Student Technology Readiness for College & Career Learning & Assessments [Handouts, PPT, and links posted here] Dennis Small, OSPI ESD 113 Summer Conference August 20, 2015

How does educational technology fit with College & Career Standards? Hardware Digital tools and multimedia, keyboarding, graphics, spreadsheets, and modeling Information and visual literacy

Technology & Common Core Standards Connections between CCSS and WA 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

Deep Alignment Example CCSS Writing 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. EdTech GLE Communicate and collaborate to learn with others. 9 – 12 Communicate information and ideas effectively to multiple audiences using a variety of media and formats.

CCSS & WA Educational Technology Standards Crosswalk Document

WebApp: Crosswalk CCSS ELA & WA Educational Technology Standards

ELA CCSS & the role of Technology 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.

Students Should be able to: Produce and Publish Documents Interact and Collaborate Communicate Using Web Tools Evaluate Information Presented in Different Media Formats

ELA Example - Grade 3 Comprehension and Collaboration 1.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.

ELA Example - Grade 7 Text Types and Purposes 1.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). 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.

Grade 7 (continued) 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.

ELA Example - Grades 11 & 12 Text Types and Purposes 1.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.

Grades 11 & 12 (continued) 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… 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.

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 or optional Interim Assessments 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

Computer-Based Writing Assessments for Grades 3-5

Computer-Based Writing Progression for Grades 3-5

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 1

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 2

Existing Knowledge Sources Skilled readers also draw on their existing knowledge of a.informational website structures b.web-based search engines Additional requirements for online text Required for online and offline reading Skilled readers draw on their existing knowledge of a.topic b.printed informational text structures Source: Coiro and Dobler, 2007

Inferential Reasoning Strategies Also characterized by a.high incidence of forward inferential reasoning b.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 skills b.structural cues c.context cues Source: Coiro and Dobler, 2007

Self-regulated Reading Processes Also occur as a.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 reading Occur as a.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 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 3

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