NETS*T in RCPS

Standard VI.D. asks you to address specifics of acceptable use and additionally, how you ensure a safe and healthy environment for your students.

The first thing you should do is refresh your understanding of the RCPS Acceptable Use Policy (AUP) found at http://www.rockingham.k12.va.us/RCPS_tech/AUP.html

The AUP link can/should be the artifact used to address the first part of the rubric. In the accompanying reflection (in the template), describe ways you adhere to the AUP. Describe situations where you follow policy as it is outlined in the document.

For part 2 of the rubric, offer an artifact that shows how you provide for a safe and healthy environment for students using technology in your classroom or in the lab. You can interpret “safe and healthy” in any way that suits your needs, presumably either from a physical standpoint (keeping wires out of way, computers clean) or from an emotional perspective (online safety, privacy.)

Further details here: http://coe.jmu.edu/netst/Rubrics/VID_e.htm

VID Reflection template can be found and downloaded here: http://webfc.rockingham.k12.va.us/~sfailes/FOV2-00114A5F/FOV2-00114A60/

VIC also addresses diversity. Here, you’re to speak to how you use resources to affirm diversity among your students in your classroom, diversity that’s not related to learning styles but rather how students differ with respect to culture, backgrounds, or experiences.

Offer an activity which demonstrates use of technology resources aimed at meeting specific diverse needs of students in your classroom.

In the reflection, be sure to specify the type of diversity addressed by use of the resource and how the resource helps meet the needs of the targeted students.

Further details here: http://coe.jmu.edu/netst/Rubrics/VIC_e.htm

VIC Reflection template can be found and downloaded here: http://webfc.rockingham.k12.va.us/~sfailes/FOV2-00114A5F/FOV2-00114A60/

This standard asks you to demonstrate that …

1. You’re using resources designed to meet specific instructional needs of the students in your classroom and
2. You’re using deliberate instructional strategies in conjunction with technology to address specific learning needs

Your task then is to do the following

1. identify 2 or more specific resources you use to meet specific learning needs
2. identify 2 or more specific strategies you employ to address specific learning needs

Your reflection should spell it all our clearly … two resources addressing two different learning needs should be evident as well as two instructional strategies with the use of technology resources to address two different learning needs.

The resources and strategies may likely be linked or paired. For example, you could cite one resource as Explore Learning to aid your visual and kinesthetic/tactile learners since it does such a good job of illustrating concepts visually and allowing students to touch and manipulate variables in order to develop understanding. Perhaps the strategy you use involves use of a “Generating and Testing Hypotheses” approach with careful scaffolding in order to help provide structure and lead them effectively through the Explore Learning gizmo exercise. Note here that a specific resource, learning style, and strategy are named.

Your reflection would elaborate further on the details of the activity as they speak to the specific styles and strategies you identify.

Note that the focus of this rubric is on diverse learning needs. Standard VI.C. will ask you to address other types of diversity (cultural, ethnic, socioeconomic, etc.) When we speak of diverse learning needs, we’re talking about those associated with varied learning styles, intelligences, disabilities, and/or academic abilities among students in classroom.

More details and explanation can be found here: http://coe.jmu.edu/netst/Rubrics/VIB_e.htm

VIB Reflection (found at http://webfc.rockingham.k12.va.us/~sfailes/FOV2-00114A5F)/FOV2-00114A60/)

Resources

• Strategies http://www.netc.org/focus/strategies/ and some practical examples http://www.netc.org/focus/examples/
• Marzano’s instructional strategies: http://www.tltguide.ccsd.k12.co.us/instructional_tools/Strategies/Strategies.html
• Learning styles and multiple intelligences: http://www.ldpride.net/learningstyles.MI.htm

The key words for Standard VI.A. are “model” and “teach.” This standard asks you to document how you model legal and ethical behaviors with respect to technology as well as how you explicitly teach students about these issues, as well.

The first part of the rubric asks you to describe actions you take to model proper digital ethics or adhere to laws governing digital media use. Issues related to copyright and fair use are certainly appropriate as topics to discuss here. You could consider linking to a resource that offers information about digital ethics as your artifact then reflect on how you conform to policy and demonstrate ethical use.

The second part of the rubric asks you to show how you incorporate information about legal and ethical issues into your instruction. Offer a lesson plan or project activity as your artifact then reflect on the legal and ethical issues that come into play, describing the content related to law, ethics that you deliver to your students through the lesson or activity.

There are some examples to help you at http://coe.jmu.edu/netst/Rubrics/VIA_e.htm

Here are some resources that may be helpful to you as you prepare this submission:

• Copyrights and Copying Wrongs … (first of a 5-part series of articles on copyright and fair use)
• Copyright Basics – The Video
• Digital Ethics (from Tennessee Tech)
• Tools for Teaching Cyber Ethics

VIA Reflection template can be found and downloaded here: http://webfc.rockingham.k12.va.us/~sfailes/FOV2-00114A5F/FOV2-00114A60/

On the surface, Stanard V.B. might appear somewhat intimidating. But, the good news is that you have really completed all the components of this already!

Here’s what’s expected:

Reflects on professional practice, documents classroom technology integration, and maintains a professional development plan. Reflections discuss making informed decisions regarding the use of technology for productivity and to support student learning.

Submit your Resources document and your Professional Development Plan, both created earlier.

Periodically updates action research projects, classroom technology integration documents, and professional development plans. Carefully selects professional development opportunities to support student learning and reflects on experiences to ensure alignment with student learning and professional development goals.

Submit your Research Journal Entry template.

Because of the way the documents have been constructed, all three of these contain the needed reflective comments to satisfy the requirements for this rubric. No further reflection necessary so there’s no separate reflection document needed to submit here.

Here, you’re simply asked to show that you’re implementing best practices in your use of technology in the classroom. Identify a formal research study or literature review involving teaching and learning with technology and provide a lesson to show how you’re implementing ideas offered as best practices. (Note: It’s also OK to cite Marzano research on learning as it can be applied to technology use, e.g. use of Inspiration for concept mapping.)

You need to offer a citation of the research. You can use the citation machine to help out: http://citationmachine.net/

What kind of information is valid to cite?

1. Formal research study – a study that incorporates a conventional research design to test a hypothesis with validated measures
2. Literature review – surveys scholarly sources (e.g. articles, books, dissertations, conference proceedings) relevant to a particular issue, providing a description, summary, and critical evaluation of each work. The purpose is to offer an overview of significant literature published on a topic.

Refer to this site. http://caret.iste.org/RatingStudy.html#4 Type #1 would NOT be acceptable. [excerpt: "Often such articles are based on experience, observations, and ideas proposed by the author(s)."]

Non-example: Here’s something that is not research-based:

Ten Ways to Get Smart With SMARTboard
http://www.techlearning.com/story/showArticle.jhtml?articleID=190301895

It’s a really nice article (and truthfully, most likely LOTS more practical than much of what we must use for this standard), but it’s not something we can cite for the rubric. Sorry!

You’re looking for studies that are data-driven at some level versus some author’s opinion or ideas about the use of technology in education. Studies of type 2, 3, and 4 are appropriate to cite.

Example: The PDF file available at this site offers an example of a research study:

Identifying Teacher, School and District Characteristics Associated with Elementary Teachers’ Use of Technology: A Multilevel Perspective
http://epaa.asu.edu/epaa/v12n48/

Example: Here is a literature review:

Computers, The Internet, and Cheating Among Secondary School Students: Some Implications for Educators
http://pareonline.net/getvn.asp?v=9&n=9

To help organize and present the needed information, use the RESEARCH JOURNAL ENTRY template found here: http://webfc.rockingham.k12.va.us/~sfailes/FOV2-00114A5F/FOV2-00114A60/

Submit:

1. Lesson plan that illustrates application of research study
2. Research journal entry template (all reflection is found there)

This standard asks you to discuss management of resources and planning active engagement by the student. How do you use technology as a demonstration tool, a tool for student learning, and how do you vary grouping strategies so the student gets a full range of experiences?

Submit:

1. At least two activities/lessons that address management techniques of technology resources that facilitate active engagement by you and your students.
2. Reflection that discusses
   1. how the students are actively engaged in the activities
   2. how you are using technology as a teacher demonstration tool
   3. how you are applying technology as a tool for student learning
   4. how you are using a variety of grouping strategies to vary student experiences with respect to the technology components in the lessons

More details here: http://coe.jmu.edu/netst/Rubrics/IIID_e.htm

Reflection (found at http://webfc.rockingham.k12.va.us/~sfailes/FOV2-00114A5F)/FOV2-00114A60/)

This standard asks you to demonstrate management of technology resources in the context of students’ using technology to create products of some variety. I prefer not to define “product” and suggest what a “product” should or should not be in order to not limit what you might select. The key is that students are using technology and upon completion, there’s something tangible to offer as the result of their efforts.

In your narrative, be sure to indicate how you make sure that prerequisite technology skills have been met prior to or as part of the lesson/activity (i.e. What technology skills must the student possess to carry out this activity and how have you made sure that the student can do these things?)

Describe, too, your time-management with respect to technology access/use (How are you making sure that all students have the opportunity/time to complete this activity/product?)

Submit:

1. A lesson plan or activity description that requires active student participation and a student-developed product of some variety. (Submitting a student product is optional – fine, if you have one.)
2. Reflection that identifies/discusses the following:
   1. Content objectives
   2. NETS*S objectives
   3. Prerequisite technology skills needed and a discussion of how you make sure the students can do these things successfully before and during the activity
   4. Accommodations built into lesson to handle students who finish requirements early or adaptations made to handle students who need additional time or special assistance

Be sure to take a look here for further details, examples, etc.: http://coe.jmu.edu/netst/Rubrics/IIE_e.htm

Reflection (found at http://webfc.rockingham.k12.va.us/~sfailes/FOV2-00114A5F)/FOV2-00114A60/)

This standard asks you to show how you’re assessing student technology standards (NETS*S standards — National Educational Technology Standards for Studdents.)

There are 24 NETS*S standards in the revised 2007 version. (A PDF document listing all 24 is available for download here: http://webfc.rockingham.k12.va.us/~sfailes/FOV2-00114A5F)/FOV2-00114A60/)

You should show that you’ve assessed 3 of them in some way. One activity/assessment may address more than one standard or you can target different standards with separate activities and assessment tools.

Your assessment tools will be your artifacts. Rubrics, checklists, descriptions of expectations, etc. would be appropriate sorts of artifacts. In the reflection,  describe the activity, describe your method of assessment, and tell which NETS*S standard is being assessed (e.g. 3d.)

Be sure to check out information and details found at the elaborated rubric for IV.C. at http://coe.jmu.edu/netst/Rubrics/IVC_e.htm

Submit:

1. One or more assessment tools to address a minimum of 3 NETS*S standards
2. Reflection (found at http://webfc.rockingham.k12.va.us/~sfailes/FOV2-00114A5F)/FOV2-00114A60/)

As I see it, after having completed IV.A, IV.B. becomes totally reflective and likely requires no new artifacts to generate. You’ll probably just want to submit the same artifacts you submitted in the second portion of IV.A.

It’s asking you to reflect thoroughly on not only how you use technology to collect, analyze, and report student performance data but specifically how this means is BETTER THAN PREVIOUS ALTERNATIVES. So, the key to this is to simply say why what you’re doing now is better than the old way. Identify the old way and describe how the new way is better.

It breaks things down into the 3 functions (collect, analyze, and report) and asks you to reflect specifically on each of those administrative processes, contrasting old and new.

Finally, in the fourth part, it asks you to show how using technology in the assessment process helps you to do one of the following: 1) improve the quality of learning and instruction 2) improve the quantity of learning and instruction 3) reduce the time required for learning and instruction and to accomplish tasks.

Pick an artifact that helps best make your points and discuss it from that standpoint. An example that comes to mind here would be use of Senteos. So, I’d submit some sort of artifact to represent Senteo use.  If you’ve used the Senteos, you know they give you immediate feedback on every student which then allows you to better steer the direction of your teaching (thus improving the quality of instruction.) And they most certainly reduce the time it takes to determine student comprehension. You could really make the argument that use enhances the quality of your instruction, increases the quantity of instruction, and reduces the time it takes to determine comprehension. You don’t have to make all three points, only one, but use of the Senteos does all three pretty easily!

Here’s an excerpt from the elaborated rubric for IV.B. It should guide your reflective comments for the last part of the rubric:

Reflections should describe how the analysis of student performance data is helping you to improve the quality and/or quantity of your instruction.  Note how the information you receive from the analysis is changing your teaching, your choice of resources, your pacing, etc.  Describe how technology makes accomplishing tasks faster and more efficient; therefore, leaving you more time for instruction.

Submit:

1. Artifact to show how you use technology to collect student performance data
2. Artifact to show how you use technology to analyze student performance data
3. Artifact to show how you use technology to report student performance data
4. Artifact to show how analysis of data is improving quality, enhancing quantity, or reducing time for tasks
5. Reflection document  (available for download here: http://webfc.rockingham.k12.va.us/~sfailes/FOV2-00114A5F)/FOV2-00114A60/