Technology

Technology Connections

Technology Associated with the Teaming Up For Tolerance project included three broad categories:

1. Tools
2. Standards
3. Resources

Standards: LoTi

Level of Technology Implementation (LoTi)

As teachers involved or interested in the field of technology integration know, the most widely recognized method of measuring the level of technology integration of a particular unit or lesson is the Levels of Technology Implementation (LoTi) scale. The collaborators agree that this unit represented a 4b level on the LoTi scale.

Standards: ISTE NETS 1.

International Society for Technology in Education (ISTE)

National Educational Technology Standards (NETS)

The International Society for Technology in Education (ISTE) has established National Educational Technology Standards (NETS) in three broad categories including those for administrators, teachers, and students. The NETS Student Standards are divided into six broad categories. Items from each of those six categories were addressed by one or more of the multiple components of this project

Standards: Gwinnett Competencies

Gwinnett County Public Schools Technology Competencies

Gwinnett County Public Schools has established approved technology standards for each grade level. Comparison of this project with the 4 th Grade GCPS Technology Competencies reveals that this project addressed numerous components in all five of the broad categories listed.

1. 4th Grade GCPS Technology Competencies
2. 4th Grade GCPS Technology Competency Checklist

Resources: State of Georgia and enGauge

Having done extensive work with charts and graphs throughout this project, it seems quite appropriate to include one here. The chart below is taken from The State of Georgia K-12 Technology Plan Section One: National Scan: Effective Instructional Technology Use section of the site. Simply stated, it depicts technology alignment using Bloom’s Taxonomy with learning though the two axes of instructional approach and authenticity. Originally, the chart was taken from the North Central Educational Laboratory’s enGauge Indicator: Range of Use web site. The chart was designed to summarize key findings surrounding effective deployment of instructional technology use in classrooms.

The chart shown examines "the impact of common applications of technology within the context of three taxonomies: complexity of learning, levels of student engagement, and extent of authenticity. The impact of using technology with students is directly influenced by the context—a combination of the instructional approach as well as the complexity and authenticity of the learning activity. Use this grid to gain insights into:

• What uses of technology support thinking and learning, from the simple to the complex? (Y-axis)
• What instructional approaches work most effectively with which applications of technology—and to what effect? (X-axis)
• What applications of technology can be springboards to a real-world context for student learning? (Z-axis)" (enGauge, 2000). The project described throughout these pages clearly is an example of an authentic learning activity.

Resources: Technology Taxonomy

Utilizing the constructivist approach, this project was designed through the careful blending of active student engagement with the ADDIE principles. Having recently written a chapter for Dr. Michael Orey's ebook on Bloom’s Taxonomy: Original and Revised, the author of this site has a deep interest in the application of the recognized educational taxonomy to today’s educational setting. Thus I concur with Mark Bailey of Pacific University Berglund Center Taxonomy of Technology Integration on numerous points.