connecting dots edtech-commoncore-smarterbalanced

Connecting the Dots

Common Core Standards/Smarter Balanced Assessments

Educational Technology Integration

Dennis Small, OSPIWLMA ConferenceOctober 3, 2014

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What is the role of educational technology in the CCSS?

Hardware

Digital tools and multimedia, keyboarding, graphics, spreadsheets, and modeling

Information and visual literacy

Some CCSS align deeply with EdTechWriting

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

9 Use technology, including the Internet, to produce, publish, and update individual or shared writing products.

GLE 1.2.1

Communicate and collaborate to learn with others.

9 – 12 Communicate information

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

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Technology & Common Core Standards• Connections between CCSS and Educational

Technology standards– Goal Three of Washington Basic Education Act

includes educational technology as a foundational component of student thinking skills

– Crosswalk document and WebApp with deep alignment with CCSS English Language Arts

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CCSS & Educational Technology Standards Crosswalk Document

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WebApp: Crosswalk CCSS ELA & Educational Technology Standards

Available at http://www.k12.wa.us/EdTech/Standards/edtechcoresubjects/CCSS-Crosswalk.aspx

STUDENTS WHO ARE COLLEGE AND CAREER READY IN READING, WRITING, SPEAKING, LISTENING, AND LANGUAGE…

•Demonstrate independence.•Build strong content knowledge.•Respond to the varying demands of audience, task, purpose, and discipline.•Comprehend as well as critique.•Value evidence.•Use technology and digital media strategically and capably.•Come to understand other perspectives and cultures.

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Proficiency with technology allows students to succeed in college and careers. The Common Core Standards include basic technology skills to help them succeed; but in the bigger picture, they call for students to use technology to help them learn in all areas.

Whether it be using tools to solve math problems, to access information, or to promote literacy and communication skills, technology is part of the learning solution. It needs to be viewed that way rather than a separate competency.

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Common Core Standards & the role of Technology

Students Should be able to:

• Produce and Publish Documents• Interact and Collaborate• Communicate Using Web Tools• Evaluate Information Presented in Different

Media Formats

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• Craft and Structure• Production and Distribution of Writing• Comprehension and Collaboration1. Use text features and search tools (e.g. key words, sidebars,

hyperlinks) to locate information relevant to a given topic efficiently.2. With guidance and support from adults, use technology to produce

and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

3. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

4. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

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ELA Example - GRADE 3

• Integration of Knowledge and Ideas• Vocabulary Acquisition and Use• Presentation of Knowledge and Ideas• Comprehension and Collaboration• Research to Build and Present Knowledge• Production and Distribution of Writing• Text Types and Purposes1. Compare and contrast a text to an audio, video, or

multimedia version of the text analyzing each medium’s portrayal of the subject (e.g. how the delivery of a speech affects the impact of the words).

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ELA Example - GRADE 7

2. Consult general and specialized reference materials (e.g. dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

3. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

4. Consult general and specialized reference materials (e.g. dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech the ideas clarify a topic, text, or issue under study.

5. Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others.

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GRADE 7 (continued)

• Production and Distribution of Writing• Integration of Knowledge and Ideas• Comprehension and Collaboration• Research to Build and Present knowledge• Text Types and Purposes1. Use technology, including the Internet, to produce, publish, and

update individual or shared writing products in response to ongoing feedback, including new arguments or information.

2. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g. quantitative data, video, multimedia) in order to address a question or solve a problem.

3. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

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ELA Example - GRADES 11 & 12

4. Gather relevant information from multiple authoritative print and digital sources, used advanced searches effectively; assess strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

5. Write informative/explanatory texts to examine and convey complex ideas, concepts and information clearly and accurately through the effective selection, organization, and analysis of content. Introduce a topic; organize complex ideas, concepts, and information so that each element builds on that which precedes it to create a unified whole; include formatting (e.g. headings), graphics (e.g. charts and tables), and multimedia when useful for aiding in comprehension.

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GRADES 11 & 12 (continued)

1. New types of media formats require explicit instruction for use as texts.

2. Development of skills for comprehension are different for digital media. They require complex reading strategies.

3. Visual literacy – the ability to “read” graphics and images – is critical.

Changing Definition of Literacy

New types of media formats require explicit instruction for use as texts.

Changing Definition of Literacy

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How do you read this?

Or this?

What about these?

What about a wiki?

Or video?

Development of skills for comprehension are different for digital media. They require complex reading strategies.

Changing Definition of Literacy

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Existing Knowledge Sources

Skilled readers also draw on their existing knowledge ofa. informational website

structuresb. web-based search engines

Additional requirements for online text

Required for online and offline readingSkilled readers draw on their existing knowledge ofa. topicb. printed informational text

structures

Source: Coiro and Dobler, 2007

Inferential Reasoning Strategies

Also characterized bya. high incidence of forward

inferential reasoningb. multilayered reading

processes across 3D Internet spaces

Additional requirements for online text

Required for online and offline reading

Informed by a reader’s use of a. literal matching skillsb. structural cuesc. context cues

Source: Coiro and Dobler, 2007

Self-regulated Reading Processes

Also occur asa. cognitive reading

strategies intertwined with physical reading actions

b. rapid information-seeking cycles within extremely short text passages

Additional requirements for online text

Required for online and offline readingOccur asa. independent fix-up

strategies for comprehension monitoring and repair

b. connected components of a larger strategic reading process

Source: Coiro and Dobler, 2007

1. Identify important questions

2. Locate information

3. Analyze information

4. Synthesize information

5. Communicate information

Source: Leu, et al. (2007)

1.3.1: Identify…significant questions

1.3.2: Locate and organize information

1.3.3 Analyze and synthesize information…and report results

Washington Educational Technology Standards

Skills for Reading Comprehension Online

Visual literacy – the ability to read and construct graphics and images – is critical.

Changing Definition of Literacy

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Student Readiness for Smarter Balanced

• Ensure students have at least two opportunities at school for guided practice with assessment tools and question types

• Use sample performance tasks (and eventually formative tools and released items) to give students experience with math and ELA performance tasks

• Provide student keyboarding/data input opportunities in grades K-2 to ensure readiness for grade 3 online assessments

Student Readiness (continued)

• Provide additional keyboarding opportunities for grades 3-6 to ensure readiness for SBAC writing tasks

• Partner with libraries and community organizations to promote equity of access to technology for students outside of school time

• Consider loaning machines or providing useable surplus machines to needy students

• K-2 checklist – Educational Technology

K-2 Checklist – Educational Technology

Performance Tasks: What is the expectation for students?

Sample targets for grades 6-8

Combine to form a Claim

Scoring Rubric: What is the expectation for students?

Scoring

Dennis Small, Dennis.Small@k12.wa.us(360) 725-6384

http://www.k12.wa.us/EdTech/Visit Us