JMU Partnership for 21st Century Skills

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

Rubric II.D elaborated:
Teachers plan for the management of technology resources within the context of learning activities.
 

√

Following must be included to achieve “meets” on all criteria.
□ Two examples or more that illustrate consideration given to access to resources in the planning and design of an activity in order to make the best use of available resources.
□ A description of the tech support procedures in place in building/division to handle technology hardware and software issues and training.
   
 
Criterion Meets

Manage access to resources

Considers access to technology resources in planning the management of learning activities to make best use of available resources.
   
 
Key Words and Phrases to Include and Address in Reflections:
1. Access – consider such influencing factors as availability, location, quantity, quality, permissions, ease of use of resources
   
Tips
1.

Provide examples that show deliberate decisions made about management of resources based on access considerations. “Access” can be affected by a variety of factors:

Availability – Do you have access to the resources?
Quantity – Do you have access to enough resources?
Location – Do you have convenient access?
Quality – Do you have access to adequate resources?
Ease of use – Are resources easy to access?
Permissions – Is access allowed?
2.

Lesson plans or learning activities could serve as examples and accompanying reflections should describe the deliberation.
3. Reflections should elaborate on access considerations and how they influenced the decision to manage technology resources in the ways described.
   
Examples of content for reflection:

1.

 Description of student project involving creation of DVD movies. Reflection discusses access issues such as having only one workstation with a built-in DVD burner, a single digital video camcorder to share, available suitable copyright-free music was not easy to find, mobile lab was in high demand and not always easy to obtain. Elaboration on how these issues/hurdles were managed followed.
2. Description of videoconferencing project. Reflection provides discussion of process involved in planning then managing the entire process, beginning with writing a grant to obtain needed hardware/software that was not currently available in the system to obtaining permission to secure student e-mail accounts on a temporary basis so students could correspond with their European counterparts. Access considerations here included discussion of access to hardware, software, tech support, and temporary privileges for student e-mail accounts.
3. Description of lesson using mobile laptop lab. Reflection discusses the effectiveness of using a mobile wireless laptop lab in the classroom and, in particular, how convenient access to the laptops in the classroom facilitated many,  many additional opportunities to incorporate student computer use in lessons typically not technology-enhanced.
 
Criterion Meets

Ensure support

Describes technology support procedures used when technology does not perform as anticipated.
   
 
Key Words and Phrases to Include and Address in Reflections:
1. Technology support procedures – protocol established by school or division for handling hardware/software issues; includes training support
   
Tips
1. When technology does not behave as anticipated, it is important to know where to find help. Define available tech support resources and describe the steps taken to obtain help when technical support or training is needed. A single narrative could suffice for both artifact and reflection.
   
Examples of content for reflection:

1.

 The first step we are instructed to take when we have technology problems is to call our ITRT who is stationed in our building.
2. When my library checkout software will not work, I immediately e-mail those on the tech staff who regularly deal with library issues. I also have a toll-free tech support number to the company that I can use if it involves issues such as material entry, report generation, or other software-use issues.
3. My technology contact in the building runs a variety of software programs to try to fix problems. If she cannot, then my problem is forwarded to our tech staff.
4. This web site lists available training support provided by our new ITRT staff. When I want to schedule a training session for our school, I can simply go to this website to see who is the “expert” in this area and contact that person to arrange for a workshop.