Evaluating Digital Content to Meet Common Core and Essential Standards - 45 mins


Session Goals: Participants will...

evaluate digital tools and determine the tools that could best assist them as they implement the Common Core and NC Essential Standards.





Session Overview:

Effective use of technology should happen across the curriculum using strategies that research shows deepen and enhance the learning process. It should support four key components of learning:

1. Active engagement

2. Collaboration and group work
3. Frequent interaction and feedback
4. Connection to experts and real-world problems


Evaluating digital resources is an important skill for educators especially in today's digital world. Using the specialized lens that media coordinators and technology facilitators poses we can use this knowledge to lead others in our building and district in navigating and evaluating the digital resources that are out there.

Activity Directions:

Web resources should be thoroughly evaluated prior to using then in the learning environment. The focus should be on the curriculum and the concepts to be mastered. The web tool used should serve as the mechanism through which the information is presented with the major focus being on the concepts being taught. This rubric created by Achieve called the "Education Resources (OER) Rubric is used to evaluate web tools. The Achieve rubric is used to rate the potential, not actual, effectiveness of a particular lesson with an integrated web tool in a learning environment. Each category should be scored independently of others using the four scores that best describe levels of potential quality, usefulness or alignment to standards. For this activity you will do the following:

  1. Review the Achieve (OER) Evaluation Rubric to see categories to be considered when using web tools in the learning environment.
  2. From the chart below, select an activity. Use the standards below the tool and the scenario listed beside it, as your focus as you analyze the tool using the Achieve (OER)Evaluation Rubric.

Example:

Thinglink
NCES Music 4.MR.1.4 C
Mr. Green is planning to use Thinglink with his fourth grade students to prepare for their upcoming field trip to the symphony. He wants to pair students together and assign them a specific instrument. They are to search videos demonstrating the sound specific instruments make. Once they have located the video they will attach them to that instrument in an image of an orchestra that Mr. Green has uploaded to Thinglink.
To learn more about the tool Thinglink
click here
Educreations
CCSS.Math.Content.3.NF.A.3
Mrs. Moore teaches third grade. During an upcoming unit she plans to ask her students to create a math fraction story problem using Educreations. Once the story problems have been created students will share their problems with classmates and the class will be asked to solve the story problems.
To learn more about the tool Educreations
click here.
SymbalooAH1.H.1.4
Mr. Monday is teaching American History I. He plans on creating a Symbaloo to share resources with his students to help them with a writing assignment on the causes of the American Revolution.
To learn more about the tool Symbaloo
click here.
QR Codes
CCSS.ELA-Literacy.RF.K.3
Ms. Shay has a new idea for practicing site words in her classroom. She will create video slide shows that contain sight words and record her voice reading the words. Once the videos are created she will upload them to youtube and then create a QR Code for each video. During center time students will scan the QR code using a handheld device and practice reading their site words.
To learn more about QR codesclick here.
Livebinder
HS.SI.1.1
Mr. Jones wants his students to analyze speeches given by a specific president (selected by students) focusing on the state of the country at the time the speech was made and the relationship to his speech and the condition of the country.
To learn more about the tool LiveBinder click here.

Tackk & Pinterest

CCSS.Math.Content.HSF-LE.A.3
Ms. Johnston plans to use Tackk to introduce her students to an upcoming lesson on quadratic equations. She will use this Tackk poster to introduce the concept and then asks the students to find their own real-life examples of quadratic equations and pin the examples to a Pinterest board.
To learn more about Tackkclick here.
To learn more about PInterest click here.
Kidblog
CCSS ELA W 8.6
Mrs. Edwards is planning to have her 8th grade students write book reviews and publish them on a class blog using Kidblog. She will then have 6th grade students read the blogs and comment using a rating scale.
To learn more about Kidblogclick here.
Answer Garden
4.SE.1.2
Mrs. Lee wants to assess prior knowledge on ethical use and use the information to have a discussion on safe and ethical practices prior to having them create a project that requires that they use primary and secondary sources.
To learn more about the tool AnswerGardenclick here.


Additional Resources

Web 2.0 for the Under 13s Crowd

Learning Activity Types
Learning activity types function as conceptual planning tools for teachers; they comprise a methodical shorthand that can be used to both build and describe plans for standards-based learning experiences. Each activity type captures what is most essential about the structure of a particular kind of learning action as it relates to what students do when engaged in that particular learning-related activity (e.g. group discussion, role play, or field trip).
More information may be found in the article linked below.
College of William and Mary Activity Types

Differentiator - Created by Ian Byrd and is based on Bloom's Taxonomy, Sandra Kaplan's Flipbook and David Chung's Product Menu.

Vicki Davis - Wheel of Revised Blooms Knowledge Dimesnion




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