Technology Teacher 11/03/2014

• Technology Permeates Common Core Standards

  • they also emphasize technology as a way to learn knowledge and skills in these areas.
  • Basic technology skills will allow students to succeed in college and careers,
  • The standards include basic technology skills such as keyboarding that students must know to succeed, but in the bigger picture, they call for students to use technology to help them learn instead of just having technology, he said.
  • “Whether it be with using tools to solve math problems or using manipulatives in the writing process, we think technology is part of the solution," Minnich said, "and it needs to be viewed that way rather than a crutch that students rely on.”
  • The College and Career Readiness standards that anchor the K-12 standards call for students to learn skills through technology and multimedia.
  • Mathematically proficient students should know which tools help them perform different tasks, according to the standards.
  • Those tools include pencil and paper, concrete models, rulers, protractors, calculators, spreadsheets, computer algebra systems, statistical packages, and dynamic geometry software. When making math models, for example, tech tools help students visualize the results of varying assumptions, explore consequences and compare predictions with data.
  • the standards call for students to use technology, including the Internet, to produce and publish writing, as well as to interact and collaborate with others.
  • These standards don't cover everything that students need to know about technology because, after all, they are written for math and English, Minnich said. But within those two subjects, technology is in the right place in the standards documents: mixed in with other subjects.
  • If we don’t use technology to get students to these standards, we’re missing a huge opportunity."

• Exactly What The Common Core Standards Say About Technology

  • Publishing requires deep consideration of audience, purpose, structure, text features, and format. Whether text blogging via WordPress, photo blogging via tumblr or Instagram, or video blogging through vimeo or YouTube, the demand for students to actually publish their writing is a significant leap.

     

    Collaboration forces students to plan, adopt, adapt, rethink, and revise, all higher-level practices. Whether through apps, social media platforms, or in person, collaboration is not new for most K-12 learners in modern settings. But collaborating in pursuit of publishing and sharing thinking online is.

     

    Evaluation is near the top of Bloom’s taxonomy for a reason, necessitating that students make critical judgment calls about how information is presented and shared. In many ways, this standard represents the most important—and perhaps least-understood—of the new Common Core ELA standards, asking learners not just to prefer facebook to twitter, but to deeply evaluate the pros and cons of each for different purposes. Powerful!

     

    Integration is a matter of design, and produces considerable cognitive load on a learner. And in light of APIs, social media, and an array of smart mobile devices, is a kind of digital strategy. When the standard says “digital media,” obviously that’s a matter of technology. It’s dated and vague and limited, but it’s technology nonetheless.

     

    In fact, integration is among the strengths of digital media, being able to bring together modalities of light, sound, color, and motion to create games, movies, presentations, apps, and more

  • No longer must progressive educators defend the reasoning behind twitter, YouTube, iPads, or blogging in their classroom.
  • This should also mean better resources for all teachers in the future. Digital “stuff” is easier to share than yellowing worksheets in an old file cabinet. As more learning becomes digital, sharing should increase as a result.
  • he Common Core standards don’t just suggest novel technology use as a way to “engage students,” but rather requires learners to make complex decisions about how, when, and why to use technology–something educators must do as well. In the past, tech use—whether limited or gratuitous—has been more a matter of preference or available resources than a must-do requirement

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