Transforming Learning with Technologya Portfolio by Tricia Mace

Created in Edl 325 Instructional TechnologySpring 2010

ISTE - NETS Teacher StandardsISTE – NETS Student StandardsWisconsin 10 Teacher Standards – Standards 1-3

- Standards 4-7

- Standards 8-1021st Century Learning SkillsWI Academic Standards (Math -- Grade 4)

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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. Teachers:

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.

Students were assigned to explore real world situations – recycling in their community & pollution in the oceans.

Digital-Age Learning Experiences & Assessments

Teachers 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. Teachers:

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.I required the students to use technology learning tools to develop

knowledge about recycling and pollution. Some of the tools they used were podcast, digital story, powerpoint, photoediting.

Digital-Age Work & Learning

Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers:

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.I collaborated with students, parents and the community. I worked with

students on their projects. I encouraged the parents to get involved with the students research on ocean pollution. I also helped my students to get involved with the community during our recycling project.

Digital Citizenship & ResponsibilityTeachers understand local and global societal issues and responsibilities in an

evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers:

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.

I understand the local and global issues of recycling and ocean pollution.

Professional Growth & 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. Teachers:

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.I demonstrated the effective use of digital tools and resources to my

students. These include: digital story, podcast, photoediting, powerpoint, newsletter/brochure, etc.

Creativity & Innovation

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:

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.Students worked in groups to investigate the

pollution in oceans and to present to the class their findings of recycling in their community.

Communication & Collaboration

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:

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.Students create podcast and digital stories

from their findings, and will be creative in the way they choose to present it.

Research & Information Fluency

Students apply digital tools to gather, evaluate, and use information. Students:

a. plan strategies to guide inquiry.b. 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.Students use Google Earth and a variety of websites to help them research information for their project.

Critical Thinking, Problem-Solving & 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. Students:

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. Students must think critically when researching to problem solve the pollution in the oceans.

Digital Citizenship

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

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.

Students were taught to cite their sources when doing research about ocean pollution.

Technology Operations & Concepts

Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:

a. understand and use technology systems.b. select and use applications effectively and

productively.c. troubleshoot systems and applications.d. transfer current knowledge to learning of new

technologies. Students understand technology systems such as: podcast, digital story, photoediting, powerpoint, etc.

Wisconsin 10 Teacher Standards1. Teachers know the subjects they are teaching.

The teacher understands the central concepts, tools of inquiry, and structures of the disciplines she or he teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils.

2. Teachers know how children grow. The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social, and personal development.

3. Teachers understand that children learn differently. The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities.

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Wisconsin 10 Teacher Standards4. Teachers know how to teach.

The teacher understands and uses a variety of instructional strategies, including the use of technology, to encourage children's development of critical thinking, problem solving, and performance skills.

5. Teachers know how to manage a classroom. The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

6. Teachers communicate well. The teacher uses effective verbal and nonverbal communication techniques as well as instructional media and technology to foster active inquiry, collaboration, and supportive interaction in the classroom.

7. Teachers are able to plan different kinds of lessons. The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals.

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Wisconsin 10 Teacher Standards8. Teachers know how to test for student progress.

The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil.

9. Teachers are able to evaluate themselves. The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on pupils, parents, professionals in the learning community and others and who actively seeks out opportunities to grow professionally.

10. Teachers are connected with other teachers and the community. The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support pupil learning and well-being and acts with integrity, fairness and in an ethical manner.

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Framework for 21st Century Learning

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Emphasize core subjects

• NCLB: English, reading/language arts, mathematics, science, foreign languages, civics, government, economics, arts, history, and geography

Students focus on the core subjects. I focused on recycling and science related matters.

Emphasize learning skills

• Information and communication skills– Information and media literacy skills– Communication skills (oral, written, multimedia)

• Thinking and Problem-solving skills– Critical thinking and systems thinking– Problem identification, formulation and solution– Creativity and intellectual curiosity

• Interpersonal and self-directional skills– Interpersonal and collaborative skills– Self-direction– Accountability and adaptability– Social responsibility

Students had to communicate with one another for group projects. Students had to use problem solving when researching and trying to come up with ways to help ocean pollution.

Teach and learn in a 21st Century content

• Global awareness– Use 21st century skills to understand and address global issues– Learn from and work collaboratively with individuals representing diverse cultures, religions and

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

– Promote the study of non-English language as a tool for understanding other nations and cultures• Financial, economic and business literacy

– Know how to make appropriate personal economic choices– Understand the role of the economy and the role of business in the economy– Apply appropriate 21st century skills to function as a productive contributor within an

organizational setting– Integrate oneself within and adapt continually to our nation’s evolving economic and business

environment• Civic literacy

– Be an informed citizen to participate effectively in government– Exercise the rights and obligations of citizenship at local, state, national and global levels– Understand the local and global implications of civic decisions– Apply 21 century skills to make intelligent choices as a citizenUsed 21st century learning tools to address

a global issue of ocean pollution and recycling.

Use 21st Century assessments that measure 21st Century skills

• Use standardized tests to measure both core subjects and 21st century skills

• Balance standardized tests with classroom assessments to measure the full range of student skills in a timely way.

• Strengthen classroom assessments and integrate them with the instructional process to reinforce learning, provide immediate feedback and help students learn core subjects and 21st century skills.

The students will be assessed on all of their projects using the rubric that has been made to go along with each individual project.

Mathematic Standards, Grade 4 – WI Academic Standards

• Standard A – Mathematical Processes• Standard B – Number Operations & Relationships• Standard C – Geometry• Standard D – Measurement• Standard E – Statistics & Probability• Standard F – Algebraic Relationships

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Standard AA.4.1 Use reasoning abilities to

* perceive patterns * identify relationships * formulate questions for further exploration * justify strategies * test reasonableness of results

A.4.2 Communicate mathematical ideas in a variety of ways, including words, numbers, symbols, pictures, charts, graphs, tables, diagrams, and models*

A.4.3 Connect mathematical learning with other subjects, personal experiences, current events, and personal interests

* see relationships between various kinds of problems and actual events * use mathematics as a way to understand other areas of the curriculum (e.g., measurement in science, map skills in

social studies)

A.4.4 Use appropriate mathematical vocabulary, symbols, and notation with understanding based on prior conceptual work

A.4.5 Explain solutions to problems clearly and logically in oral and written work and support solutions with evidence

Standard BB.4.1 Represent and explain whole numbers*, decimals, and fractions with

* physical materials * number lines and other pictorial models* * verbal descriptions * place-value concepts and notation * symbolic renaming (e.g., 43=40+3=30+13)

B.4.2 Determine the number of things in a set by

* grouping and counting (e.g., by threes, fives, hundreds) * combining and arranging (e.g., all possible coin combinations amounting to thirty cents) * estimation, including rounding

B.4.3 Read, write, and order whole numbers*, simple fractions (e.g., halves, fourths, tenths, unit fractions*) and commonly-used decimals (monetary units)

B.4.4 Identify and represent equivalent fractions for halves, fourths, eighths, tenths, sixteenths

B.4.5 In problem-solving situations involving whole numbers, select and efficiently use appropriate computational procedures such as

* recalling the basic facts of addition, subtraction, multiplication, and division * using mental math (e.g., 37+25, 40x7) * estimation * selecting and applying algorithms* for addition, subtraction, multiplication, and division * using a calculator

B.4.6 Add and subtract fractions with like denominators

B.4.7 In problem-solving situations involving money, add and subtract decimals

Standard CC.4.1 Describe two-and three-dimensional figures (e.g., circles, polygons, trapezoids, prisms, spheres) by

* naming them * comparing, sorting, and classifying them * drawing and constructing physical models to specifications * identifying their properties (e.g., number of sides or faces, two- or three-dimensionality, equal sides, number of right angles) * predicting the results of combining or subdividing two-dimensional figures * explaining how these figures are related to objects in the environment

C.4.2 Use physical materials and motion geometry (such as slides, flips, and turns) to identify properties and relationships, including but not limited to

* symmetry* * congruence* * similarity*

C.4.3 Identify and use relationships among figures, including but not limited to

* location (e.g., between, adjacent to, interior of) * position (e.g., parallel, perpendicular) * intersection (of two-dimensional figures)

C.4.4 Use simple two-dimensional coordinate systems to find locations on maps and to represent points and simple figures

Standard DD.4.1 Recognize and describe measurable attributes*, such as length, liquid capacity, time, weight (mass), temperature, volume,

monetary value, and angle size, and identify the appropriate units to measure them

D.4.2 Demonstrate understanding of basic facts, principles, and techniques of measurement, including

* appropriate use of arbitrary* and standard units (metric and US Customary) * appropriate use and conversion of units within a system (such as yards, feet, and inches; kilograms and grams; gallons, quarts, pints,

and cups) * judging the reasonableness of an obtained measurement as it relates to prior experience and familiar benchmarks

D.4.3 Read and interpret measuring instruments (e.g., rulers, clocks, thermometers)

D.4.4 Determine measurements directly* by using standard tools to these suggested degrees of accuracy

* length to the nearest half-inch or nearest cm * weight (mass) to the nearest ounce or nearest 5 grams * temperature to the nearest 5 * time to the nearest minute * monetary value to dollars and cents * liquid capacity to the nearest fluid ounce

D.4.5 Determine measurements by using basic relationships (such as perimeter and area) and approximate measurements by using estimation techniques

Standard EE.4.1 Work with data in the context of real-world situations by

* formulating questions that lead to data collection and analysis * determining what data to collect and when and how to collect them * collecting, organizing, and displaying data * drawing reasonable conclusions based on data

E.4.2 Describe a set of data using

* high and low values, and range* * most frequent value (mode*) * middle value of a set of ordered data (median*)

E.4.3 In problem-solving situations, read, extract, and use information presented in graphs, tables, or charts

E.4.4 Determine if future events are more, less, or equally likely, impossible, or certain to occur

E.4.5 Predict outcomes of future events and test predictions using data from a variety of sources

Standard FF.4.1 Use letters, boxes, or other symbols to stand for any number, measured quantity, or object in simple situations (e.g., N + 0 = N is true for

any number)

F.4.2 Use the vocabulary, symbols, and notation of algebra accurately (e.g., correct use of the symbol "="; effective use of the associative property of multiplication)

F.4.3 Work with simple linear patterns and relationships in a variety of ways, including

* recognizing and extending number patterns * describing them verbally * representing them with pictures, tables, charts, graphs * recognizing that different models* can represent the same pattern or relationship * using them to describe real-world phenomena

F.4.4 Recognize variability in simple functional* relationships by describing how a change in one quantity can produce a change in another (e.g., number of bicycles and the total number of wheels)

F.4.5 Use simple equations and inequalities in a variety of ways, including

* using them to represent problem situations * solving them by different methods (e.g., use of manipulatives, guess and check strategies, recall of number facts) * recording and describing solution strategies

F.4.6 Recognize and use generalized properties and relationships of arithmetic (e.g., commutativity* of addition, inverse relationship of multiplication and division)