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1. Creativity and Innovation - Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
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a. apply existing knowledge to generate new ideas, products, or processes
b. create original works as a means of personal or group expression
c. use models and simulations to explore complex systems and issues
d. identify trends and forecast possibilities
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4.1.5 Connect ideas to own interests and previous knowledge and experience.
4.1.8 Use creative and artistic formats to express personal learning.
1.1.2 Use prior and background knowledge as context for new learning.
2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
1.2.3 Demonstrate creativity by using multiple resources and formats.
2.2.4 Demonstrate personal productivity by completing products to express learning.
2.4.3 Recognize new knowledge and understanding.
3.4.2 Assess the quality and effectiveness of the learning product.
4.1.8 Use creative and artistic formats to express personal learning.
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3.3: The information literate student synthesizes main ideas to construct new concepts.
3.4: The information literate student compares new knowledge with prior knowledge to determine the value added, contradictions, or other unique characteristics of the information.
4.1: The information literate student applies new and prior information to the planning and creation of a particular product or performance.
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2. Communication and Collaboration - Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
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a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media
b. communicate information and ideas effectively to multiple audiences using a variety of media and formats
c. develop cultural understanding and global awareness by engaging with learners of other cultures
d. contribute to project teams to produce original works or solve problems
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3.1.4
Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.
1.1.9
Collaborate with others to broaden and deepen understanding.
3.2.3 Demonstrate teamwork by working productively with others.
3.1.5
Connect learning to community issues.
Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.
2.1.5
1.3.4 Contribute to the exchange of ideas within the learning community.
1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.
3.1.2 Participate and collaborate as members of a social and intellectual network of learners.
3.1.3 Use writing and speaking skills to communicate new understandings effectively.
3.2.1 Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations.
3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions.
3.3.3 Use knowledge and information skills and dispositions to engage in public conversation and debate around issues of common concern.
3.3.5 Contribute to the exchange of ideas within and beyond the learning community.
3.4.3 Assess own ability to work with others in a group setting by evaluating varied roles, leadership, and demonstrations of respect for other viewpoints.
4.1.7 Use social networks and information tools to gather and share information.
4.3.1 Participate in the social exchange of ideas, both electronically and in person.
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4.3: The information literate student communicates the product or performance effectively to others
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Refine standards to reflect the process
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5. Synthesis:
5.1 Organise information from multiple sources.
5.2 Present the information
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3. Research and Information Fluency - Students apply digital tools to gather, evaluate, and use information.
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a. plan strategies to guide inquiry
b. Use a structured information problem solving process, such as the Big6 in order to locate, organize, analyze, evaluate, synthesize and use information from a variety of sources and media;
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks
d. process data and report results
e. use and cite information in an ethical and responsible manner
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1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry.
1.1.4 Find, evaluate, and select appropriate sources to answer questions.
1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context.
1.3.2 Seek divergent perspectives during information gathering and assessment.
3.1.1 Conclude an inquiry- based research process by sharing new understandings and refl ecting on the learning.
1.1.3 Develop and refi ne a range of questions to frame the search for new understanding.
1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.
2.1.2 Organize knowledge so that it is useful.
1.2.2 Demonstrate confidence and self- direction by making independent choices in the selection of resources and information.
1.2.4 Maintain a critical stance by questioning the validity and accuracy of all information.
1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary.
1.4.3 Monitor gathered information, and assess for gaps or weaknesses.
2.1.4 Use technology and other information tools to analyze and organize information.
2.4.1 Determine how to act on information (accept, reject, modify).
2.4.4 Develop directions for future investigations.
3.4.1 Assess the processes by which learning was achieved in order to revise strategies and learn more effectively in the future.
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1.2: The information literate student identifies a variety of types and formats of potential sources for information.
2.1: The information literate student selects the most appropriate investigative methods or information retrieval systems for accessing the needed information.
2.2: The information literate student constructs and implements effectively-designed search strategies.
2.3: The information literate student retrieves information online or in person using a variety of methods.
2.4: The information literate student refines the search strategy if necessary.
3.1: The information literate student summarizes the main ideas to be extracted from the information gathered.
3.2: The information literate student articulates and applies initial criteria for evaluating both the information and its sources.
3.6: The information literate student validates understanding and interpretation of the information through discourse with other individuals, subject-area experts, and/or practitioners. (2A)
3.7: The information literate student determines whether the initial query should be revised.
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Revise 3 & 4 ISTE Standards to include the library and the process
Understand the information landscape
Include reflecting on learning in a standard
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1. Task Definition: 1.1Define information problem. 1.2 Identify information needed in order to complete the task/solve the problem.
2. Information Seeking Strategies:
2.1 Determine the range of possible sources. 2.2 Evaluate the different possible sources to determine priorities (select the best resources).
3. Location and Access: 3.1 Locate sources (physically and intellectually)
3.2 Find information within sources.
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4. Critical Thinking, Problem Solving, and Decision Making - Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
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a. identify and define authentic problems and significant questions for investigation
b. plan and manage activities to develop a solution or complete a project
c. collect and analyze data to identify solutions and/or make informed decisions
d. use multiple processes and diverse perspectives to explore alternative solutions
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1.1.3 Develop and refine a range of questions to frame the search for new understanding.
1.2.1 Display initiative and engagement by posing questions and investigating the answers beyond the collection of superfi cial facts.
1.1.7
Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, confl icting information, and point of view or bias.
2.1.1
Continue an inquiry- based research process by applying critical- thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge. Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, confl icting information, and point of view or bias.
2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real- world situations, and further investigations.
1.3.2 Seek divergent perspectives during information gathering and assessment.
2.3.2 Consider diverse and global perspectives in drawing conclusions.
4.2.3 Maintain openness to new ideas by considering divergent opinions....
1.1.1 Follow an inquiry- based process in seeking knowledge in curricular subjects, and make the real- world connection for using this process in own life.
2.3.3 Use valid information and reasoned conclusions to make ethical decisions.
2.4.2 Reflect on systematic process, and assess for completeness of investigation.
3.3.1 Solicit and respect diverse perspectives while searching for information, collaborating with others, and participating as a member of the community.
3.3.2 Respect the differing interests and experiences of others, and seek a variety of viewpoints.
3.3.4 Create products that apply to authentic, real-world contexts.
3.3.6 Use information and knowledge in the service of democratic values.
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1.1: The information literate student defines and articulates the need for information.
1.3: The information literate student considers the costs and benefits of acquiring the needed information.
1.4: The information literate student reevaluates the nature and extent of the information need.
2.4: The information literate student refines the search strategy if necessary.
2.5: The information literate student extracts, records, and manages the information and its sources.
3.5: The information literate student determines whether the new knowledge has an impact on the individual’s value system and takes steps to reconcile differences.
3.6: The information literate student validates understanding and interpretation of the information through discourse with other individuals, subject-area experts, and/or practitioners.
4.2:The information literate student revises the development process for the product or performance.
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Revise 3 & 4 ISTE Standards to include the library and the process
Understand the information landscape -- definitions of digital tools and then the next goes into integrating the research process
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1. Task Definition: 1.1Define information problem. 1.2 Identify information needed in order to complete the task/solve the problem.
4. Use of Information
4.1 Engage (e.g., read hear, view, touch) the information in a source.
4.2 Extract relevant information from a source
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5. Digital Citizenship - Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
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a. Advocate and practice safe, legal, and responsible use of information and technology
b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity
c. demonstrate personal responsibility for lifelong learning
d. exhibit leadership for digital citizenship
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1.3.3 Follow ethical and legal guidelines in gathering and using information.
1.3.1 Respect copyright/ intellectual property rights of creators and producers.
3.1.6 Use information and technology ethically and responsibly.
4.3.4 Practice safe and ethical behaviors in personal electronic communication and interaction.
3.3.7 Respect the principles of intellectual freedom.
1.4.4 Seek appropriate help when it is needed.
4.1.1 Read, view, and listen for pleasure and personal growth.
4.1.4 Seek information for personal learning in a variety of formats and genres.
4.2.2 Demonstrate motivation by seeking information to answer personal questions and interests, trying a variety of formats and genres, and displaying a willingness to go beyond academic requirements.
4.2.4 Show an appreciation for literature by electing to read for pleasure and expressing an interest in various literary genres.
4.3.3 Seek opportunities for pursuing personal and aesthetic growth.
4.4.1 Identify own areas of interest.
4.4.2 Recognize the limits of own personal knowledge.
4.4.3 Recognize how to focus efforts in personal learning.
4.4.5 Develop personal criteria for gauging how effectively own ideas are expressed.
4.4.6 Evaluate own ability to select resources that are engaging and appropriate for personal interests and needs.
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5.1: The information literate student understands many of the ethical, legal and socio-economic issues surrounding information and information technology.
5.2: The information literate student follows laws, regulations, institutional policies, and etiquette related to the access and use of information resources.
5.3: The information literate student acknowledges the use of information sources in communicating the product or performance.
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Include ethical behavior in standard -- you use it you cite it regardless of source - plagerism
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6. Evaluation:
6.1 Judge the product
6.2 Judge the information problem-solving process
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