Educational Technology Information

& Curriculum Framework

for the

Department of Catholic Schools Diocese of Covington

Summer 2013

Mission: The Department of Catholic Schools seeks to fulfill its role in the fourfold mission of Christ:

Message ~ Community ~ Service ~ Worship.

It commits itself to the service of the Diocese through assistance to parishes and schools,

enabling parish communities to provide quality Catholic school education for all their members.

The purpose of this document is to provide guidance and leadership to develop a shared vision for educational

technology in our schools. This includes teachers, support staff, pastors, and administrators, as well as students,

parents and the rest of the school community.

Our students are growing up in a digital world and we must look to 21st century resources to help us in

educating the whole child – spiritually, mentally, physically, socially, and morally. Technology is a tool that

can be used to enhance, enrich and often extend our existing curriculums. In order to do this, the DCSTC

(Department of Catholic Schools Technology Committee) collaborated to provide a curriculum framework in

the area of technology. This is to ensure our students have the experience and skills they need to utilize the

technology they have available to them to enhance their education and use them in a manner consistent with our

Catholic faith. (Please note, in Standard 5: Digital Citizenship there is a note about all schools needing to have

a Digital Citizenship program in place and be teaching grade appropriate lessons to all students. These lessons

are not exclusive to computer class or library class. They should be covered in core curriculum classes as well.)

The framework was based upon the ISTE NETS for Students 2007. A copy of those, along with the standards

for administrators and teachers, are included in the resource pages following the framework. There are also

additional resources from other sources that would be helpful to review.

This framework will be reviewed on a bi-annual basis or sooner due to the rapid advances in technology.

Classroom teacher, technology coordinators, and library media specialists will be asked to consult and provide

feedback as the curriculum is implemented. A special thank you goes to the Diocese of Allentown for use of

their Curriculum Connections Strands located in the resource area. If you have questions, suggestions or

requests regarding the framework or other technology integration, please contact the Department of Catholic

Schools.

Sincerely,

Shannon Bosley Technology & Curriculum Coordinator

Department of Catholic Schools

Diocese of Covington

Educational Technology Curriculum Framework

Drafted April 2013 By the Diocese of Covington DCSTC

(Department of Catholic Schools Technology Committee)

National Standard These competencies are to be mastered by the completion of Grade 9.

They are to be taught within the context of curriculum-related

activities.

I- Introduced R-Reinforced M- Mastered

1. Creativity & Innovation Students demonstrate creative thinking construct knowledge, and develop

innovative products and processes using technology. K 1 2 3 4 5 6 7 8 9+

Apply existing knowledge of programs and devices to generate new idea or projects.

I I R R R R R R R R

Create original works as a means of personal or group expression. I I R R R R R R R R

Use models and simulations to explore complex systems and issues I I R R R R R R R

Identify trends and forecast possibilities I R R R R R

Based on the ISTE NETS for Students 2007

2. Communication and Collaboration – Productivity

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and

contribute to the learning of others. K 1 2 3 4 5 6 7 8 9+

Skills

Understand technology as a tool for learning I R R R M

Launch programs from the desktop I R R M

Use grade level programs for learning in a variety of subjects I R M

Compose short documents with teacher assistance using a word

processing program, change font and size, center text, apply Spell-check,

etc. I R R M

Work cooperatively and collaboratively with others on technology

projects

I R R R R R R M

Edit, revise (using backspace, delete, cut, copy and paste), documents

using a word processing program I I R R M

Use print command and select the correct printer I I R R M

Use menus to open, close, and save files. Use "save" and "save as" “save as

file type” commands appropriately.

I R R R R R M

Load and save documents from hard disk, CD-ROM, DVD, file

server, or flash drive. I R M

Use page set up to set page orientation I R R M

Use a simple spreadsheet I I R R M

Create a simple graphic using a paint or draw program I R R R M

Access and edit an existing digital image I I R R R R M

Integrate graphics into a word processing document I I R R R R R M

Create a simple multimedia presentation I R R M

Format a document including fonts, tabs, headers, alignment, indents, margins, show/hide editing, etc.

I R R R R M

Expand use of spreadsheet applications I R R R

Communication and Collaboration Productivity continued…

K 1 2 3 4 5 6 7 8 9+

Choose the appropriate productivity tool to accomplish a project I R R M

Learn basic file management and file sharing techniques I R R R R

Format a document to a particular set of instructions. I R M

Integrate applications – importing, exporting, and embedding between applications

I R R

Utilize desktop publishing features in projects (Word, Docs, Publisher, etc)

I R R R R R M

Develop an appropriate management system for organizing and storing

data I R R M

Expand use of word processing I R R R R M

Expand use of spreadsheet applications I R R R R M

Download files from the Internet I R M

Use presentation hardware and software effectively (LCD projector,

laptop/tablet/portable device, interactive board). I R R R M

Use video production software, such as iMovie, MovieMaker, Animoto,

etc. to create original videos. I R R R R R R

Produce an advanced multimedia presentation demonstrating successful

integration of technology skills. I R R

Develop an understanding of advanced productivity capabilities with

use of programs such as Microsoft Office products or Google Drive. I R R

3. Research, & Information Fluency Students apply digital tools to gather, evaluate, and use information.

K 1 2 3 4 5 6 7 8 9+

Have an understanding of the Internet I R R R M

Use Bookmarks, Favorites, Shortcuts, or Apps to access a teacher-selected Web address

I R R M

Adhere to the Internet Acceptable Use Policy. I R R R R R R R R R

Use electronic encyclopedias and other reference resources, such as online databases or reference websites.

I I R R R M

Navigate Web sites – being able to navigate different website designs I R R R M

Use the Internet for curriculum-related research I R R R R R R R

Use technology resources in problem-solving and decision-making activities I R R R R R R

Conduct an Internet search on a supplied topic. Learn search techniques such as Boolean searching.

I R R R R R M

Be able to choose the appropriate research tools for specific projects. I R R R R R M

Develop search engine skills using Internet search engines, subject

guides, directories, and metasearch engines. Learn advanced

searching techniques for popular search engines.

I R R R

Become proficient at defining a research strategy and conducting a

research project. I R R M

Be able to evaluate Web sites for authenticity and accuracy. I I R R R R M

Develop discriminatory skills when analyzing information gathered

from electronic resources. I I R R R

Demonstrate proper citation formatting for electronic resources. I R R R R M

Create simple Web documents. Insert hyperlinks. I R R M

4. Critical Thinking, Problem Solving, and Decision Making

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital

tools and resources K 1 2 3 4 5 6 7 8 9+

Students explore technology under teacher guidance. I R R R R R R R R R

Students identify problems that technology could help solve I R R R R R R R

Students plan and manage activities to develop a solution and complete a project.

I R R R R R

Students collect and analyze data to identify solutions and/or make informed decisions.

I R R R R

Students use multiple processes and diverse perspectives to explore alternative solutions.

I R R R R

5. Digital Citizenship Students understand human, cultural, and societal issues related to technology

and practice legal and ethical behavior. K 1 2 3 4 5 6 7 8 9+

Understand and observe the Internet Acceptable Use Policy (Teacher

assistance is needed at this level) I R R

Practice Christian values in working collaboratively with technology in

the classroom I R R R R R R R R R

Students demonstrate personal responsibility for lifelong learning.

Introduce and reinforce "virtual" Stranger danger I R R R R R R R R R

Observe lab/classroom technology rules and policies I R R R R R R R R R

Work cooperatively and collaboratively with others on technology projects I R R R R R R R R R

Be respectful of others when using and sharing equipment and resources I R R R R R R R R R

Respect privacy and security of other's work I R R R R R R R M

Understand and observe copyright laws and fair use I R R R R R R R R R

Understand and observe the Internet Acceptable Use Policy R R R R R R R R R R

Introduce the concept of "Cyberbullying." I R R R R R R

Understand the concept of intellectual property; define and discuss consequences of plagiarism.

I R R R R

Demonstrate appropriate care and stewardship for technology resources I R R R R R R R R R

Understand technology protection measures such a firewalls, virus protection, and filtering.

I R R R R R

Understand the meaning and social/legal consequences of security

threats such as hacking, viruses, and spam. I R R R

Recognize the social and legal issues of sending or posting

offensive materials. I R R M

Every school needs to have a Digital Citizenship program in place and be teaching grade appropriate lessons to all students. These lessons are not exclusive to computer class or library class, they should be covered in core curriculum classes as well.

6. Technology Operations and Concepts

Students demonstrate a sound understanding of the nature and operation of technology concepts, systems, and operations. K 1 2 3 4 5 6 7 8 9+

Students are proficient in the use of technology.

Identify and use basic parts: CPU, monitor, keyboard, mouse, printer,

CD/DVD drives, headset, USB port, memory, storage I R R R R M

Students transfer knowledge to learning of new technologies.

Open and close CD tray-insert and change CDs I R R M

- Use common input and output devices effectively (flash/thumb drives) I R R M

Locate power source and/or properly power down. I R M

Demonstrate proper use, care and cleaning of hardware, and software

resources I R R R R M

Be able to enter required passwords I I R R M

Use basic vocabulary related to computer operations (cursor, menu bar, desktop, etc.) I R R M

Open/Close programs and documents and return to the desktop I I R M

Use pull down menus and commands I R R R M

Identify and use a toolbar, move and place the cursor, recognize icons I I R R M

Overcome simple operating system problems (Locate Programs, CRTL ALT DELTE, Reboot)

I R R M

Have basic understanding of a network and how to connect to multiple networks. I R R R R M

Know the difference between a stand-alone and a network computer/software

I I R R R M

Recognize and report basic technology and network problems or error messages – properly reporting escalating problems, take screen shots, etc.

I I R R M

Recognize the differences between devices: desktop, laptop, tablet, ipad, smartphones, etc.

I R R R M

Awareness of the different operating platforms – for example iOS, Windows, Android, etc.

I I R R R R R R

7. Keyboarding Students apply keyboarding skills in everyday computer use.

K 1 2 3 4 5 6 7 8 9+

Learn/Use correct posture I R R R R M

Begin to locate letters and numbers on the keyboard with teacher

assistance I R R M

Begin demonstrating home row finger positioning

I I R R M

Learn main operating keys (space bar, enter, backspace*, escape, arrow

keys) *distinction between backspace & delete I R R R R M

Use correct fingering positioning to key all letters I R R M

Emphasize accuracy, correct fingering and posture rather than number of words per minute

I R R R R R M

Achieve speed of 10-15 words per minute with 90% accuracy I R R M

Achieve a speed of 20-25 words per minute with 90% accuracy I R M

Resources

AASL Standards for the 21st Century Learner

http://www.ala.org/aasl/guidelinesandstandards/learningstandards/standards

DCSTC website

https://sites.google.com/site/doctcky/

Digital Citzenship

I-Safe http://isafe.org/wp/

Common Sense Media http://www.commonsensemedia.org/educators/curriculum (formerly

CyberSmart Curriculum)

Diocese of Allentown Technology Curriculum Support

https://sites.google.com/site/techdioallentown/welcome

Curriculum Connection Strands – these have been included in the packet with permission

https://sites.google.com/site/techdioallentown/welcome/technology-curriculum-by-grade-

levels/curriculum-resources

ISTE Standards

http://www.iste.org/standards

NETS Implementation Wiki - http://nets-implementation.iste.wikispaces.net/home

Partnership for 21st Century Skills

http://www.p21.org/

Curriculum Connections Strand 1—Creativity and InnovationStudents demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

 Standard Grades K­2 Grades 3­5 Grades 6­8 Grades 9­12

1.1. Applyexistingknowledge togenerate newideas, products,or processes

Concept maps MindmappingMindmeister­­The leadingonline mind mappingsoftwareWebspiration(subscription)­­provides asafe and reliable onlinelearning environment thathelps students improvetheir writing and thinkingskills.KidspirationSmartboard/PrometheanMindomo­­ Enjoy mindmapping by brainstormingcollaboratively on ideasand projects.

Create an online video

Book report

Create a research projectDigital Storytelling­­the

practice of usingcomputer­based tools totell stories.Educational Uses of DigitalStorytellingDigital StorytellingResources for Educators

Claymation­­ one of manyforms of stop motionanimation. Each animatedpiece, either character orbackground, is“deformable"—made of amalleable substance,usually Plasticine clay.Claymation Made EasyMaking Claymation in theClassroom

1.2. Createoriginal worksas a means ofpersonal orgroup

PhotoStory­­Bring yourdigital photos to life withPhoto Story 3 forWindows. Create a photoslideshow of your life'smost memorablemoments.

Publish to a blog, wiki,webpage, website

Word CloudsWordleTagulAbcyaStorybird—Create a story

Creating with Alice (to writeinteractive stories)

Scratch (create simplemath games)

W3Schools

Using text size, font andcolor to relay yourmessage

Global impact of colorusage

508 Standards

expression Voki—Create and post Vokiavatars anywhere onlinefor free.

Storyline Online—Onlinestreaming video programfeaturing SAG membersreading children’s booksaloud.  Includesaccompanying activitiesand lesson ideas.

Reading Rockets­­offers awealth of readingstrategies, lessons, andactivities designed to helpyoung children learn how toread and read better

Create a class scrapbook

Create a greeting card

Create a book

Show and Tell

Digital Storytelling­­thepractice of usingcomputer­based tools to

to go along with thepicturesTikatok­­ where you cantransform imagination intostories and publish thosestories into books to sharewith family and friends.

BioCube­­ a usefulsummarizing tool thathelps students identify andlist key elements about aperson for a biography orautobiography.

Voki—Create and post Vokiavatars anywhere onlinefor free.

MuseumBox­­provides thetools for you to build up anargument or description ofan event, person orhistorical period by placingitems in a virtual box.

Animoto—Turn picturesand clips into a video withmusic

Podcasts

Our Story­­goes beyondblogging to permanentlycapture life's stories inwords and photos

Voicethread­­Transforming

Digital storytelling­­thepractice of usingcomputer­based tools totell stories.Educational Uses of DigitalStorytellingDigital StorytellingResources for Educators

Claymation­­one of manyforms of stop motionanimation. Each animatedpiece, either characteror background, is"deformable"—made of amalleable substance,usually Plasticine clay.Claymation Made EasyMaking Claymation in theClassroom

Movie Maker

Music recording and editingAudacity­­free audio editorthat is easy­to­use,cross­platform and offersample mixing tools andaudio effects.

tell stories.Educational Uses of DigitalStorytellingDigital StorytellingResources for Educators

media into collaborativespaces with video, voice,and text commenting

Digital storytelling­­thepractice of usingcomputer­based tools totell stories.Educational Uses of DigitalStorytelling

Digital StorytellingResources for Educators

Claymation­­one of manyforms of stop motionanimation. Each animatedpiece, either character orbackground, is“deform­­able"—made of amalleable substance,usually Plasticine clay.Claymation Made EasyMaking Claymation in theClassroom

Windows Movie MakeriMovie for Mac or i­devices

Music recording and editing

Audacity­­free audio editorthat is easy­to­use,cross­platform and offersample mixing tools andaudio effects.

 Garage Band  for Mac ori­devices

1.3. Use modelsand simulationsto explorecomplexsystems andissues

Science experiments—ageappropriate

Stress hands on and visualexamples/practice

Online simulations,especially for science andmath

Etoys­­ an educational toolfor teaching childrenpowerful ideas incompelling ways

Lemonade Stand­­ Makeas much money as youcan in 30 days at yourLemonade Stand!

Build Your Wild Self

MIT Labs

MindMapping (and othersimilar programs)

Record actual experimentsas video using i­device, flipcamera, or digital cameraand post to blog orwebsite.

EarthBrowser­­ Dynamic3D Earth model showscurrent weather,earthquakes, volcanoesand clouds

Gizmos­­World's largestand most advanced online

Gizmos­­World's largestand most advanced onlinerepository of math andscience simulations forgrades 3­12

Discovery Learning

STEM

Toyota Teen Driver (DriverSimulation Tool)

repository of math andscience simulations forgrades 3­12

Lure of the Labyrinth­­ adigital game formiddle­school pre­algebrastudents.

1.4. Identifytrends andforecastpossibilities

First in Math

Odyssey/CompassLearning

Espresso­­Interactiveteaching and learning sitefor Pre­K through Grade 5

Spreadsheets with graphs(Excel, Googlespreadsheets)

Projects by Jen—Creativeprojects for Pre­K­SixthGradeClassroom—Jennifer willhelp you make the most ofyour time in a variety ofways

Spreadsheets (Ex.:  Excel,Google, Wolfram Alpha)

Survey Monkey

PollEverywhere

Strand 2—Communication and CollaborationStudents us digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to thelearning of others.

Standard Grades K­2 Grades 3­5 Grades 6­8 Grades 9­12

2.1. Interact,collaborate, andpublish with peers,experts or othersemploying avariety of digitalenvironments andmedia

Blogs

Skype­­software that enablesyou to make free callsanywhere in the world.

Diigo/Delicious (socialbookmarking tools)

Twitter (online)

2.2. Communicateinformation andideas effectivelyto multipleaudiences using avariety of mediaand formats

Skype, sharing products suchas Google Docs

Kid Blog­­designed forelementary and middle schoolteachers who want to provideeach student with anindividual blog

Kathy Cassidy blog

Presentation format, image,charts, graphs

2.3. Developculturalunderstanding andglobal awarenessby engaging withlearners of othercultures.

Collaborate­­ a social,interactive learning experiencewith virtual classrooms, onlineconferencing, instantmessaging and more

2.4. Contribute toproject teams toproduce originalworks or solveproblems.

Urgent Evoke— a crash coursein changing the world. Playyour way through EVOKE'squests  to learn all aboutsocial entrepreneurship.

Virtual Oil Well Game­­ Youonly get your inheritance ifyou use the money to drill forgas or oil on that land.

Stock Market Game— givesstudents the chance to investa hypothetical $100000 in anon­line portfolio

Purdue Owl—citations)

Microsoft Office Word(Reference Lab)

Strand 3—Research and Information FluencyStudents apply digital tools to gather, evaluate, and use information

Standard Grades K­2 Grades 3­5 Grades 6­8 Grades 9­12

3.1. Planstrategies toguide inquiry

Online Research

 A­B­C Searching—Childrensearch for animal picturesonline by clicking letters ofthe alphabet.  They then printthe pictures and, in an offlineactivity, color them andarrange a display

Scientific Method

Online Research

 Subject CategorySearching—Selecting subjectcategories is one of two mainsearch tools used on theInternet.  Students learn howto best select subjectcategories in a directoryand explore the concept ofnarrowing their search.

Graphic Organizer—ageappropriate

Using Keywords—Keywordsearching is an effective wayto locate information on theWorld Wide Web.  Studentslearn how to select keywordsto produce the best searchresults.

Choosing a SearchSite—Through online

Online Research

Graphic organizers—ageappropriate

Making SearchDecisions—Students interpretsome powerfuldecision­making tips toincrease their searchingefficiency and then applythem in school researchscenarios.  They also learn tolook for advanced searchstrategies offered at mostsearch sites.

Smart KeywordSearching—When you knowthe specific information youneed, keyword searching isthe most effective method ofsearching on the World WideWeb.  Students learnstrategies to increase theaccuracy of their search.They compare the number

Online Research

Graphic organizers—ageappropriate

Boolean Operators

Boolean Searching on theInternet

The Boolean Machine

Boolify—An Interactive BooleanSearch Tool

Scientific Method

Print Research

observations, students recordand

compare the features of fourchildren’s search sites.  Theythen construct a lift­

the­flap poster that will guidethem in selecting appropriatesearch sites.

Print Research

 Scientific Method

and kinds of sites obtainedand make inferences aboutthe effectiveness of thestrategies.

Investigating Search Engines andDirectories—Students learnhow search engines,directories, and meta­searchengines work and compareand contrast their features.

     Phrase Searching

Scientific Method

Print Research

3.2. Locate,organize,analyze, evaluate,synthesize, andethically useinformation froma variety of

Search Strategies Search Strategies

Website evaluation

Paraphrasing andsummarizing—Lesson plans

Search strategies

Website evaluation

Paraphrasing andsummarizing

Search strategies

 Website evaluation

Paraphrasing andsummarizing

sources andmedia

from Lesson Planet

Notetaking—Lesson plansfrom Lesson Planet

Bibliographies andcitations—grade appropriate

Note taking

Bibliographies and citations

Note taking

Bibliographies and citations

3.3. Evaluate andselectinformationsources anddigital toolsbased on theappropriatenessto specific tasks

Website evaluation

Good sites—Children exploreand evaluate a children’s website, concluding that people’sopinions about the quality andusefulness of a site will vary.

Website evaluation

Finding Good Sites—Studentsexplore, evaluate, andcompare several children’sinformational websites,concluding that people’sopinions about the quality andusefulness of sites will vary.

Rating Web Sites—Studentsdiscuss and apply criteria forrating informational websites,compare results, and inferthat all Web sites are notequally good sources ofresearch information

Grade appropriate searchengines

Website evaluation

 Identifying High­QualitySites—Students learn that,because anyone can publishon the Web, they mustcarefully evaluate the sitesthey use for research.  Theyreview evaluation criteria anduse a checklist to “grade”informational sites.

 Other advanced searchengines

Other advanced searchengines

Website evaluation

Evaluating OnlineResources—Students learn tothink critically about theirchoices of Web sites forresearch by using anevaluation checklist thatdiscusses the keycharac­teristics of trustworthysites.  A sampling of sites ona topic of high interest tostudents provides the lessoncontext.  Optional strategiesfor the use of Web 2.0 toolsare included.

Primary sources online

Scholarly search engines

3.4. Process dataand reportresults.

Analyze information collectedas related to the content ofthe assignment

Report results in media ofchoice

     Print

     Spreadsheets

     Graphs

     Digital media

Analyze information collectedas related to the content ofthe assignment

Report results in media ofchoice

     Print

     Spreadsheets

     Graphs

     Digital media

Analyze information collectedas related to the content ofthe assignment

Report results in media ofchoice

     Print

     Spreadsheets

     Graphs

     Digital media

Strand 4—Critical Thinking, Problem Solving, and Decision MakingStudents apply digital tools to gather, evaluate, and use information

Standard Grades K­2 Grades 3­5 Grades 6­8 Grades 9­12

4.1. Identify anddefine authenticproblems andsignificantquestions forinvestigation

Zoopz.com—Games that makeyou think

Seussville.com

Game Goo—Learning thatsticks

Understanding Author andIllustrator—How does theirrelationship affect their work

Insect Investigation—Whatshould people know aboutinsects and why is itimportant?

Puzzles and logic problems ofall kinds

Developing Critical ThinkingThrough Web ResearchSkills—For K­12

Create and analyze rectangularpatterns—Grades K­9

Tessellations inExcel—Creating simpleshapes in Excel

George Washington:  Was he aresponsible family man as well asa great leader—Studentsresearch and then write aletter of endorsement

Burr Airlines Flight to Asia:

building inquiry skills

Puzzles and logic problems ofall kinds

Concept maps

How frequent seismic activityaffects societies

Tessellations inExcel—Creating simpleshapes in Excel

Global Warming PortfolioProject—Has our climatechanged because of humanactivity.  Justify yourresponse.

Building a GreenerCommunity—How can we doit?

It’s Debatable—Is historyrelevant to modern issues?

Environmental PerformanceResearch—Explore worldwideair and water quality,

Puzzles and logic problems ofall kinds

Free Thinking Games

Ed Tech Grades9­12—Connections for allstrands from the ArizonaDepartment of Education

ecosystems, and rate theEPA

Developing Critical ThinkingThrough Web Research Skills

4.2. Plan andmanage activitiesto develop asolution orcomplete a project

Imagining the Future—Studentsconsider emerging computerand Internet technologies, andpredict how suchdevelopments might directlyaffect the lives of kids in thefuture.

Timelines

Plan and take a road trip throughyour state

Calculating profits from sellingvirtual lemonade

Debating the Future—Studentsanalyze social issues relatedto the future use of theInternet, decide if they agreeor disagree with one another,and support their views in adebate.

Rock Star Road Trip—“Follow”your favorite musical artist onthe road and track route,mileage, and costs

Guest of Honor:  A presidentialbanquet—Students plan abanquet in honor of apresident

4.3. Collect andanalyze data toidentify solutionsand/or makeinformeddecisions

Plan and hold a food andglobalization summit—Forgrades K­5

Note­taking:K.I.S.S.—Research energysources and makerecommendations for theiruse in 3 scenarios.

Excel

Databases

Alternate EnergySources—Obtaining and usingnatural resources andenvironmental impact

Human Interactions on LivingSystems—Describe the issueand propose a sustainablesolution

Charting the effects ofearthquakes on buildings

Design, administer, and analyze ageneration gap survey

Capzles­­helps anyone createbeautiful, interactive,rich­media timelines onlineusing videos, photos, text,music, audio and mostdocuments

Dataopedia—Search engineand website statistics tool thatcan be used to get all in onetraffic and popularityoverview for any givenwebsite.

Dipity—Create, share, embedand collaborate oninteractive, visually engagingtimelines that integrate video,audio, images, etc.

Time Toast—Create timelinesand share them on the web

Cloning:  Should we be Doing It?

Ban That Book—Am I for oragainst?

What were They Thinking Then?What Are we ThinkingNow?—Have the main issuesof the novel changed withtime?  To what extend havethey been resolved?

4.4. Use multipleprocesses anddiverseperspectives toexplore alternativesolutions

Cyberbullying AmongTeens—Why do it, affect,how can it be stopped

My Personal Wellness—Whatdo I need to know and do tolive a healthy life?

Taking Action for HumanRights—The first of a 4 partproject to research anddevelop an action planregarding a contemporaryhuman rights violation.  Theother 3 parts are also postedon this site,

Career Options:  Which one isRight for Me?

Strand 5—Digital CitizenshipStudents understand human, cultural, and societal issues related to technology and practice legal and ethical behavior

Standard Grades K­2 Grades 3­5 Grades 6­8 Grades 9­12

5.1. Advocate andpractice safe,legal, andresponsible use ofinformation andtechnology

Computers, like other objectsare property and should berespected

Is This Yours? –Children learnthat computers, like otherobjects are property andshould be respected

Whose Property IsThis?—Students extend theirunderstanding of “property”to include not only computerequipment but also the workof others, and then discussrules for respecting suchproperty

Copyright

Join the C Team—Teachstudents to recognize thecopyright symbol andunderstand its connection tocreativity

Netiquette

Copyright

Join the C Team—Teachstudents to recognize thecopyright symbol andunderstand its connection tocreativity

Let’s Copy Right!—Use thesescenarios to help studentsunderstand intellectualproperty rights and avoidplagiarism

Plagiarism

Cyber Citizenship

Netiquette

Good Email Manners—Studentslearn good manners dos anddon’ts when sending E­mail

Citizens ofCyberspace—Students learnthat Internet users are citizens

Copyright

Plagiarism

You Quote It, You NoteIt—Interactive Tutorial onPlagiarism

ConsideringCopying—Students considerpossible ways to copy others’works using the Internetand learn that many forms ofcopying are illegal or unethical

What is Copyright Law—This isan enhanced podcast toeducate folks on what

copyright law and fair usemeans.  Copyright is a lawthat protects what someone

created.  No one else has theright to use it withoutpermission (3:12)

What is Copyright

Electronic Frontier Foundation’s

Copyright

Plagiarism

You Quote It, You NoteIt—Interactive Tutorial onPlagiarism

Netiquette

The Core Rules of Netiquette

Cyberbullying

Stranger danger

Digital Footprint­­You canthink of these digital footprintsas the trail of your activityonline:

Protecting Reputationsonline­­This video describesthe long­term risks of sharinginappro­priate information onthe web.  It encourages

Good MannersEverywhere—Students discussgood manners in theface­to­face world and learnsome dos and don’ts forusing E­mail in cyberspace

Stranger danger

PASD Elementary CyberSafetyCurriculum (Palmyra AreaSchool District)—Includeslesson

plans and links to activitiesand videos

Grade K—Computers likeother objects are propertyand should be respected

Grade 1—What to do on theworld wide web andunderstanding safety rules

Grade 2—Online SafetyRules and Who is a TrustedAdult

Grade 2—Cyberbullyingon­line and off­line

of a global community withthe power to share ideas withpeople around the world

Whose is itAnyway?—Students learnthat, although the Internetmakes it very easy,   Copyingothers’ work and presenting itas one’s own is unethical.They also learn aboutcircumstances in which it ispermissible to copy others’work

 Do the Right Thing—Studentslearn that they should applythe same ethical principles incyberspace that guide them inface­to­face situations

Cyberbullying

Computer Crime

Stranger danger

Digital Footprint

Protecting Reputations online

Teaching CopyrightCurriculum—5 lessons toteach copyright

Take the CopyrightChallenge­­Check out theCopyright Challenge to test

what you know aboutcopyrights.

Taking the Mystery out ofCopyright

Cyber Citizenship

Netiquette

Good MessagingManners—Students learnguidelines for good mannersin cyberspace, including tipsfor E­mail, instant messages,chat, and message boards

Cyberbullying

Stranger danger

Digital Footprint­­You canthink of these digital footprintsas the trail of your activity

viewers to “think before youclick”

and offers tips for beingresponsible with photos,videos and stories (2:41)

Understand your AUP—AUPcontracts encourageresponsible behavior bystudents and staff and giveadministrators enforceablerules for acceptable use ofschool computers.  Studentswill interpret and makeinferences about theirschool’s AUP

PASD High School CyberSafetyCurriculum (Palmyra AreaSchool District)—Includeslesson plans and links toactivities and videos

Grade 9—Teens’ OnlineRights

Grade 9—Making Sure YourOnline Image Sends the RightMessage

Grade 9—Safe or unsafe

Cybersafety andCyberethics—Free educationalvideos

Understand your AUP—AUPcontracts encourageresponsible behavior bystudents and staff and giveadministrators enforceablerules for accept­able use ofschool computers.

Students will interpret andmake inferences about theirschool’s AUP

PASD Elementary CyberSafetyCurriculum (Palmyra AreaSchool District)—Includeslesson

plans and links to activitiesand videos

Grade 3—Responsiblechoices to ensure personalsafety when using the Internet

Grade 3—Netiquette on theInternet

Grade 4—How can ruleskeep you a safe cybercitizen?What is cyberbullying?

online:

Protecting Reputationsonline­­This video describesthe long­term risks of sharinginappro­priate information onthe web.  It encouragesviewers to “think before youclick” and offers tips for beingresponsible with photos,videos and stories (2:41)

Understand your AUP—AUPcontracts encourageresponsible behavior bystudents and staff and giveadministrators enforceablerules for acceptable use ofschool computers. Studentswill interpret and makeinferences about theirschool’s AUP

Computer Crime

Can You Hack It—Studentslearn that computers andelectronic files are propertyand explore the reasons for,consequences, and ethics ofteen hacking

communication

Grade 9—Copyright and FairUse

Grade 10—Cyberbullying

Grade 10—Creating a safeonline profile

Grade 10—Texting anddistracted driving

Grade 10—Copyright andmusic downloads

Grade 11—Acceptable UserPolicy

Grade 11—Be aware ofonline predators

Grade 11—Sexting

Grade 11—Peer to peer filesharing

Grade 12—Unethical onlinebehaviors and identity theft

Grade 12—Online socialnetworking

Grade 12—Cellphone useand distracted driving

Grade 4—What is intellectualproperty?

Grade 5—How would youdescribe a cyber citizen?

Grade 5—Is everything onthe Internet free?

Cybersafety andCyberethics—Free educationalvideo

 PASD Middle SchoolCyberSafety Curriculum

(Palmyra Area SchoolDistrict)—Includes lessonplans and links to activitiesand videos

Grade 6—Dealing withCyberbullying

Grade 6—Who’s your friendon the Internet?

Grade 6—Whose is it,Anyway?

Grade 7—Cyberbullying:Crossing the Line

Grade 7—Personal andPrivate Information

Grade 7—ConsideringCopying

Grade 8—Cyberbullying:Not a Pretty Picture

Grade 8—Your OnlineProfile

Grade 8—Can you hack it?

Grade 12—Research andPlagiarism

Cybersafety andCyberethics—Free educationalvideos

Cybersafety andCyberethics—Free educationalvideos

5.2. Exhibit apositive attitudetoward usingtechnology thatsupportscollaboration,learning, andproductivity

5.3. Demonstratepersonalresponsibility forlifelong learning

5.4. Exhibitleadership fordigital citizenship

First in Math and similarprograms

Use only your user name andpassword

Speak Out­­Students learnthat, as citizens of theircountry, they have aresponsibility to speak

out on important issues and

Power andResponsibility­­Studentsconsider the power of theInternet to disseminatepositive and negative ideas ofindi­viduals, as well as large

Managing ProjectTeams­­Students use achecklist to learn to managecollaborative teams and selectdigital tools to supportcollaborative authentic

that the Internet provideseasy ways to do so.

Do the Right Thing­­Studentslearn that they should applythe same ethical principles inCyber­ space that guide themin face­to­face situations.

Citizens ofCyberspace­­Students learnthat Internet users are citizensof a global community withthe power to share ideas withpeople around the world.

organizations. They relate theprivileges and responsibilitiesof cyber citizenship to theirschool's Acceptable UsePolicy (AUP).

learning projects. Use as astand­alone lesson or inpreparation for team projectassignments.

1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

a. Apply existing knowledge to generate new ideas, products, or processes

b. Create original works as a means of personal or group expression

c. Use models and simulations to explore complex systems and issues

d. Identify trends and forecast possibilities

2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media

b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats

c. Develop cultural understanding and global awareness by engaging with learners of other cultures

d. Contribute to project teams to produce original works or solve problems

3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information.

a. Plan strategies to guide inquiryb. Locate, organize, analyze, evaluate, synthesize,

and ethically use information from a variety of sources and media

c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks

d. Process data and report results

4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

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

d. Use multiple processes and diverse perspectives to explore alternative solutions

iste.org/nets

5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

a. Advocate and practice safe, legal, and responsible use of information and technology

b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity

c. Demonstrate personal responsibility for lifelong learning

d. Exhibit leadership for digital citizenship

6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations.

a. Understand and use technology systemsb. Select and use applications effectively

and productivelyc. Troubleshoot systems and applicationsd. Transfer current knowledge to learning

of new technologies

NETS·S © 2007 International Society for Technology in Education. ISTE® is a registered trademark of the International Society for Technology in Education.

1. Facilitate and Inspire Student Learning and CreativityTeachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.

a. Promote, support, and model creative and innovative thinking and inventiveness

b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources

c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes

d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments

2. Design and Develop Digital Age Learning Experiences and AssessmentsTeachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS·S.

a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity

b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress

c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources

d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching

3. Model Digital Age Work and LearningTeachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.

a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations

b. Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation

c. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats

d. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning

Effective teachers model and apply the NETS·S as they design, implement, and assess learning experiences to engage students and improve learning; enrich professional practice; and provide positive models for students, colleagues, and the community. All teachers should meet the following standards and performance indicators.

iste.org/nets

4. Promote and Model Digital Citizenship and ResponsibilityTeachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.

a. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources

b. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources

c. Promote and model digital etiquette and responsible social interactions related to the use of technology and information

d. Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital age communication and collaboration tools

5. Engage in Professional Growth and LeadershipTeachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources.

a. Participate in local and global learning communities to explore creative applications of technology to improve student learning

b. Exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others

c. Evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning

d. Contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community

NETS·T © 2008 International Society for Technology in Education. ISTE® is a registered trademark of the International Society for Technology in Education.

1. Visionary LeadershipEducational Administrators inspire and lead development and implementation of a shared vision for comprehensive integration of technology to promote excellence and support transformation throughout the organization.

a. Inspire and facilitate among all stakeholders a shared vision of purposeful change that maximizes use of digital-age resources to meet and exceed learning goals, support effective instructional practice, and maximize performance of district and school leaders

b. Engage in an ongoing process to develop, implement, and communicate technology-infused strategic plans aligned with a shared vision

c. Advocate on local, state and national levels for policies, programs, and funding to support implementation of a technology-infused vision and strategic plan

2. Digital Age Learning CultureEducational Administrators create, promote, and sustain a dynamic, digital-age learning culture that provides a rigorous, relevant, and engaging education for all students.

a. Ensure instructional innovation focused on continuous improvement of digital-age learning

b. Model and promote the frequent and effective use of technology for learning

c. Provide learner-centered environments equipped with technology and learning resources to meet the individual, diverse needs of all learners

d. Ensure effective practice in the study of technology and its infusion across the curriculum

e. Promote and participate in local, national, and global learning communities that stimulate innovation, creativity, and digital age collaboration

3. Excellence in Professional PracticeEducational Administrators promote an environment of professional learning and innovation that empowers educators to enhance student learning through the infusion of contemporary technologies and digital resources.

a. Allocate time, resources, and access to ensure ongoing professional growth in technology fluency and integration

b. Facilitate and participate in learning communities that stimulate, nurture and support administrators, faculty, and staff in the study and use of technology

c. Promote and model effective communication and collaboration among stakeholders using digital age tools

d. Stay abreast of educational research and emerging trends regarding effective use of technology and encourage evaluation of new technologies for their potential to improve student learning

4. Systemic ImprovementEducational Administrators provide digital age leadership and management to continuously improve the organization through the effective use of information and technology resources.

a. Lead purposeful change to maximize the achievement of learning goals through the appropriate use of technology and media-rich resources

b. Collaborate to establish metrics, collect and analyze data, interpret results, and share findings to improve staff performance and student learning

c. Recruit and retain highly competent personnel who use technology creatively and proficiently to advance academic and operational goals

d. Establish and leverage strategic partnerships to support systemic improvement

e. Establish and maintain a robust infrastructure for technology including integrated, interoperable technology systems to support management, operations, teaching, and learning

iste.org/nets

5. Digital CitizenshipEducational Administrators model and facilitate understanding of social, ethical and legal issues and responsibilities related to an evolving digital culture.

a. Ensure equitable access to appropriate digital tools and resources to meet the needs of all learners

b. Promote, model and establish policies for safe, legal, and ethical use of digital information and technology

c. Promote and model responsible social interactions related to the use of technology and information

d. Model and facilitate the development of a shared cultural understanding and involvement in global issues through the use of contemporary communication and collaboration tools

NETS·A © 2009 International Society for Technology in Education. ISTE® is a registered trademark of the International Society for Technology in Education.

P21 Framework Definitions Page 1 of 9 Publication date: 12/09

P21 Framework Definitions

To help practitioners integrate skills into the teaching of core academic subjects, the Partnership has developed a unified, collective vision for learning known as the Framework for 21st Century Learning. This Framework describes the skills, knowledge and expertise students must master to succeed in work and life; it is a blend of content knowledge, specific skills, expertise and literacies. Every 21st century skills implementation requires the development of core academic subject knowledge and understanding among all students. Those who can think critically and communicate effectively must build on a base of core academic subject knowledge.

Within the context of core knowledge instruction, students must also learn the essential skills for success in today’s world, such as critical thinking, problem solving, communication and collaboration. When a school or district builds on this foundation, combining the entire Framework with the necessary support systems—standards, assessments, curriculum and instruction, professional development and learning environments—students are more engaged in the learning process and graduate better prepared to thrive in today’s global economy. While the graphic represents each element distinctly for descriptive purposes, the Partnership views all the components as fully interconnected in the process of 21st century teaching and learning.

P21 Framework Definitions Page 2 of 9 Publication date: 12/09

21st CENTURY STUDENT OUTCOMES The elements described in this section as “21st century student outcomes” (represented by the rainbow) are the knowledge, skills and expertise students should master to succeed in work and life in the 21st century. CORE SUBJECTS AND 21st CENTURY THEMES

Mastery of core subjects and 21st century themes is essential for all students in the 21st century. Core subjects include:

• English, reading or language arts • World languages • Arts • Mathematics • Economics • Science • Geography • History • Government and Civics

In addition to these subjects, we believe schools must move to include not only a focus on mastery of core subjects, but also promote understanding of academic content at much higher levels by weaving 21st century interdisciplinary themes into core subjects:

Global Awareness • Using 21st century skills to understand and address global issues • Learning from and working collaboratively with individuals representing

diverse cultures, religions and lifestyles in a spirit of mutual respect and open dialogue in personal, work and community contexts

• Understanding other nations and cultures, including the use of non-English languages

Financial, Economic, Business and Entrepreneurial Literacy

• Knowing how to make appropriate personal economic choices • Understanding the role of the economy in society • Using entrepreneurial skills to enhance workplace productivity and career

options Civic Literacy

• Participating effectively in civic life through knowing how to stay informed and understanding governmental processes

• Exercising the rights and obligations of citizenship at local, state, national and global levels

• Understanding the local and global implications of civic decisions

P21 Framework Definitions Page 3 of 9 Publication date: 12/09

Health Literacy • Obtaining, interpreting and understanding basic health information and

services and using such information and services in ways that enhance health

• Understanding preventive physical and mental health measures, including proper diet, nutrition, exercise, risk avoidance and stress reduction

• Using available information to make appropriate health-related decisions • Establishing and monitoring personal and family health goals • Understanding national and international public health and safety issues

Environmental Literacy

• Demonstrate knowledge and understanding of the environment and the circumstances and conditions affecting it, particularly as relates to air, climate, land, food, energy, water and ecosystems

• Demonstrate knowledge and understanding of society’s impact on the natural world (e.g., population growth, population development, resource consumption rate, etc.)

• Investigate and analyze environmental issues, and make accurate conclusions about effective solutions

• Take individual and collective action towards addressing environmental challenges (e.g., participating in global actions, designing solutions that inspire action on environmental issues)

LEARNING AND INNOVATION SKILLS Learning and innovation skills increasingly are being recognized as those that separate students who are prepared for a more and more complex life and work environments in the 21st century, and those who are not. A focus on creativity, critical thinking, communication and collaboration is essential to prepare students for the future.

CREATIVITY AND INNOVATION

Think Creatively • Use a wide range of idea creation techniques (such as brainstorming) • Create new and worthwhile ideas (both incremental and radical concepts) • Elaborate, refine, analyze and evaluate their own ideas in order to improve and

maximize creative efforts

Work Creatively with Others • Develop, implement and communicate new ideas to others effectively • Be open and responsive to new and diverse perspectives; incorporate group

input and feedback into the work • Demonstrate originality and inventiveness in work and understand the real

world limits to adopting new ideas • View failure as an opportunity to learn; understand that creativity and

innovation is a long-term, cyclical process of small successes and frequent mistakes

P21 Framework Definitions Page 4 of 9 Publication date: 12/09

Implement Innovations • Act on creative ideas to make a tangible and useful contribution to the field in

which the innovation will occur CRITICAL THINKING AND PROBLEM SOLVING

Reason Effectively • Use various types of reasoning (inductive, deductive, etc.) as appropriate to

the situation

Use Systems Thinking • Analyze how parts of a whole interact with each other to produce overall

outcomes in complex systems

Make Judgments and Decisions • Effectively analyze and evaluate evidence, arguments, claims and beliefs • Analyze and evaluate major alternative points of view • Synthesize and make connections between information and arguments • Interpret information and draw conclusions based on the best analysis • Reflect critically on learning experiences and processes

Solve Problems • Solve different kinds of non-familiar problems in both conventional and

innovative ways • Identify and ask significant questions that clarify various points of view and

lead to better solutions

COMMUNICATION AND COLLABORATION Communicate Clearly • Articulate thoughts and ideas effectively using oral, written and nonverbal

communication skills in a variety of forms and contexts • Listen effectively to decipher meaning, including knowledge, values, attitudes

and intentions • Use communication for a range of purposes (e.g. to inform, instruct, motivate

and persuade) • Utilize multiple media and technologies, and know how to judge their

effectiveness a priori as well as assess their impact • Communicate effectively in diverse environments (including multi-lingual) Collaborate with Others • Demonstrate ability to work effectively and respectfully with diverse teams • Exercise flexibility and willingness to be helpful in making necessary

compromises to accomplish a common goal • Assume shared responsibility for collaborative work, and value the individual

contributions made by each team member

P21 Framework Definitions Page 5 of 9 Publication date: 12/09

INFORMATION, MEDIA AND TECHNOLOGY SKILLS People in the 21st century live in a technology and media-suffused environment, marked by various characteristics, including: 1) access to an abundance of information, 2) rapid changes in technology tools, and 3) the ability to collaborate and make individual contributions on an unprecedented scale. To be effective in the 21st century, citizens and workers must be able to exhibit a range of functional and critical thinking skills related to information, media and technology. INFORMATION LITERACY

Access and Evaluate Information • Access information efficiently (time) and effectively (sources) • Evaluate information critically and competently

Use and Manage Information • Use information accurately and creatively for the issue or problem at hand • Manage the flow of information from a wide variety of sources • Apply a fundamental understanding of the ethical/legal issues surrounding the

access and use of information MEDIA LITERACY

Analyze Media • Understand both how and why media messages are constructed, and for what

purposes • Examine how individuals interpret messages differently, how values and points

of view are included or excluded, and how media can influence beliefs and behaviors

• Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of media

Create Media Products • Understand and utilize the most appropriate media creation tools,

characteristics and conventions • Understand and effectively utilize the most appropriate expressions and

interpretations in diverse, multi-cultural environments

ICT (Information, Communications and Technology) LITERACY

Apply Technology Effectively • Use technology as a tool to research, organize, evaluate and communicate

information • Use digital technologies (computers, PDAs, media players, GPS, etc.),

communication/networking tools and social networks appropriately to access,

P21 Framework Definitions Page 6 of 9 Publication date: 12/09

manage, integrate, evaluate and create information to successfully function in a knowledge economy

• Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information technologies

LIFE AND CAREER SKILLS Today’s life and work environments require far more than thinking skills and content knowledge. The ability to navigate the complex life and work environments in the globally competitive information age requires students to pay rigorous attention to developing adequate life and career skills. FLEXIBILITY AND ADAPTABILITY

Adapt to Change • Adapt to varied roles, jobs responsibilities, schedules and contexts • Work effectively in a climate of ambiguity and changing priorities

Be Flexible • Incorporate feedback effectively • Deal positively with praise, setbacks and criticism • Understand, negotiate and balance diverse views and beliefs to reach workable

solutions, particularly in multi-cultural environments INITIATIVE AND SELF-DIRECTION

Manage Goals and Time • Set goals with tangible and intangible success criteria • Balance tactical (short-term) and strategic (long-term) goals • Utilize time and manage workload efficiently Work Independently • Monitor, define, prioritize and complete tasks without direct oversight Be Self-directed Learners • Go beyond basic mastery of skills and/or curriculum to explore and expand

one’s own learning and opportunities to gain expertise • Demonstrate initiative to advance skill levels towards a professional level • Demonstrate commitment to learning as a lifelong process • Reflect critically on past experiences in order to inform future progress

SOCIAL AND CROSS-CULTURAL SKILLS

Interact Effectively with Others • Know when it is appropriate to listen and when to speak • Conduct themselves in a respectable, professional manner

Work Effectively in Diverse Teams

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• Respect cultural differences and work effectively with people from a range of social and cultural backgrounds

• Respond open-mindedly to different ideas and values • Leverage social and cultural differences to create new ideas and increase both

innovation and quality of work PRODUCTIVITY AND ACCOUNTABILITY

Manage Projects • Set and meet goals, even in the face of obstacles and competing pressures • Prioritize, plan and manage work to achieve the intended result

Produce Results • Demonstrate additional attributes associated with producing high quality

products including the abilities to: - Work positively and ethically - Manage time and projects effectively - Multi-task - Participate actively, as well as be reliable and punctual - Present oneself professionally and with proper etiquette - Collaborate and cooperate effectively with teams - Respect and appreciate team diversity - Be accountable for results

LEADERSHIP AND RESPONSIBILITY

Guide and Lead Others • Use interpersonal and problem-solving skills to influence and guide others

toward a goal • Leverage strengths of others to accomplish a common goal • Inspire others to reach their very best via example and selflessness • Demonstrate integrity and ethical behavior in using influence and power

Be Responsible to Others • Act responsibly with the interests of the larger community in mind

21st CENTURY SUPPORT SYSTEMS The elements described below are the critical systems necessary to ensure student mastery of 21st century skills. 21st century standards, assessments, curriculum, instruction, professional development and learning environments must be aligned to produce a support system that produces 21st century outcomes for today’s students.

21st Century Standards • Focus on 21st century skills, content knowledge and expertise

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• Build understanding across and among core subjects as well as 21st century interdisciplinary themes

• Emphasize deep understanding rather than shallow knowledge • Engage students with the real world data, tools and experts they will encounter

in college, on the job, and in life; students learn best when actively engaged in solving meaningful problems

• Allow for multiple measures of mastery

Assessment of 21st Century Skills • Supports a balance of assessments, including high-quality standardized testing

along with effective formative and summative classroom assessments • Emphasizes useful feedback on student performance that is embedded into

everyday learning • Requires a balance of technology-enhanced, formative and summative

assessments that measure student mastery of 21st century skills • Enables development of portfolios of student work that demonstrate mastery of

21st century skills to educators and prospective employers • Enables a balanced portfolio of measures to assess the educational system’s

effectiveness in reaching high levels of student competency in 21st century skills

21st Century Curriculum and Instruction • Teaches 21st century skills discretely in the context of core subjects and 21st

century interdisciplinary themes • Focuses on providing opportunities for applying 21st century skills across

content areas and for a competency-based approach to learning • Enables innovative learning methods that integrate the use of supportive

technologies, inquiry- and problem-based approaches and higher order thinking skills

• Encourages the integration of community resources beyond school walls

21st Century Professional Development • Highlights ways teachers can seize opportunities for integrating 21st century

skills, tools and teaching strategies into their classroom practice — and help them identify what activities they can replace/de-emphasize

• Balances direct instruction with project-oriented teaching methods • Illustrates how a deeper understanding of subject matter can actually enhance

problem-solving, critical thinking, and other 21st century skills • Enables 21st century professional learning communities for teachers that

model the kinds of classroom learning that best promotes 21st century skills for students

• Cultivates teachers’ ability to identify students’ particular learning styles, intelligences, strengths and weaknesses

• Helps teachers develop their abilities to use various strategies (such as formative assessments) to reach diverse students and create environments that support differentiated teaching and learning

• Supports the continuous evaluation of students’ 21st century skills development

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• Encourages knowledge sharing among communities of practitioners, using face-to-face, virtual and blended communications

• Uses a scalable and sustainable model of professional development

21st Century Learning Environments • Create learning practices, human support and physical environments that will

support the teaching and learning of 21st century skill outcomes • Support professional learning communities that enable educators to

collaborate, share best practices and integrate 21st century skills into classroom practice

• Enable students to learn in relevant, real world 21st century contexts (e.g., through project-based or other applied work)

• Allow equitable access to quality learning tools, technologies and resources • Provide 21st century architectural and interior designs for group, team and

individual learning • Support expanded community and international involvement in learning, both

face-to-face and online

About the Partnership for 21st Century Skills The Partnership for 21st Century Skills is a national organization that advocates for the integration of skills such as critical thinking, problem solving and communication into the teaching of core academic subjects such as English, reading or language arts, world languages, arts, mathematics, economics, science, geography, history, government and civics. The Partnership and our member organizations provide tools and resources that help facilitate and drive this necessary change. Learn more and get involved at http://www.21stcenturyskills.org. Copyright © 2009, The Partnership for 21st Century Skills. All rights reserved.