JMU Partnership for 21st Century Skills

NETS*T Standard II: Planning and Designing Learning Environments and Experiences

Rubric II.A elaborated:
Teachers design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies.
 

√

Following must be included to achieve “meets” on all criteria.
□ One or more NETS*S-correlated lessons that incorporate different student hands-on uses of technology
   
 
Criterion Meets

Plan developmentally appropriate learning experiences

Considers appropriate level of difficulty when incorporating a variety of  hands-on student technology use into lesson
   
 
Key Words and Phrases to Include and Address in Reflections:
1. Variety – two or more, different
2. Hands-on student technology use – student is actively engaged in using the hardware/software employed in the lesson; student manipulates, touches, uses, or manages the technology
   
Tips
1.

Developmentally appropriate activities are ones that are suitable for both the student’s age and abilities. Describe how the student involvement in the technology-enhanced components of the activity/lesson is appropriate developmentally.
2. Activities where the student is a passive participant (such as watching a streaming video clip or Powerpoint presentation) would not be appropriate submissions for this particular performance indicator. Show at least two different student hands-on uses of technology throughout your submissions.
   
Examples of content for reflection:

1.

 Lesson incorporates use of Word to write 1-page story. Students draw/color by hand then scan and insert their illustrations. Products are posted in the hallway’s bulletin boards. Reflection discusses how and why the lesson’s hands-on technology components are at an appropriate level of difficulty, making them developmentally suitable.
2. Project offers students choices from among a variety of alternatives to use in creating and presenting a multimedia presentation on local history. Selections include use of iMovie, Powerpoint, or DreamWeaver along with digital camcorders, digital cameras, and/or scanners. Students have varying degrees of experience with these pieces of software and hardware and may choose to use those tools best suited to their own abilities and interests. Reflections discuss how this task’s hands-on technology components are appropriate for the group and how adaptations are easily made to accommodate individual students in the class.
 
Criterion Meets

Plan lessons in alignment with NETS*S standards

Cites specific NETS*S standards addressed by technology-enhanced lesson
   
 
Key Words and Phrases to Include and Address in Reflections:
1. NETS*S standards – National Educational Technology Standards for Students; see standards at http://cnets.iste.org/students/s_stands.html
   
Tips
1.

Specifically identify the NETS*S standards addressed by the technology components in the lesson(s) submitted.
2.

Reflections should match specific technology components found in the lesson with specific NETS*S standards.
   
Examples of content for reflection:

1.

For both of the example submissions noted above, reflections would indicate which NETS*S standards are addressed in the activity and what the students are doing in the lesson to meet those standards.

For example, both activities clearly speak to NETS*S Standards 1 and 3 at a minimum:

1. Basic operations and concepts
  - Students demonstrate a sound understanding of the nature and operation of technology systems.
  - Students are proficient in the use of technology.

3. Technology productivity tools
  - Students use technology tools to enhance learning, increase productivity, and promote creativity.
  - Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.

Reflections should tell specifically what students are doing in the lesson that demonstrates mastery of basic operations and concepts (Standard 1) and how, for example, productivity tools are being employed in the lesson to address various parts of Standard 3.