Beruflich Dokumente
Kultur Dokumente
Writing
Learning
Goal(s):
Students
will
create
an
eBook
that
is
5
to
10
pages,
not
including
citation
and
title
pages,
students
will
use
text,
images
and
audio
if
they
please.
Students
must
write
their
book
as
an
original
piece
with
their
words
and
not
converting
another
book
as
well
as
contain
creativity.
How
will
technology
play
a
role
in
meeting
the
learning
goals?
Students
will
use
the
technology
to
meet
the
learning
goals
by
using
an
eBook
tool
to
create
a
book
which
includes
all
of
the
requirements.
Materials
Needed
for
Lesson
(tech
and
non-‐tech)
Students
will
need
a
computer
or
a
device
in
which
they
can
use
and
access
the
eBook
tools.
What
do
you
need
to
do
to
get
the
technology
ready?
(setting
up
accounts,
differentiating,
etc.)
Make
sure
the
devices
that
are
going
to
be
used
have
access
to
internet
and
the
tools
ready
for
the
students
to
use.
How
is
the
Tool
Being
Integrated?
How
will
you
assess
the
activities
happening
through
the
tool?
☒Monitoring/observations
☒Individual
☐Formative
assessment
☐Pairs
☐Informal
assessment
☐Teams
☒Summative
assessment
☐Other
What
features
of
the
technology
tool
have
elements
of
engagement?
Can
the
technology
allow
students
to
focus
on
the
assignment/learning
with
less
distraction
(Time
on
Answer
the
Triple
E
Engagement
Task)?
questions
concerning
how
technology
☐No
☐Somewhat
☒Yes
can
bring
about
co-‐use,
time-‐on-‐task
learning
and
focus
on
the
learning
goals
Can
the
technology
motivate
students
to
begin
the
learning
process?
☐No
☐Somewhat
☒Yes
Can
the
technology
cause
a
shift
in
behavior,
from
more
passive
to
active
social
learners
(co-‐use)?
☐No
☐Somewhat
☒Yes
Which
teaching
moves
could
be
☒Guided
practice
☐Purposeful
partnering
integrated
to
aid
technology
in
helping
students
engage
in
the
learning
goals?
☒Modeling
thinking
☐Gradual
release
of
learning
☒Modeling
navigation
of
the
tool
☐Create
a
mentor
text
☒Software
tour
☐Share-‐aloud
☒I
do,
we
do,
you
do
☐Turn
and
talk
☒Teacher
monitoring
☐Switcheroo
☐Student
self-‐reflective
monitoring
☐Other
Click
or
tap
here
to
enter
text.
☐Co-‐use
or
co-‐engagement
What
features
of
the
technology
tool
include
elements
to
enhance
student
Can
the
technology
allow
students
to
develop
or
demonstrate
a
more
sophisticated
understanding
of
learning?
the
learning
goals
(possibly
use
higher-‐order
thinking
skills)?
Answer
the
Triple
E
Enhancement
questions
concerning
how
technology
☐No
☐Somewhat
☒Yes
can
bring
about
learning
supports/scaffolds,
higher-‐order
Can
the
technology
create
or
provide
supports
(scaffolds)
to
make
it
easier
to
understand
concepts
or
thinking,
and
value-‐added
over
ideas
(possibly
differentiate
or
personalize)?
traditional
tools.
☐No
☒Somewhat
☐Yes
Can
the
technology
create
paths
for
students
to
demonstrate
their
understanding
of
the
learning
goals
in
ways
they
could
not
do
with
traditional
tools?
☐No
☐Somewhat
☒Yes
Which
teaching
moves
could
be
☒Active
listening
☐Questioning
practices
integrated
to
aid
technology
in
enhancing
the
learning
goals?
☐Switcheroo
☐Predicting
☐Self-‐reflective
practices
☐Differentiation
☐Visible
thinking
routines
☐Personalization
☒Graphic
organizers
☐Share-‐aloud
☒Visual
representations
of
learning
☐Other
Click
or
tap
here
to
enter
text.
☐Reflective
notebooks
☐Anticipation
guides
How
does
the
technology
extend
the
learning
goals?
Can
the
technology
create
opportunities
for
the
students
to
learn
outside
the
typical
school
day?
Answer
the
Triple
E
Extend
questions
☐No
☒Somewhat
☐Yes
concerning
how
technology
can
bring
about
learning
that
connects
to
Can
the
technology
create
a
bridge
between
school
learning
and
everyday
life
(authentic
everyday
life,
allows
learners
to
continue
experiences)?
to
learn
24/7
and
helps
them
develop
☐No
☒Somewhat
☐Yes
soft
skills.
Can
the
technology
allow
students
to
build
authentic
life
skills,
which
they
can
use
in
their
everyday
life
(soft
skills)?
☐No
☒Somewhat
☐Yes
Which
teaching
moves
could
be
☐Real
world
issues
☐Student’s
investigate
and
direct
their
own
integrated
to
aid
technology
in
☐Partner
with
real
world
organizations
project
extending
the
learning
goals?
☐Connect
with
authentic
experts
☐Role
playing
☒Engage
students
in
authentic
discourse
with
☐Use
authentic
tools
that
are
prominent
in
others
everyday
life
☐a.
articulate
and
set
personal
learning
goals,
develop
strategies
leveraging
technology
to
achieve
them
and
reflect
on
the
learning
process
itself
to
improve
learning
outcomes.
☐b. build networks and customize their learning environments in ways that support the learning process.
☐c. use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
☒d.
understand
the
fundamental
concepts
of
technology
operations,
demonstrate
the
ability
to
choose,
use
and
troubleshoot
current
technologies
and
are
able
to
transfer
their
knowledge
to
explore
emerging
technologies.
2.
Digital
Citizen
Students
recognize
the
rights,
responsibilities
and
opportunities
of
living,
learning
and
working
in
an
interconnected
digital
world,
and
they
act
and
model
in
ways
that
are
safe,
legal
and
ethical.
Students:
☐a. cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world.
☐b.
engage
in
positive,
safe,
legal
and
ethical
behavior
when
using
technology,
including
social
interactions
online
or
when
using
networked
devices.
☒c. demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.
☐d.
manage
their
personal
data
to
maintain
digital
privacy
and
security
and
are
aware
of
data-‐collection
technology
used
to
track
their
navigation
online.
3.
Knowledge
Constructor
Students
critically
curate
a
variety
of
resources
using
digital
tools
to
construct
knowledge,
produce
creative
artifacts
and
make
meaningful
learning
experiences
for
themselves
and
others.
Students:
☐a. plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
☐b. evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.
☐c.
curate
information
from
digital
resources
using
a
variety
of
tools
and
methods
to
create
collections
of
artifacts
that
demonstrate
meaningful
connections
or
conclusions.
☐d.
build
knowledge
by
actively
exploring
real-‐world
issues
and
problems,
developing
ideas
and
theories
and
pursuing
answers
and
solutions.
4.
Innovative
Designer
Students
use
a
variety
of
technologies
within
a
design
process
to
identify
and
solve
problems
by
creating
new,
useful
or
imaginative
solutions.
Students:
☐a.
know
and
use
a
deliberate
design
process
for
generating
ideas,
testing
theories,
creating
innovative
artifacts
or
solving
authentic
problems.
☐b. select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.
☐c. develop, test and refine prototypes as part of a cyclical design process.
☐d.
exhibit
a
tolerance
for
ambiguity,
perseverance
and
the
capacity
to
work
with
open-‐ended
problems.
5.
Computational
Thinker
Students
develop
and
employ
strategies
for
understanding
and
solving
problems
in
ways
that
leverage
the
power
of
technological
methods
to
develop
and
test
solutions.
Students:
☐a.
formulate
problem
definitions
suited
for
technology-‐assisted
methods
such
as
data
analysis,
abstract
models
and
algorithmic
thinking
in
exploring
and
finding
solutions.
☐b.
collect
data
or
identify
relevant
data
sets,
use
digital
tools
to
analyze
them,
and
represent
data
in
various
ways
to
facilitate
problem-‐
solving
and
decision-‐making.
☐c.
break
problems
into
component
parts,
extract
key
information,
and
develop
descriptive
models
to
understand
complex
systems
or
facilitate
problem-‐solving.
☐d. understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.
6.
Creative
Communicator
Students
communicate
clearly
and
express
themselves
creatively
for
a
variety
of
purposes
using
the
platforms,
tools,
styles,
formats
and
digital
media
appropriate
to
their
goals.
Students:
☒a. choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
☐b. create original works or responsibly repurpose or remix digital resources into new creations.
☐c.
communicate
complex
ideas
clearly
and
effectively
by
creating
or
using
a
variety
of
digital
objects
such
as
visualizations,
models
or
simulations.
☐d. publish or present content that customizes the message and medium for their intended audiences.
7.
Global
Collaborator
Students
use
digital
tools
to
broaden
their
perspectives
and
enrich
their
learning
by
collaborating
with
others
and
working
effectively
in
teams
locally
and
globally.
Students:
☐a.
use
digital
tools
to
connect
with
learners
from
a
variety
of
backgrounds
and
cultures,
engaging
with
them
in
ways
that
broaden
mutual
understanding
and
learning.
☐b.
use
collaborative
technologies
to
work
with
others,
including
peers,
experts
or
community
members,
to
examine
issues
and
problems
from
multiple
viewpoints.
☐c. contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.
☐d. explore local and global issues and use collaborative technologies to work with others to investigate solutions.
ISTE
Standards•S
©
2016
International
Society
for
Technology
in
Education.
ISTE®
is
a
registered
trademark
of
the
International
Society
for
Technology
in
Education.
Explain
how
this
tool
is
helping
students
meet
the
standard(s)
you
chose?
This
tool
is
helping
the
students
meet
the
standards
chosen
by
how
they
demonstrate
the
ability
to
choose,
as
well
as
how
they
create
an
understanding
of
and
respect
for
the
rights
of
using
the
intellectual
property
and
by
choosing
the
appropriate
platforms
and
tools
for
meeting
the
desired
objectives.
1. Learner
Educators
continually
improve
their
practice
by
learning
from
and
with
others
and
exploring
proven
and
promising
practices
that
leverage
technology
to
improve
student
learning.
Educators:
☐a.
Set
professional
learning
goals
to
explore
and
apply
pedagogical
approaches
made
possible
by
technology
and
reflect
on
their
effectiveness.
☐b.
Pursue
professional
interests
by
creating
and
actively
participating
in
local
and
global
learning
networks.
☐c.
Stay
current
with
research
that
supports
improved
student
learning
outcomes,
including
findings
from
the
learning
sciences.
2.
Leader
Educators seek out opportunities for leadership to support student empowerment and success and to improve teaching and learning. Educators:
☐a. Shape, advance and accelerate a shared vision for empowered learning with technology by engaging with education stakeholders.
☐b.
Advocate
for
equitable
access
to
educational
technology,
digital
content
and
learning
opportunities
to
meet
the
diverse
needs
of
all
students.
☐c.
Model
for
colleagues
the
identification,
exploration,
evaluation,
curation
and
adoption
of
new
digital
resources
and
tools
for
learning.
3.
Citizen
Educators inspire students to positively contribute to and responsibly participate in the digital world. Educators:
☐a.
Create
experiences
for
learners
to
make
positive,
socially
responsible
contributions
and
exhibit
empathetic
behavior
online
that
build
relationships
and
community.
☐b.
Establish
a
learning
culture
that
promotes
curiosity
and
critical
examination
of
online
resources
and
fosters
digital
literacy
and
media
fluency.
☐c. Mentor students in the safe, legal and ethical practices with digital tools and the protection of intellectual rights and property.
☐d.
Model
and
promote
management
of
personal
data
and
digital
identity
and
protect
student
data
privacy.
Learning
Catalyst
4.
Collaborator
Educators
dedicate
time
to
collaborate
with
both
colleagues
and
students
to
improve
practice,
discover
and
share
resources
and
ideas,
and
solve
problems.
Educators:
☐a.
Dedicate
planning
time
to
collaborate
with
colleagues
to
create
authentic
learning
experiences
that
leverage
technology.
☐b.
Collaborate
and
co-‐learn
with
students
to
discover
and
use
new
digital
resources
and
diagnose
and
troubleshoot
technology
issues.
☐c.
Use
collaborative
tools
to
expand
students’
authentic,
real
world
learning
experiences
by
engaging
virtually
with
experts,
teams
and
students,
locally
and
globally.
☐d.
Demonstrate
cultural
competency
when
communicating
with
students,
parents
and
colleagues
and
interact
with
them
as
co-‐
collaborators
in
student
learning.
5.
Designer
Educators design authentic, learner-‐driven activities and environments that recognize and accommodate learner variability. Educators:
☒a.
Use
technology
to
create,
adapt
and
personalize
learning
experiences
that
foster
independent
learning
and
accommodate
learner
differences
and
needs.
☒b.
Design
authentic
learning
activities
that
align
with
content
area
standards
and
use
digital
tools
and
resources
to
maximize
active,
deep
learning.
☒c.
Explore
and
apply
instructional
design
principles
to
create
innovative
digital
learning
environments
that
engage
and
support
learning.
6.
Facilitator
Educators facilitate learning with technology to support student achievement of the 2016 ISTE Standards for Students. Educators:
☐a. Foster a culture where students take ownership of their learning goals and outcomes in both independent and group settings.
☐b.
Manage
the
use
of
technology
and
student
learning
strategies
in
digital
platforms,
virtual
environments,
hands-‐on
makerspaces
or
in
the
field.
☐c.
Create
learning
opportunities
that
challenge
students
to
use
a
design
process
and
computational
thinking
to
innovate
and
solve
problems.
☐d.
Model
and
nurture
creativity
and
creative
expression
to
communicate
ideas,
knowledge
or
connections.
7.
Analyst
Educators understand and use data to drive their instruction and support students in achieving their learning goals. Educators:
☒a. Provide alternative ways for students to demonstrate competency and reflect on their learning using technology.
☐b.
Use
technology
to
design
and
implement
a
variety
of
formative
and
summative
assessments
that
accommodate
learner
needs,
provide
timely
feedback
to
students
and
inform
instruction.
☐c.
Use
assessment
data
to
guide
progress
and
communicate
with
students,
parents
and
education
stakeholders
to
build
student
self-‐
direction.
For
more
information,
contact
standards@iste.org.
ISTE
Standards
for
Educators,
©2017,
ISTE®
(International
Society
for
Technology
in
Education),
iste.org.
All
rights
reserved.
Explain
how
this
tool
is
helping
you
meet
the
standard(s)
you
chose?
This
tool
is
helping
me
meet
the
standards
I
chose
because
the
eBook
tools
create
a
learning
experiences
that
can
help
foster
independent
learning
and
that
also
fosters
student
differences
and
needs.
The
eBook
tools
allow
for
authentic
learning
that
aligns
with
content
standards
as
well
as
create
innovative
digital
learning
environments
that
engage
and
support
the
student
and
allows
for
students
to
demonstrate
competence.
Modified from Liz Kolb’s original TripleE Framework Lesson Planning Template
Triple E Framework by http://tripleeframework.weebly.com is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.