Presented at AETA September

But…the process is the same.

Readiness Planning and writing curriculum Learning Implementation Selection of supporting materials Maintenance

Reviewed the State Course of Study as well as the source of the state documentISTEs National Educational Technology Standards for Students: The Next Generation Sent technology coordinators to state and national conferences such as the following: T+L (Technology and Learning) Conference, AETA (Alabama Education Technology Association) conference, and NECC (National Education Computing Conference) Researched Best Practices, Trends, and Laws

Reviewed the State Course of Study as well as the source of the state documentISTEs National Educational Technology Standards for Students: The Next Generation Sent technology coordinators to state and national conferences such as the following: T+L (Technology and Learning) Conference, AETA (Alabama Education Technology Association) conference, and NECC (National Education Computing Conference) Researched Best Practices, Trends, and Laws In the Spring of 2008 appointed the Technology Curriculum Committee of over 60 teachers, administrators, and parents.

Readiness Planning and Writing

Compared previous curriculum to new state curriculum

Basic Operations and Concepts Technology Operations and Concepts Social, Ethical, and Human Issues Digital Citizenship Technology Productivity Tools Creativity and Innovation Technology Communication Tools Communication and Collaboration Technology Research ToolsResearch and Information Fluency Technology Problem Solving and Decision Making Tools Problem Solving and Decision Making

Childrens Internet Protection Act (CIPA) Global Awareness Creativity and Innovation Research Tool Centered to Student Centered

Revised state standards to be continuous from K-12 Compared previous curriculum to new state curriculum

Deconstructed standards Compared previous curriculum to new state curriculum Revised state standards to be continuous from K-12

Compared previous curriculum to new state curriculum Revised state standards to be continuous from K-12 Deconstructed standards Developed a scope and sequence

Mountain Brook Scope and Sequence

Compared previous curriculum to new state curriculum Revised state standards to be continuous from K-12 Deconstructed standards Developed a scope and sequence Created a subcommittee to review best practices in regard to keyboarding skills Wrote philosophy and goals

The Mountain Brook Schools Technology Curriculum Committee believes the Technology Curriculum should be an integrated, interdisciplinary program that is effective, challenging, and engaging. Specifically we believe that : Current technology is a powerful tool for research, problem-solving, communication, and collaboration, and its mastery is a defining characteristic of a successful 21 st century learner. An effective curriculum is designed to create digital citizens who understand their own responsibility in the use of technology in a safe, legal and ethical way. Effective technology instruction is relevant, engaging, authentic and seamlessly integrated through all the disciplines. Successful implementation of the curriculum engages students of all ability levels and learning styles. The technology curriculum reflects the dynamic, fluid nature of technology, preparing students to own their knowledge of current technology in order to transfer their learning to the successful use of technologies yet to be developed.

The ultimate goal of the technology curriculum is technology fluency for all students so that they might use technology to communicate effectively, acquire knowledge, produce creative solutions and engage in a global environment. It is imperative that students are provided with technology instruction to procure information, improve problem solving skills, enhance curriculum, and work collaboratively. The following goals were derived from both the Alabama State Course of Study for Technology Education and the ISTE National Educational Technology Standards for Students: Students will understand, utilize and apply knowledge of both current and emerging technology systems. Students will be responsible digital citizens by practicing safe, ethical and legal use of technology. Students will gather, organize, evaluate, synthesize and report information from an appropriate variety of sources. Students will communicate, interact, collaborate and publish to produce original works or solve problems using a variety of digital tools. Students will engage in global communication that develops cultural understanding. Students will use appropriate digital tools and resources to plan and conduct research, make decisions, create projects, solve problems and think critically. Students will apply knowledge to generate new ideas, create original works as a means of expression, explore complex systems and issues, and identify trends and forecast possibilities.

Present Curriculum Framework to Board Make available for community input Request approval from Board

Readiness Planning and writing curriculum Learning

Charge: Examine best practices for teaching keyboarding skills and based on best practices and the Technology Curriculum Framework standards, determine how keyboarding will be taught in the elementary schools. Recommendation: Kindergarten and first grade should focus on understanding that there are specific finger positions. Second grade should focus on learning specific finger placement when typing words and sentences. Third grade should focus on practicing correct finger placement when typing paragraphs. Fourth and fifth grades should focus on reinforcing/increasing accuracy when word processing.

5 th AND 6 th Grade Technology Committee Meeting LearningStaff Development and Summer Technology Conference

Overview of the Standards Review 5 th Grade Sample Project Sample Projects (Its Your Turn) The Who The How EasyTech Discussion and Lessons Professional Development

Social Studies Project SampleVoicethread Bill Andrews, 5th Grade, Social Studies, MBE

A new technology that I am in the process of using is VoiceThread. On VoiceThread, the teacher can post videos, pictures, PowerPoints, and other media and then have students view the VoiceThread at school or at home. They can comment on each item with their voice through a microphone, type in a comment, or even manipulate the media using a drawing tool. This allows for a unique interactive environment that increases student interest in the curriculum. Our first VoiceThread project is on the Middle Passage and slavery. To register for an account on VoiceThread, students must have an account. We decided to activate ePals accounts for each student. Each student comment is represented by a graphic, so I had each student draw a self portrait using the Paint program and save it so that the picture could be uploaded to the students VoiceThread account. I began by posting slavery pictures to my VoiceThread. I assigned each class a specific picture on which to comment, hopefully, collecting everyones feelings and thoughts on this sad part of history. The cool thing is that their voice will be there for the other students, their parents, and me to hear. Next I plan to have my students create their own VoiceThreads on which others can comment. Current Project Description

1. Accurate Terminology (Use throughout teaching the project) 3. Safe removal of storage media including digital cameras 4. Connect/copy files from storage media (Pulling ppt files and pictures from flash drive or pictures from digital camera) 5. Navigational features of programs, navigating windows (Navigating the Internet to find pictures, organizing files/pictures in a folder on the computer, using the Paint program) 6. Presentation software/online multimedia software (Text done in PowerPoint, VoiceThread is an online presentation software.)

7. Identify file types with.ppt,.jpg,.bmp (When saving/locating files to import to VoiceThread, discussing file types) 8. Basic Troubleshooting (Using the microphone, volume, wireless connectivity, refreshing the website, restartingtypical issues that arrive when using hardware/softwarewhat if statements that prepare students) 11. Responsible/ethical useposting information online/passwords private (What they say/type in VoiceThread is public, being responsible, choosing youre your identitynot your neighbors, protecting password) 12. Acceptable Use Policy 13. Citing Sources (Give credit for pictures and information)

14. Influence of technology on society (In your parents lifetime, how would they have communicated their ideas with others? How has technology helped you communicate and share?) 15. Organize, locate, collect, present information (Shared folders to organize, file names to identify pictures, Internet search strategies for pictures and information, presenting using online tool) 16. Electronic Reliability (Reliability of information from web for the VoiceThreadusing other VoiceThreads for informationwhy that would/would not be reliable) 17. Digital environment to collaborate and communicate (Shared folders/files, sharing on the web through VoiceThread inviting parents, other students to comment) 18. Produce digital work collaboratively (Whole class working on project, commenting) 20. Create a product using digital tools. (Digital Camera/PowerPoint/Paint/Online tool)

Elementary From documentation was expected for the completion of Easytech Lessons at 80% accuracy. Now, documentation is required for the teaching of standards through curriculum projects. Secondary From documentation was required through the use of a checklist and sample projects. This process is being continued.

Current world economic conditions make it important for Global Awareness to be stressed. 2002: In the Social, Ethical and Human Issues Strand, awareness focused more on local issues. 2009: The Digital Citizenship strand goes beyond local, state and national government borders to international concerns with communications extending to other cultures in other geographic locations.

Example: Students in a science class might be placed into groups to research biomes, each group gathering data and pictures for their particular biome. They might then create a single voice thread to collectively store each groups work into a single project. By publishing the voice thread on the Internet, classmates and/or people living in those areas can comment on the work. The results--a new shared product complete with all aspects of multiple biomes. 2002: Emphasis was on the use of tools. The literacy goal only takes the student to the point of knowing how the tool works. 2009: The new strand, Creativity and Innovation, pushes the student to the point of fluency. Students knowledge is to be raised to the point of being able to apply the tool in creative ways.

2002: Emphasis was on how to use research tools. The literacy goal only takes the student to the point of knowing how to use various search engines to find information. 2009: The new strand, Research and Information Fluency takes the learning to a new level. Again, beyond finding the information to being able to analyze the validity of the information.

2002: Emphasis in Communications strand was focused on how to use the tools to perform activities. 2009: The new strand, Communication and Collaboration, not only expands the number and type of communication tools but also strives to help students understand the best method to communicate information, ideas, and/or results. Collaboration is stressed over individual work.