CW Magazine-Winter Edition November 2014 | Page 53

Learning Objectives


Gain awareness of how ISTE standards for teachers and students and the 21st Century Skills
impact the implementation of technology in the classroom.



Examine the three pyramids for technology integration.



Begin planning for implementation of using technology in classroom instruction.

Missouri Collaborative Work Practice Profile
Foundations present in the implementation of each essential component: Commitment to the success of all students and to
improving the quality of instruction.
Using Technology in Classroom Instruction

Essential Function

1

The teacher
models and
facilitates
opportunities for
students to
demonstrate the
four learning and
innovation skills.

2

The teacher selects
appropriate
technology tools to
meet the
instructional needs
of students.

3

The teacher
models and
demonstrates
proficiency in
using the selected
technology tool.

Ideal Implementation

Proficient

Close to Proficient
(Skill is emerging, but not
yet to ideal proficiency.
Coaching is
recommended.)

Evidence of modeling and/
or use of all four learning
and innovation skills include:
Critical Thinking,
Collaboration,
Communication, and
Creativity

Teacher
models and
facilitates
opportunities
for 3 or 4 skills
on a regular
basis.

Teacher struggles to
model and/or facilitate
opportunities for more
than 2 skills on a regular
basis.

Teacher seems to only
model and/or facilitate
opportunities for 1 skill on
a regular basis.

Teacher meets
5 or more of
the criteria on
a regular
basis.

Teacher meets 3 or 4 of
the criteria on a regular
basis.

Teacher only meets 1 or 2,
if any, of the criteria on a
regular basis.

Teacher meets
3 or more of
the criteria on
a regular
basis.

Teacher meets 2 of the
criteria on a regular
basis.

Teacher meets 1 or none
of the criteria on a
regular basis.

All criteria are met.
Appropriate for difficulty
level of use.
Appropriate discussion of
digital citizenship.
Appropriate for selected
age group.
Appropriate for desired
learning outcomes.
Appropriate level of rigor
is built in to assignment.
Appropriate rubric or
scoring guide is used for
assessment.
All criteria are met.
An example is shown to
students.
A brief “tutorial” or
explanation of how to use
the application is provided
for students.
Support and problemsolving is available as
needed.
Alterations are made
based on student needs.

Far from Proficient
(Follow-up professional
development and coaching
is critical.)

*Evidence: Fidelity Checklist, Student Data
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