have that critical thinking piece involved in all the learning the students are doing and it not just be cut and past type answers. If students begin doing this early on hopefully they have mastered the skill by the time they are out of school.
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Students demonstrate a sound understanding of technology concepts, systems, and operations
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process data and report results.
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My class and I do enjoy taking data we have compiled and making different kinds of graphs to display our results. For example the ratio of the different colors in a Skittles bag.
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I feel our tech teacher does such a fabulous job teaching our kids about using technology responsibly
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"collect and analyze data to identify solutions and/or make informed decisions."
