and Curricular Connections
project has no connection to class content or curricular goals and
does not support school or department goals for learning and technology.
project has a tenuous connection to the course curriculum. The technology
use addresses some but not all of the school and departmental goals.
project's technology use effectively supports content and curriculum.
It also addresses school and department goals.
project's technology use effectively supports and links with curriculum.
It affords new possibilities. The project's uses of technology directly
support school and departmental goals for technology use and for student
are no clearly stated learning goals.
goals are present but may not be appropriate or measurable.
are clear, age appropriate and measurable learning objectives. These
goals accommodate different learning styles and abilities.
objectives are clear, age appropriate, and measurable. These goals
accommodate different learning styles and abilities. Students are
able to set their own learning goals and achieve them within the context
of the project.
project's use of technology treats students as passive recipients
of information, is not well-defined, does not support student learning,
or is a trivial or inappropriate use of the medium.
use of technology is focused but does not take full advantage of
the medium. Students use technology but do not learn to manipulate
the technology to express ideas or concepts.
project's use of technology is appropriate for the medium while helping
students reach identified learning objectives. The choice of technology
is age appropriate and supports different learning styles and abilities.
project's use of technology helps students achieve learning objectives
and is both an appropriate and creative use of the medium. The choice
and integration of technology is age appropriate and supports different
learning styles and abilities. Students are engaged and demonstrate
a deeper conceptual understanding of key concepts. Student learning,
thinking and communication skills show improvement as a result of
this use of technology.
do not document sources, have little or no awareness of ethical issues
and are not held accountable for unethical behavior. Teacher models
unethical or questionable uses of technology.
document sources most of the time but may be not consistent or complete.
Students understand some of the ethical uses of technology. The teacher
models some ethical uses of technology
document sources effectively and correctly. Students understand and
demonstrate a range of ethical uses of technology. The teacher models
ethical uses of technology.
document all sources effectively and correctly. Students understand,
demonstrate and discuss the complexities of ethical uses of technology.
The teacher consistently models ethical technology use and has designed
a project or lesson to support learning about ethical issues.
project seems incomplete or poorly conceived. The projects scope
is too large or too small. The teacher has not considered student
project may be complete, but lacks depth. It does not offer strategies
or adaptations for students with special needs or learning style preferences.
The class time invested in the project may be too great given its
project is complete, goes into depth as appropriate and provides some
adaptations for students with special needs or learning style preferences.
The teacher has considered scaffolding learning for both beginning
and advanced students and fades away when appropriate. Students explore
concepts by designing and creating a product.
project is complete, deep, well-scaffolded and adaptable. It offers
extensions for more motivated or experienced learners and/or adaptations
for students with special needs or learning style preferences. Students
have opportunities to actively engage with the concepts and with technology
by creating or designing a product themselves.
of the Teacher
teacher models helpless terror in the face of new technologies and
gives up with faced with a problem. The teacher issues directions
without encouraging students to understand and explore. The teacher
has not planned an effective lesson and has not prepared or tested
the necessary hardware and software.
teacher has planned a lesson with clear goals but has not anticipated
how technology use will influence class dynamics, timing, learning
and activities. The teacher may have tested some of the critical hardware
and software. The teacher approaches technology with some trepidation
but tries new or different approaches and asks for help.
teacher has designed and prepared an appropriate lesson and models
good problem solving techniques by trying multiple solutions and incorporating
others' ideas. The teacher's role is more of a facilitator than a
teacher is well prepared and has planned an engaging, effective and
meaningful lesson. The teacher demonstrates effective problem solving,
exploration, creativity, and multiple solutions and effectively facilitates
student learning and experiences. The teacher actively explores and
learns with the students.
are no written instructions or guidelines.
are written guidelines but they are outdated or incomplete
written guidelines reflect most of the curricular goals, provide clear
directions, and may include assessment information or resources.
written guidelines reflect the overall curricular goals, provide clear
directions, include assessment information and offer resources. All
instructions have been tested, revised and modified to best meet student
needs and to reflect overall goals.
are no clear plans for formative or summative assessment or the forms
of assessment do not match curricular goals.
teacher has planned for assessment but the assessment is inadequate
or incomplete, is only formative or only summative, and may not reflect
or measure the learning objectives.
formative and summative assessment strategies are clearly articulated,
logical, and fair. They are closely linked to the learning goals and
adequately reflect student learning.
teacher employs multiple and alternative assessment strategies which
directly correlate to educational objectives. The assessment strategies
are logical, fair, and clearly articulated. Students reflect on their
own experiences and learning.