Abington+Friends+School

 Abington Friends School We have decided to extend the PLP Cohort model into next year and beyond, with the goal of creating a professional learning community for the purpose of supporting the teaching of 21st century skills in the classroom. The current members will remain, and we have produced a [|video] to invite and encourage others to join. If numbers warrant we will form two cohorts, and split up the current members to provide support. The new Cohort or Cohorts will continue to meet online as well as face to face. Our hope is that a continued conversation around pedagogy and technology integration will create a snow ball effect. The cohort model is not new to AFS, and next year some will be continuing their work, and others will be forming. The technology cohort has been charged with the mission of helping educate the other cohorts about the web tools available for collaboration and research.

AFS has begun a number of tech initiatives this year, and plans to continue with modifications as necessary.

1. [|21 minutes to the 21st century] – Every Thursday afternoon we present a new tech tool in 21 minutes. We have formed a Ning to support more dialogue and to document what we cover.

2. Laptops will be given to teachers – if they agree to engage in an ongoing discussion around technology integration and pedagogy 3. AFS is hosting a Friends School tech talk next year 4. Five members of the faculty and staff will be attending NECC this Summer

5. A new class is being offered next year by the technology department – focusing on how Web 2.0 tools are impacting society.

Digital Literacy and Emerging Technologies The goal of this course is to examine how emerging technology and an updated definition of Digital literacy are used in the workforce, education, society and their global impact. The ability to access information, share it, collaborate and network with others has and will continue to impact the way we learn, play and work. The students will become proficient with the following tools: · Blogging · Podcasting · Photosharing · Wikis · Social Bookmarking · Video Sharing · Digital Story Telling · Putting It All Together (RSS) Students will not only use these tools, but analyze how they are currently impacting society, education and their potential global impact, in fact that will be the content they write, video, collaborate and bookmark about. **The students will be using these tools to help them explore why these emerging technologies are dramatically changing the world**. The readings will help to guide our discussion around these tools and their impact on society. A rubric will be set up to evaluate the effective use of the nine tools, based on industry standards of what makes a good blog, podcast etc… as well as the students demonstrated proficiency with the technology. Participation will also be a big factor, since all of these tools are about collaboration. The readings will be discussed in a blog, a wiki and through a video project. ** Reading and listening and participating in the following **__:__ [|www.readwriteweb.com] The TWIT podcast through I tunes Will Richardson’s Blog - [] [|Here Comes Everybody] – by Clay Shirky Attached are ISTE’ national technology standards which will act as a guide and framework in our course work, and two example rubrics.
 * Overview: **
 * Grading: **

The ISTE National Educational Technology Standards (NETS•S) and Performance Indicators for Students **1. Creativity and Innovation** Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: 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.

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. Students: 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.
 * 2. Communication and Collaboration**

Students apply digital tools to gather, evaluate, and use information. Students: a. plan strategies to guide inquiry. b. locate, organize, analyze, evaluate, synthesize, and ethically 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.
 * 3. Research and Information Fluency**

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: 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.
 * 4. Critical Thinking, Problem Solving, and Decision Making**

Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: 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.
 * 5. Digital Citizenship**

Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. understand and use technology systems. b. select and use applications effectively and productively. c. troubleshoot systems and applications. d. transfer current knowledge to learning of new technologies.
 * 6. Technology Operations and Concepts**

** BLOG REFLECTION RUBRIC ** ASSESSED ** || ** Beginning ** || ** Developing ** || ** Proficient ** || ** Strong ** || ** SCORE ** || ** WEIGHT ** || ** VALUE ** || || 7   ||  9   ||  10   ||^   ||^   ||^   || || Blog entries show no personal response is made to the issues/concepts raised in the readings/activities  || Blog entries convey little evidence of a personal response to the issues/concepts raised in the readings/activities  || Blog entries convey evidence of a personal response to the issues raised in the readings/ activities, and demonstrate that the author is capable of reflecting on learning, technology, and society. || Blog entries convey extensive evidence of a personal response to the issues raised in the readings/ activities, and demonstrate the author's growth through reflection on learning, technology and society. || || 25% || || 5 pts **A collaborative effort (**as seen in the history) //IF IT IS A GROUP WIKI. – 5 points// Several participants have contributed. Wikis are collaborative. Each person brings their strengths and contributes things that they are good at to the project. 10 pts **Visual appeal** Graphics are used as needed and add to the message. Graphics are not distracting and used where needed to further explain a topic. If does not look cluttered. 10 pts **Organization** A table of contents is used, headings and underlines are used appropriately. 10 pts **Hyperlinks to sources** An effective wiki hyperlinks sources and gives readers additional information about the topic. Because most people tend to not trust wikis (they don't know the authors), you must include a variety of hyperlinks to be considered an effective source of information. As people follow your hyperlinks, they will begin to look at the information you've linked to. They will learn that you are an authority and that you've "done your homework." Make sure that you have checked your hyperlinks and that they work. _ 15 pts **Original, intelligent wording** The effective wiki summarizes information but never copies it! (Cite your sources.) The wording is intelligent and meaningful and jargon is not used. Wikis may be read by a global audience and authors must keep that in mind. _ 15 pts **Spelling/Grammar Punctuation (-1 each up to max)** _ 35 pts Assignment criteria met. TOTAL POINTS out of 100 pts //Optional (unless assigned) but beneficial wiki traits// • **Multi-sensory tools are used** The use of sound and/or video involves the wiki reader more through the increased engagement of hearing and sight. When it is used effectively, it can boost you into the hall of fame because you have more thoroughly taught your reader about your subject. • **RSS Feeds and Cutting edge tools are used** Pioneers are often recognized for their ability to venture into new places that others are afraid of. Our wiki pioneers will be recognized as they learn about new technology and integrate it into their page. These technologies include RSS Feeds, video, podcasts, and any other new Web 2.0 technology that we come across. Be the first and be unafraid!
 * ** OUTCOME
 * ^  ||  1
 * **// Overall Use of Blogs //** || Blog entries are few and generally simple retellings of personal events. No comments are made on blogs of others. || Almost all required blog entries and comments have been completed.  || Five blog entries and five comments are submitted, though not all of them may give evidence of a substantial contribution.  || Five blog entries and five comments are submitted, all of which are substantial. Beyond the required five, your blog includes many more reflections.  || || 40%  || ||
 * **// Intellectual Engagement with Key Concepts //** || Blog entries make no reference to issues raised through readings and/or class activities || Blog entries make some reference to issues raised through readings and/or class activities  || Blog entries demonstrate awareness of most of the key issues raised through readings and/or class activities  || Blog entries demonstrate engagement with the important issues raised through readings and/or class activities || || 25%  || ||
 * **// Personal Response to Key Concepts //**
 * **// Engaged Writing //** || Blog entries use incorrect grammar and syntax consistently, making it difficult for others to follow. No links are included connecting your thoughts to those of others. || Blog entries demonstrate some evidence of correct spelling, grammar, punctuation, etc. Audience will have little trouble reading your blog. An occasional link is included.  || Blog entries show a good command of Standard English. No problems for your audience. Most blog entries include links.  || Blog entries show a very good command of Standard English and have some flair and originality. Blog entries may contain multiple links.  || || 10%  || ||
 * Modified from a rubric found at [] ||
 * Wiki Grading Rubric **

Student Name(s): Assignment: ©Victoria A. Davis, All Rights Reserved http://coolcatteacher.blogspot.com Attendees of K12 online conference are given permission to duplicate for classroom use only