21St Century Technology Skills K-12

Amber Austin Jenahlee Chamberlain Susie Corbin-Muir Cindy Kunde Sarah Latcham Jill Hofmockel Elizabeth Schau Jennifer Scheivert Jan Smith

2014

Equity Statement

It is the policy of the Iowa City Community School District not to discriminate on the basis of race, creed, color, religion, national origin, gender, age, marital status, sexual orientation, gender identity, veteran status, disability, or socioeconomic status in its educational programs, activities, or employment practices. If you believe you have (or your child has) been discriminated against or treated unjustly at school, please contact the Equity Director, at 509 S. Dubuque Street, 319-688-1000.

Contents

Abstract ...... 3 Project Description and Objectives ...... 3 Grades K-2 ...... 4 Grades 3-4 ...... 5 Grades 5-6 ...... 7 Grades 7-8 ...... 9 Grades 9-12 ...... 10 Curricular Connections ...... 12 Grades K-2 ...... 12 Grades 3-4 ...... 24 Grades 5-6 ...... 36 Grades 7-8 ...... 44 Grades 9-12 ...... 49 Keyboarding Instruction ...... 59 References ...... 60 Appendix: List of Digital Tools Referenced ...... 61

Page 2 2014 ICCSD Library Program

Abstract

The term ‘21st Century Skills’ includes reference to students’ ability to employ technology as a primary tool in learning across content areas. This document identifies essential technology skills and understandings necessary for ICCSD students to be efficient and effective users of technology.

Project Description and Objectives

There can be no doubt that today’s students have a growing array of technological devices and resources at their disposal. Students’ ability to navigate the increasingly complex digital world with purpose and skill is integral to their success.

The concept of 21st century skills encompasses a mindset that moves beyond basic competency in core subjects toward a focus on divergent skills in critical thinking, creativity, and collaboration. While it is important for students to master current technology, it is more important for them to develop these broader skills to help them adapt and thrive in the information era. 21st century skills must be infused throughout the K-12 curriculum in order to present students with the types of challenges and opportunities they will experience beyond their school years.

This document combines internationally recognized standards with the concepts and skills detailed in the Iowa Core Curriculum for Technology Literacy.

The International Society for Technology in Education (ISTE) has developed standards for students (ISTE-S) that have become a widely adopted conceptual framework for the implementation of 21st century skills. These standards identify broad areas of focus upon which more specific Iowa Core concepts and skills are based. Among the 6 ISTE-S areas of focus are:  Creativity and innovation  Communication and collaboration  Research and information fluency  Critical thinking, problem solving, and decision making  Digital citizenship  Technology operations and concepts

Iowa Core draws upon these concepts and iterates several essential areas of literacy, including technology literacy. Below is a correlation of ISTE-S and Iowa Core 21st Century Skills, broken down by grade level:

Page 3 2014 ICCSD Library Program

Grades K-2

ISTE-S: Creativity and innovation IA Core: Essential Concept/Skill: Use technology to create projects, identify patterns, and make predictions  Use a variety of digital tools and media-rich resources to create projects  Use technology to illustrate and communicate original ideas related to curriculum content  Create multimedia products with support from teachers, family members, and/or student partners for the purpose of display, publication and/or performance  Use technology resources to identify problems, help recognize and describe patterns, make predictions and/or propose solutions

ISTE-S: Communication and Collaboration IA Core: Essential Concept/Skill: Use a variety of technology tools and media-rich resources to work collaboratively with others  In a collaborative work group, use a variety of technologies to produce a digital presentation or product in a curriculum area  Use technology resources for communicating and sharing ideas with others  Participate in learning activities with or about learners from other countries and/or cultures

ISTE-S: Research and Information Fluency IA Core: Essential Concept/Skill: Apply digital tools to gather, evaluate, and use information  Follow a plan of action to guide inquiry by using predetermined resources  Locate and organize information from a variety of sources and media  Review provided resources, explain why they are or not useful, and use information appropriately  Identify, read, and report data from charts, graphs, and other sources

ISTE-S: Critical Thinking, Problem Solving and Decision Making IA Core: Essential Concept/Skill: Use technological resources to investigate given questions or problems  Use a variety of technology resources to explore questions or problems  Use technology to decide what information to locate and how to use that information to complete a project  Collect and explain data to identify commonalities or solutions to problems  Explore the different ways that problems may be solved

ISTE-S: Digital Citizenship IA Core: Essential Concept/Skill: Understand and practice appropriate and safe uses of technology  Understand that stealing information and things others have created is the same as stealing tangible items  Be aware of why it is unsafe for students to provide others with information about themselves

Page 4 2014 ICCSD Library Program

 Demonstrate awareness of the importance of communicating with adults about things that might concern them  Understand why technology is useful in helping them complete a task  Use technology to explore personal interests  Demonstrate to others how to use technology tools in ways that assist, rather than prevent, others from learning

ISTE-S: Technology Operations and Concepts IA Core: Essential Concept/Skill: Understanding basic technology hardware and software and their application  Choose the most appropriate technology tool for a given task  Demonstrate a basic knowledge of how technology is supposed to function and know when it is not working properly  Know when to seek adult assistance for technology problems  Explore new technologies using existing skills and knowledge

Grades 3-4

ISTE-S: Creativity and Innovation IA Core: Essential Concept/Skill: Use technology resources to create original products, identify patterns and problems, make predictions, and propose solutions  Demonstrate creative thinking to generate new ideas and products using a variety of technology tools and resources.  Create and share new ideas, products, and processes related to curriculum content.  Work individually and collaboratively to create, display, publish, or perform media-rich products.  Use models and simulations to identify problems and propose solutions.  Use technology resources to gather and depict data, recognize trends, and project outcomes.

ISTE-S: Communication and Collaboration IA Core: Essential Concept/Skill: Use interactive technologies in a collaborative group to produce digital presentations or products in a curricular area.  Use a variety of technology tools to work collaboratively with others inside and outside the classroom.  Use telecommunication tools efficiently to communicate information and ideas to multiple audiences.  Access remote information using technology.  Engage in learning activities with learners from other countries and/or cultures.  Appropriately contribute to project teams to produce original works or solve problems using technology.

Page 5 2014 ICCSD Library Program

ISTE-S: Research and Information Fluency IA Core: Essential Concept/Skill: Apply digital tools to gather, evaluate and use information.  Create a plan or process that utilizes digital tools and resources to investigate and answer issues, questions, or problems.  Locate, organize, and ethically use information from a variety of sources and media.  Access information for specific purposes, and assess the validity of the information source.  Identify, select, and organize data. Discuss and describe the results.

ISTE-S: Critical Thinking, Problem Solving and Decision Making IA Core: Essential Concept/Skill: Use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.  Choosing from a variety of real-world issues and/or problems, use technological resources to develop and refine questions for investigation.  Use technological resources to conduct research and complete a project.  Identify trends or solutions or assist students in making decisions.  Identify and explore diverse perspectives and processes to find multiple solutions to problems.

ISTE-S: Digital Citizenship IA Core: Essential Concept/Skill: Understand and practice appropriate, legal and safe uses of technology for lifelong learning.  Demonstrate awareness of the dangers of sharing personal information with others.  Demonstrate an understanding of what electronic theft and plagiarism are and why they are harmful.  Identify the positive values of using technology to accomplish tasks.  Use technology to explore and pursue personal interests.  Show others how to use new technologies, and use technology in a way that assists, rather than prevents, others from learning.

ISTE-S: Technology Operations and Concepts IA Core: Essential Concept/Skill: Understand basic technology hardware and software and their application.  Use everyday technology processes, hardware, and software.  Select the most efficient and appropriate technology tool for a specific task.  Begin to identify the source of a problem with technology, and, if necessary, identify the appropriate support personnel.  Apply prior knowledge of technologies to new technologies.

Page 6 2014 ICCSD Library Program

Grades 5-6

ISTE-S: Creativity and Innovation IA Core: Essential Concept/Skill: Use technology resources to create original products, identify patterns and problems, make predictions, and propose solutions.  Demonstrate creative thinking to generate new ideas and products using a variety of technology tools and resources.  Create and share new ideas, products, and processes related to curriculum content.  Work individually and collaboratively to create, display, publish, or perform media-rich products.  Use models and simulations to identify problems and propose solutions.  Use technology resources to gather and depict data, recognize trends, and project outcomes.

Page 7 2014 ICCSD Library Program

ISTE-S: Digital Citizenship IA Core: Essential Concept/Skill: Use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.  Demonstrate awareness of the dangers of sharing personal information with others.  Demonstrate an understanding of what electronic theft and plagiarism are and why they are harmful.  Identify the positive values of using technology to accomplish tasks.  Use technology to explore and pursue personal interests.  Show others how to use new technologies, and use technology in a way that assists, rather than prevents, others from learning.

Page 8 2014 ICCSD Library Program

Grades 7-8

It should be noted that a separate curriculum relating to digital citizenship has been developed in the Iowa City schools to be delivered at the secondary level. Digital citizenship is therefore not addressed in this document for grades 7-12.

ISTE-S: Creativity and Innovation IA Core: Essential Concept/Skill: Demonstrate creative thinking in the design and development of innovative technology products and problem solving.  Design, develop, create, and/or test digital technology products.  Individually or collaboratively create media-rich products and display, publish, or perform them for a variety of audiences.  Use simulations to help understand complex, real-world systems, identify problems, develop models, and analyze the output.  Investigate global issues and make informed choices based on knowledge of technology systems, resources, and services.

ISTE-S: Communication and Collaboration IA Core: Essential Concept/Skill: Collaborate with peers, experts, and others using interactive technology.  Interact and collaborate with peers, experts, and others using technology.  Contribute to a content knowledge base by creating, producing, and sharing information, models, and other creative works.  Efficiently use technology tools and resources for communication and to access remote information and exchange it with a variety of audiences.  Engage in learning activities with learners from other countries and/or cultures using telecommunication tools to create, produce, and share information, models, and other projects with a global or cultural focus.  Share knowledge and skills with local or distant teams of peers, experts, or others using technology tools and resources to create group works and/or innovative solutions.

ISTE-S: Research and Information Fluency IA Core: Essential Concept/Skill: Plan strategies utilizing digital tools to gather, evaluate, and use information.  Create a plan for the use of digital tools and resources to investigate a real-world issue.  Locate, organize, analyze, evaluate, and synthesize information from a variety of sources and media and use this information in a legal and ethical manner.  Evaluate resources in terms of their usefulness and validity for research.  Use technological tools to select data and organize it into a format that is easily understood by others.

ISTE-S: Critical Thinking, Problem Solving and Decision Making IA Core: Essential Concept/Skill: Use critical thinking skills to conduct research, solve problems, and make informed decisions using appropriate technological tools and resources.

Page 9 2014 ICCSD Library Program

 Identify real-world issues and analyze technological resources for developing and refining questions for investigation.  Effectively use multiple technological resources to develop a systematic plan for conducting research. Develop possible solutions or a complete product to demonstrate knowledge and skills.  Use technology to gather, analyze, and assess data and its effectiveness to design, develop and test possible solutions that assist students in making decisions.  Analyze and evaluate information from a variety of perspectives and resources in order to assess multiple solutions and investigate them from differing viewpoints.

ISTE-S: Technology Operations and Concepts IA Core:Essential Concept/Skill: Understand the underlying structure and application of technology systems.  Utilize technology for everyday use and understand how technology systems can be applied to various situations.  Select and use technology applications to conduct research, solve problems and produce finished products.  Identify the source of a problem with technology, and, if necessary, the appropriate support personnel needed.  Apply knowledge of technology to explore other technologies and be able to identify commonalities among them.

Grades 9-12

ISTE-S: Creativity and Innovation IA Core: Essential Concept/Skill: Demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.  Apply existing knowledge to generate new ideas, products, or processes: students design, develop, create, and/or test self-generated digital learning objects that are accessible by as many users as possible, and demonstrate knowledge and skills related to curriculum content.  Create original works as a means of personal or group expression: students individually or collaboratively create media-rich products to be displayed, published, or performed for a variety of audiences.  Use models and simulations to explore complex systems and issues: students employ curriculum-specific, technology-based simulations to aid them in understanding complex, real- world systems. Simulation studies include formulating problems, developing models, running models, and analyzing outputs that help predict behaviors and outcomes.  Identify trends and forecast possibilities: students investigate complex global issues, make informed choices based on capabilities and limitations of technology systems, resources, and services, and apply this learning to personal and workplace needs.

Page 10 2014 ICCSD Library Program

ISTE-S: Communication and Collaboration IA Core: Essential Concept and/or Skill: 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.  Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media: using technology, students interact and collaborate with peers, experts, and others to contribute to a content-related, media-rich knowledge base by compiling, synthesizing, producing, and disseminating information, models, and other creative works.  Communicate information and ideas effectively to multiple audiences using a variety of media and formats: students use technology tools and resources, including distance and distributed education, for effectively exchanging information with a variety of audiences in an array of media-rich formats.  Develop cultural understanding and global awareness by engaging with learners of other cultures: students use a variety of existing online tools and emerging technologies for communicating with and learning about people of other cultures. Students investigate, communicate, and understand cultural norms manifested in music, literature, painting and sculpture, and theater and film, resulting in greater global awareness.  Appropriately contribute to project teams to produce original works or solve problems: students share knowledge and skills with local or distance teams of peers, experts, or others using technological tools and resources to create collaborative works and/or innovative sustainable solutions.

ISTE-S: Research and Information Fluency IA Core: Essential Concept/Skill: Apply digital tools to gather, evaluate, and use information.  Plan strategies to guide inquiry: students design a process which establishes criteria for selecting digital tools and resources to use for in-depth investigation of a real-world task and justify the selection based on efficiency and effectiveness.  Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media: students model legal and ethical behaviors when using information and technology by properly selecting, acquiring, and citing resources for research, information analysis, problem solving, and decision making in content learning.  Evaluate and select information sources and digital tools based on the appropriateness to specific tasks: students access information efficiently and effectively, evaluate information critically and competently, and use digital information and tools accurately and creatively for the issue or problem at hand.  Process data and report results: students use technological tools to select, organize, and analyze data, convert that information into easily understood knowledge, and effectively convey the results to an intended audience.

ISTE-S: Critical Thinking, Problem Solving and Decision Making IA Core: Essential Concept/Skill: Demonstrate critical thinking skills using appropriate tools and resources to plan and conduct research, manage projects, solve problems and make informed decisions.  Identify and define authentic, real-world problems and significant questions for investigation: students identify global issues and analyze capabilities and limitations of current and emerging technology resources in order to develop and refine investigable questions.

Page 11 2014 ICCSD Library Program

 Plan and manage activities to develop a solution or complete a project: students effectively use multiple technologies and resources to develop a systematic plan for conducting research in order to assess potential sustainable solutions, or to develop a complete product to demonstrate knowledge and skills.  Collect and analyze data to identify trends, solutions, or make informed decisions: students use technology to gather appropriate data, analyze its application to a task, and assess its effectiveness in order to design, develop, and test possible solutions that assist students in making decisions.  Use multiple processes and diverse perspectives to explore alternative solutions: students use multiple perspectives to analyze and evaluate information from a variety of technological resources. Students critically assess numerous solutions and investigate them from differing viewpoints.

ISTE-S: Technology Operations and Concepts IA Core: Essential Concept/Skill: Demonstrate a sound understanding of technology concepts, systems and operations.  Understand and use technology systems: students adapt to evolving technology systems and apply them for everyday use. They also interpret the underlying structure of the system so it can be used for multiple purposes and applied to unique situations.  Select and use applications effectively and productively: students select and apply technology tools for research, information analysis, problem solving, and decision making. Students use technology tools and resources for managing and communicating personal and professional information (e.g., finances, schedules, addresses, purchases, correspondence).  Troubleshoot systems and applications: students utilize a working knowledge of technology or technological support services to identify a problem/issue and its solution.  Transfer current knowledge to learning of new technologies: students apply what they know of one technology to intuitively utilize other technologies.

Page 12 2014 ICCSD Library Program

Curricular Connections

ICCSD teacher-librarians have identified the following areas of focus for the delivery of 21st Century Skills, including potential tools and resources as well as assessments where appropriate.

Grades K-2

ISTE-S: Creativity and Innovation

Essential Concept/Skill: Use technology to create projects, identify patterns, and make predictions (IA Core)

Skills (IA Core) Grade/Area‐Introduced Grade/Area‐Reinforced Potential Tools/Resources Assessments Use a variety of K Introduced 1st Reinforced digital tools and I can use technology to I can use technology to media-rich create a product. create a product. resources to create projects 2nd Reinforced I can use technology to create a product. Use technology to K Introduced 1st Reinforced Students use a drawing program illustrate and I can use drawing tools I can use drawing tools (Paint, KidPix) to illustrate their communicate to make a picture in to make pictures of my favorite part of a story. original ideas response to a story. writing. Student use a word processing related to I can use a word I can use a word program to type words they know curriculum content processing program to processing program to (word wall, sight words) type words I know. tell others about my ideas. Students use a drawing program to I can take a digital illustrate sentences or facts they photo and talk about it have typed using a word processing program. (word of the day 2nd Reinforced sentences, research fact statements) I can use drawing tools Students can use a digital tool

to make pictures of my (ipad, digital camera) to take a original story. photograph and talk or write about I can use a word it. (Megograph) processing program to tell others about my Students use a drawing program to ideas. illustrate an original story they I can write or record a have typed using a word processing story, poem or program or recorded using a digital information about a tool digital photo I have taken. Students can write, type of record a story, poem or information about digital photo(s) they have taken. (Megograph)

Create multimedia K Introduced 1st Reinforced K-2-Students will use digital tools products with I can use storytelling I can use storytelling to communicate an original story, support from programs or apps to programs or apps to poem or information. (Storybird, teachers, family share my ideas. share my ideas. PhotoStory, Megograph, Little Bird members, and/or Tales, Flipsnack) student partners for 2nd Reinforced the purpose of I can use storytelling display, publication programs or apps to and/or performance share my ideas. Use technology K Introduced 1st Reinforced Students track the weather each resources to identify I can use apps or I can use apps or day using an online resource like problems, help technology to record technology to record weather.com recognize and and track a daily and track a daily describe patterns, occurrence. occurrence and graph it Student can track the weather and make predictions graph it using digital tools and and/or propose 2nd Reinforced resources solutions I can use apps or technology to record Smart Weather Chart (Page 3) and track a daily http://exchange.smarttech.com/deta occurrence, graph it and ils.html?id=ece8552d-10fa-4d67- make predictions or 9658-838b6cf3d47d

Page 14 2014 ICCSD Library Program

conclusions.

ISTE-S: Communication and Collaboration

Essential Concept/Skill: Use a variety of technology tools and media-rich resources to work collaboratively with others

Indicators Grade/Area‐Introduced Grade/Area‐Reinforced Potential Tools/Resources Assessmentsw In a collaborative K Introduced 1st Reinforced Students work on a computer or work group, use a I can contribute to a I can work with a tablet with a partner to play a variety of digitally-produced and classmate to create and game or create a drawing. technologies to shared class story. share a digital project. produce a digital Students can illustrate a research presentation or 2nd Reinforced fact, write or talk about and it and product in a I can work together combine it together in PhotoStory curriculum area with my peers to create to make a class video. and share a class or individual project using digital tools. Use technology K Introduced 1st Reinforced Students can share information resources for I can share information I can share information they learned through research communicating and I learned using I learned using using a variety of digital tools: sharing ideas with technology. technology. Smore, Haiku Deck, PhotoStory, others FlipSnack, KidBlog, Blogger, 2nd Reinforced Padlet I can share information I learned using technology. Participate in K Introduced 1st Introduced Students participate in a class learning activities I can participate in a I can participate in a meeting via Skype with another with or about class meeting with class meeting with classroom within or outside the learners from other people who are not at people who are not at district. (Pen Pal Class, Talk about countries and/or my school using digital my school using digital Research learning) cultures tools. tools. Page 15 2014 ICCSD Library Program

Students participate in 2nd Reinforced author/expert visit via Skype. I can participate in a class meeting with people who are not at my school using digital tools.

ISTE-S: Research and Information Fluency

Essential Concept/Skill: Apply digital tools to gather, evaluate, and use information

Indicators Grade/Area‐Introduced Grade/Area‐Reinforced Potential Tools/Resources Assessments Follow a plan of K Introduced 1st Reinforced action to guide I can gather information I can locate and gather inquiry by using from a technological information from a predetermined resource. technological resource resources 2nd Reinforced I can navigate to find a resource and locate information within that source. Locate and organize K Introduced 1st Reinforced information from a I can gather information I can locate information variety of sources from an ebook, website, within a digital and media or video I have listened, document or website read or watched. 2nd Reinforced I can search for and locate an online source of information with teacher guidance

Page 16 2014 ICCSD Library Program

Review provided K Introduced 1st Reinforced resources, explain I can determine if a I can determine if a why they are or not resource is about my resource is about my useful, and use topic. research topic. information appropriately 2nd Reinforced I can determine if a resource is about my topic. Identify, read, and K introduced 1st Reinforced Pictograph Creator- report data from I can tell others what a I can interpret and share http://primaryschoolict.com/pictogr charts, graphs, and graph or pictograph information from a aph/ other sources means. graph or chart. SMART Board Interactive Graph 2nd Reinforced http://exchange.smarttech.com/deta I can interpret and share ils.html?id=dfc72d4e-77b8-45d4- information from a 8f9d-2d43006df485 graph or chart. I can also create a chart to communicate information.

ISTE-S: Critical Thinking, Problem Solving and Decision Making

Essential Concept/Skill: Use technological resources to investigate given questions or problems

Indicators Grade/Area‐Introduced Grade/Area‐Reinforced Potential Tools/Resources Assessments Use a variety of K Introduced 1st Reinforced technology resources I can use predetermined I can use predetermined to explore questions online resources and online resources and or problems teacher guidance to teacher guidance to explore for information. explore for information.

2nd Reinforced I can choose from a Page 17 2014 ICCSD Library Program

predetermined list online resources to explore for information.

Use technology to 2nd Introduced Students will participate in a decide what I can contribute to a teacher led class activity in information to locate whole class activity on searching the catalog and and how to use that picking appropriate determining appropriate resources information to resources for a topic. for a topic. complete a project Collect and explain K Introduced 1st Reinforced data to identify I can contribute to I can contribute to a commonalities or teacher led whole class class led whole class solutions to problems survey. survey and make conclusions.

2nd Reinforced I can contribute to a class led whole class survey and make conclusions. Explore the different 1st Introduced 2nd Reinforced Teacher uses the SMART Board to ways that problems I can contribute to a I can contribute to a show multiple solutions to solving a may be solved teacher led class teacher led class activity math problem. activity to find multiple to find multiple solutions to a problem. solutions to a problem.

Page 18 2014 ICCSD Library Program

ISTE-S: Digital Citizenship

Essential Concept and/or Skill: Understand and practice appropriate and safe uses of technology

Indicators Grade/Area‐Introduced Grade/Area‐Reinforced Potential Tools/Resources Assessments Understand that K Introduced 1st Reinforced stealing information I can understand that I can understand that and things others images were created by words and images I find have created is the other people. online were written and same as stealing created by others and do tangible items not belong to me.

2nd Reinforced I can understand that words and images I find online were written and created by others and do not belong to me. Be aware of why it is K Introduced 1st Reinforced unsafe for students to I can protect myself by I can protect myself by provide others with not sharing information not sharing information information about about myself online. about myself online. themselves 2nd Reinforced I can protect myself by not sharing information about myself online. Demonstrate K Introduced 1st Reinforced awareness of the I can get parent or adult I can get parent or adult importance of permission to use the permission to use the communicating with Internet. Internet. adults about things I can tell an adult if I I can tell an adult if I that might concern feel uncomfortable feel uncomfortable them about anything I see on about anything I see on the Internet. the Internet.

Page 19 2014 ICCSD Library Program

2nd Reinforced I can get parent or adult permission to use the Internet. I can tell an adult if I feel uncomfortable about anything I see on the Internet.

Understand why 1st Introduce 2nd Reinforced Using the books Blackout & technology is useful I can contribute to a I can contribute to a Charlie McButton Loses Power in helping them class discussion on class discussion on students participate in a discussion complete a task specific ways that specific ways that about how technology positively technology impacts my technology impacts my and negatively affects our lives. life. life.

Use technology to K Introduced 1st Reinforced explore personal I can navigate to sites I can navigate to sites interests that are appropriate for that are appropriate for my age and interests. my age and interests.

2nd Reinforced I can locate sites that are age and interest appropriate and navigate to them on my own. Demonstrate to K Introduced 1st Reinforced others how to use I can share and be polite I can share and be polite technology tools in while working with while working with ways that assist, technology. technology. rather than prevent, I can tell what it means I can tell what it means others from learning to have appropriate to have appropriate online manners. online manners.

2nd Reinforced I can share and be polite

Page 20 2014 ICCSD Library Program

while working with technology. I can tell what it means to have appropriate online manners.

ISTE-S: Technology Operations and Concepts

Essential Concept and/or Skill: Understanding basic technology hardware and software and their application

Indicators Grade/Area‐Introduced Grade/Area‐Reinforced Potential Tools/Resources Assessments Choose the most 2nd Introduced appropriate I can pick the correct technology tool for a program to use for the given task task I am completing.

Demonstrate a basic K Introduced 1st Reinforced knowledge of how I can take good care of All K Skills technology is my school’s technology supposed to function equipment so I can use 2nd Reinforced and know when it is it every day. All K & 1st Grade not working properly I can name the basic Skills parts of the computer (monitor, keyboard, mouse, headphones) I can click and drag. I can use a mouse, track pad, or touchscreen to open applications. I can find certain keys on the keyboard. I can locate and open programs as well as

Page 21 2014 ICCSD Library Program

close them. I can open the Internet and navigate to websites. I can also close them. I can maximize and minimize a window. I can log in and out with teacher guidance using the generic password.

1st Introduced I can open and use a word processing program for basic typing. I can log in and out on my own.

2nd Introduced I can change the font and size of the typeface. I can type a short paragraph. I can identify the URL. Know when to seek K Introduced 1st Reinforced adult assistance for I can recognize when I can recognize when technology problems technology is not technology is not working properly and working properly and ask for help. ask for help.

2nd Reinforced I can recognize when technology is not working properly and ask for help. I can practice basic Page 22 2014 ICCSD Library Program

troubleshooting techniques. Explore new K Introduced 1st Reinforced technologies using I can apply my current I can apply my current existing skills and knowledge of knowledge of knowledge technology to learning technology to learning to use other types of to use other types of technology technology

2nd Reinforced I can apply my current knowledge of technology to learning to use other types of technology

Page 23 2014 ICCSD Library Program

Grade3-4

ISTE-S: Creativity and Innovation

Essential Concept and/or Skill: Use technology resources to create original products, identify patterns and problems, make predictions, and propose solutions

Indicators Grade/Area‐Introduced Grade/Area‐Reinforced Potential Tools/Resources Assessments Demonstrate creative 3rd Introduced Students share project ideas or thinking to generate I can use a technology solutions to a class problem using a new ideas and tool to record and share tech tool like Padlet. products using a my ideas in a variety of technology brainstorming activity. Students choose a topic from a tools and resources. brainstormed list on which to create 4th introduced and present a project that proposes I can use technology to a solution to a problem, for brainstorm ideas, example create a commercial or identify a project topic, flier advertising their idea. and create a presentation or product on the topic.

Create and share new 4th introduced 3rd Reinforced ideas, products, and I can create a slide I can use a word processes related to show to present my processing program to curriculum content. ideas about a concept share my ideas about a we are studying. concept we are studying.

Page 24 2014 ICCSD Library Program

Work individually 3rd Introduced Each pair of students creates a slide and collaboratively I can work with a in PowerPoint or PhotoStory about to create, display, partner to create a slide a state or another curricular topic; publish, or perform with words and pictures all slides are put together to create media-rich products. using a presentation one class Power Point presentation. technology tool.

4th introduced I can independently locate and manipulate images for digital projects, and put them into my projects and presentations working individually or collaboratively.

Use models and 3rd Introduced simulations to I can use technology identify problems with my class and my and propose teacher to make solutions. predictions related to science and other things that I am studying.

4th introduced I can use technology to explore a new concept by participating in a virtual experience or tour. Use technology 4th introduce - 3rd Reinforce Students use a weather web site to resources to gather I can use a digital tool to I can use apps or gather daily weather information and depict data, record, analyze, and technology to record and update classroom charts. recognize trends, and present data collected and track a daily project outcomes. using technology. occurrence, graph it and Students form and report

Page 25 2014 ICCSD Library Program

make predictions or conclusions about observed and conclusions. collected data.

ISTE-S: Communication and Collaboration

Essential Concept/Skill: Use interactive technologies in a collaborative group to produce digital presentations or products in a curricular area.

Indicators Grade/Area‐Introduced Grade/Area‐Reinforced Potential Tools/Resources Assessments Use a variety of 3rd Introduced 3rd Reinforce Students use Skype to share book technology tools to I can use a technology I can work with others reviews with third grade students at work collaboratively tool to remotely share to add to and complete a another ICCSD elementary school. with others inside my thoughts with group project using and outside the others. technology. classroom. Students use Google Drive or the 4th reinforced district server to contribute to a I can work with others group project separately and/or to create documents or remotely. digital projects that include a variety of Students may participate in a blog items like word with members of their class or processing, tables, students from another school. graphs, images, or other graphics.

4th reinforced I am aware of and can identify different mediums by which I can use technology to collaborate with others.

Page 26 2014 ICCSD Library Program

Use 3rd Introduced 4th reinforce telecommunication I am familiar with an I am familiar with an tools efficiently to online blog. I can read online blog and its communicate entries and post a purpose. I can read information and comment or reply to an entries and post a ideas to multiple entry. comment or reply to an audiences. entry. Access remote 3rd Introduced 4th reinforced Students will use Culturegrams to information using I can use an Iowa AEA I am aware of the locate information about states. technology. Online resource to resources available access information. through Iowa AEA Online, and I can locate them independently when appropriate. Engage in learning 3rd Introduced Students will use Culturegrams to activities with I can use an Iowa AEA locate and share information about learners from other Online resource to the various cultures represented in countries and/or access information their school. Students will use cultures. about various cultures. I school email (teacher or student can use technology to account) to ask questions of talk with people from community members of various other cultures to learn cultural backgrounds. about things that I don’t know. Students Skype with another class of elementary students in another 4th introduced country. I can use online communications tools to remotely interact with students outside of my community, state, and/or country. Appropriately 3rd Introduced 4th reinforced A group of students will use contribute to project I can work effectively I can create original Britannica Online to find teams to produce with others in a group projects such as slide background information for a story original works or to produce and present shows, movies, or their class is reading. They will use

Page 27 2014 ICCSD Library Program

solve problems using a project using podcasts using Power Point or another presentation technology. technology. technology. tool to share this information with their class.

Groups of students select a social, political, or environmental issue or cause (ie: endangered species, recycling, wearing seat belts, smoking) on which to advertise a solution or raise awareness using a multimedia tool such as Microsoft Publisher, Animoto, or Photostory.

ISTE-S: Research and Information Fluency

Essential Concept and/or Skill: Apply digital tools to gather, evaluate and use information.

Indicators Grade/Area‐Introduced Grade/Area‐Reinforced Potential Tools/Resources Assessments Create a plan or 3rd Introduced 4th reinforced Students will make a chart, table, or process that utilizes I can use a technology I can create survey graph using Word to share results digital tools and tool to graphically using an online survey of a simple class survey. resources to share/analyze builder to investigate a investigate and information. topic and solicit input Students will use Google to answer issues, from others. compose a survey and interpret, questions, or analyze, and share the data problems. collected. Locate, organize, and 3rd Introduced Students will use Word to create a ethically use I can find information bibliography using a simplified information from a on a topic using several format. variety of sources Iowa AEA Online and media. resources and make a Students will use sources included list of the resources that on a teacher’s or librarian’s “class I used. links” on the school website.

4th introduced Page 28 2014 ICCSD Library Program

I can safely and Students will learn how to adjust effectively search for search criteria to more efficiently and use information locate valuable sources and from a variety of information and ethically search for sources including the images using Advanced Google Internet, databases, and Search. my own inquiries.

Access information 3rd Introduced for specific purposes, I can find information and assess the relevant to my validity of the information need using information source. the Internet and tell why I selected it.

4th introduced I can evaluate the appropriateness of a web resource to my research topic, comprehend the information, identify the author, and analyze it’s validity.

Identify, select, and 3rd Introduced Students will use Word to make a organize data. I can collect data using simple class survey. They will Discuss and describe a survey. I can use a make a chart, table, or graph using the results. technology tool Word to share the survey results. graphically share/analyze the data. Students take notes on specific facts (geography, tourism, economy, etc) 4th introduced about a country or state using a I can use a web variety of online sources including resource to take notes Culturegrams.

Page 29 2014 ICCSD Library Program

on a specific topic and its subtopics, and I can synthesize the notes to create a project or presentation.

ISTE-S: Critical Thinking, Problem Solving and Decision Making

Essential Concept and/or Skill: Use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

Indicators Grade/Area‐Introduced Grade/Area‐Reinforced Potential Tools/Resources Assessments Choosing from a 3rd introduced variety of real-world I can use technology to issues and/or problem-solve a real- problems, use world issue or a technological question raised in class. resources to develop and refine questions 4th introduced for investigation. I can use technology to collect information and develop my own questions about a topic. Use technological 3rd Introduced 4th reinforced resources to conduct I can use keywords to I can use a variety of research and find information on a online resources to find complete a project. topic using several Iowa information to complete AEA Online resources a project using and share that technology. information in a written project. Identify trends or 3rd Introduced 4th reinforced solutions or assist I can use technology to I can interpret data

Page 30 2014 ICCSD Library Program

students in making gather data about collected and follow decisions. something that I am through on the working on and then necessary next steps. decide what the next steps should be based on the data that I collect. Identify and explore 3rd Introduced 4th reinforced diverse perspectives I can develop my point I can support my point and processes to find of view based on my of view based on the multiple solutions to data and ask others data collected and begin problems. about their points of to identify and view based on the data. appreciate opposing I can use technology to viewpoints. work with my class and teacher to explore a variety of different solutions to a problem.

ISTE-S: Digital Citizenship

Essential Concept and/or Skill: Understand and practice appropriate, legal and safe uses of technology for lifelong learning.

Indicators Grade/Area‐Introduced Grade/Area‐Reinforced Potential Tools/Resources Assessments Demonstrate 3rd Introduced 3rd Reinforced awareness of the I can leave a site and tell I am aware that dangers of sharing an adult if I feel strangers can locate personal information uncomfortable about personal information with others. anything I see on the about me online. I can Internet. I can protect get permission from a my passwords by not parent or teacher before sharing them with sharing private others. information online.

Page 31 2014 ICCSD Library Program

4th introduced I know how to use 4th reinforced social media I can leave a site and tell appropriately. I know an adult if I feel the difference between uncomfortable about appropriate and anything I see on the inappropriate photos Internet. I can protect online of me, my my passwords by not friends, and my school. sharing them with others.

Demonstrate an 4th introduced 3rd Reinforced understanding of I am aware of the real I can explain why I what electronic theft world consequences of should not copy and plagiarism are electronic theft and information written by and why they are plagiarism. others or use images harmful. found online without giving the source credit. Identify the positive 3rd Introduced values of using I can contribute to a list technology to of appropriate and accomplish tasks. inappropriate uses of technology to complete schoolwork. 4th introduced I understand that technology is an integral part of society and the workplace and that when used appropriately, makes many daily activities and responsibilities easier. Use technology to 3rd Introduced explore and pursue I can use Iowa AEA

Page 32 2014 ICCSD Library Program

personal interests. Online resources to find pictures and information about a topic that interests me. 4th introduced I can browse the Internet and use information and images for my personal interest appropriately and responsibly. Show others how to 3rd Introduced 3rd Reinforced Teacher establishes a class team of use new I can work with other I can make good students with strong technology technologies, and use students to improve my decisions about using skills to assist fellow students while technology in a way skills in using technology when I am working on class technology that assists, rather technology. in a group. projects. than prevents, others from learning. 4th introduced Students can demonstrate to the I can share my class how to perform basic knowledge of operations of microsoft word. technology tools and basics with others.

ISTE-S: Technology Operations and Concepts

Essential Concept and/or Skill: Understand basic technology hardware and software and their application.

Indicators Grade/Area‐Introduced Grade/Area‐Reinforced Potential Tools/Resources Assessments Use everyday 3rd Introduced 3rd Reinforced technology I can save a document I can identify the parts processes, hardware, to a designated location. of a desktop computer. I and software. I can show that I have can identify the icons on keyboarding skills a computer’s desktop. I

Page 33 2014 ICCSD Library Program

(home row technique, know how to use the meet minimum words menu bars for basic per minute for my grade applications (word level). processing and browser windows). 4th introduced I can use Microsoft 4th reinforced Word or another word I can save a document processing program to to a designated location compose a piece of and locate it for later writing with proper use. formatting (double I can show that I have spaced, paragraphs, keyboarding skills standard font, etc). (home row technique, meet wpm for my grade level). Select the most 4th introduced efficient and I can select a program appropriate to create a project technology tool for a independently. specific task. Begin to identify the 3rd Reinforced source of a problem I can apply the trouble- with technology, and, shooting techniques that if necessary, identify my teachers have taught the appropriate me. I know when to ask support personnel. an adult for assistance.

4th reinforced I can identify and describe a problem with my computer, solve the problem myself, and possibly assist another student with the same problem.I know when to

Page 34 2014 ICCSD Library Program

ask an adult for assistance. Apply prior 3rd Introduced 4th introduced Students can use their knowledge of knowledge of I can use my knowledge I can use multiple Book Flix to use True Flix. technologies to new of familiar Iowa AEA programs to achieve the technologies. Online resources to use same task of producing Students can apply their knowledge other resources. a document. of Microsoft Word to use Google Docs or another Microsoft program such as Publisher or Powerpoint.

Page 35 2014 ICCSD Library Program

Grades 5‐6

ISTE-S: Creativity and Innovation

Essential Concept and/or Skill: Use technology resources to create original products, identify patterns and problems, make predictions, and propose solutions.

Indicators Grade/Area‐Introduced Grade/Area‐Reinforced Potential Tools/Resources Assessments Demonstrate creative 5th Grade 6th Grade Use Google Drive to save and share thinking to generate I can create a portfolio I can create a portfolio assignments. new ideas and of my work using of my work using products using a different technology different technology variety of technology tools and resources. tools and resources. tools and resources. Create and share new 5th Grade 6th Grade Share with a buddy class in the ideas, products, and I can create and share I can create and share same building or another in the processes related to assignments. assignments. ICCSD or beyond. curriculum content. Work individually 5th Grade 6th Grade and collaboratively I can work in groups. I can work in groups. to create, display, publish, or perform I can create projects I can create projects media-rich products. with my audience in with my audience in mind and share my mind and share my work with others. work with others. Use models and 5th Grade 6th Grade Students can explore Egyptian simulations to I can explore models I can explore models Pyramids using Nova here: identify problems and simulations and simulations http://www.pbs.org/wgbh/nova/anci and propose virtually using web sites virtually using web sites ent/who-built-the-pyramids.html. solutions. my teachers provide to my teachers provide to help me understand the help me understand the curriculum we are curriculum we are

Page 36 2014 ICCSD Library Program

studying. studying.

Use technology 5th Grade 6th Grade Students can survey classmates and resources to gather I can gather and share I can gather and share use a program to create tables or an and depict data, data, make predictions, data, make predictions, infographic. recognize trends, and and recognize trends. and recognize trends. project outcomes.

ISTE-S: Communication and Collaboration

Essential Concept and/or Skill: Use interactive technologies in a collaborative group to produce digital presentations or products in a curricular area.

Indicators Grade/Area‐Introduced Grade/Area‐Reinforced Potential Tools/Resources Assessments Use a variety of 5th Grade 6th Grade Students create alternate endings to technology tools to I can work with others I can work with others stories, record their version using work collaboratively to complete an to complete an VoiceThread, and share with a with others inside assignment using assignment using younger classroom. and outside the technology. technology. classroom. Use 5th Grade 6th Grade Students use Word to type a post to telecommunication I can use more than one I can use more than one a blog that incorporates graphics or tools efficiently to program to program to tables. communicate communicate my ideas communicate my ideas information and to different people. to different people. ideas to multiple audiences. Access remote 6th Grade 5th Grade information using I can use primary I can use Iowa AEA technology. sources found on the online resources. Internet. Engage in learning 6th Grade 5th Grade Students interview people from activities with I can talk to people who I can remotely interact different cultures, either in person learners from other are different than I am with students outside or online. countries and/or to learn something new. my classroom.

Page 37 2014 ICCSD Library Program

cultures.

Appropriately 5th Grade 6th Grade contribute to project I can work in a group I can work in a group teams to produce using technology using technology original works or making sure each making sure each solve problems using person has an person has an technology. opportunity to opportunity to contribute. contribute.

ISTE-S: Research and Information Fluency

Essential Concept and/or Skill: Apply digital tools to gather, evaluate and use information.

Indicators Grade/Area‐Introduced Grade/Area‐Reinforced Potential Tools/Resources Assessments Create a plan or 5th Grade 6th Grade process that utilizes I can write questions to I can write questions to digital tools and guide my work using guide my work using resources to digital tools. digital tools. investigate and answer issues, I can create a plan to I can create a plan to questions, or help answer my help answer my problems. questions. questions. Locate, organize, and 5th Grade 6th Grade Use Bibme.org or easybib.com to ethically use I can cite my sources. I can cite my sources. create a bibliography. information from a variety of sources I can use note-taking I can use note-taking Use the note-taking checklist found and media. guidelines to create my guidelines to create my here: notes. notes. http://www.iccsd.k12.ia.us/library/ Curriculum/Lessons/Notetaking/A- NotetakingChecklist.pdf.

Access information 5th Grade 6th Grade for specific purposes, I can use my questions I can use my questions and assess the Page 38 2014 ICCSD Library Program

validity of the to guide my search for to guide my search for information source. information. information. I can evaluate my I can evaluate my sources of information sources of information based on the validity of based on the validity of the information source, the information source, readability, etc. readability, etc. Identify, select, and 5th Grade 6th Grade Use Word to create a table organize data. I can identify and select I can identify and select containing questions, notes, and Discuss and describe the best data to answer the best data to answer sources. the results. my questions from my my questions from my source. source. I can use apps or I can use apps or programs to organize programs to organize my data. my data.

ISTE-S: Critical Thinking, Problem Solving and Decision Making

Essential Concept and/or Skill: Use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

Indicators Grade/Area‐Introduced Grade/Area‐Reinforced Potential Tools/Resources Assessments Choosing from a 5th and 6th Grade variety of real-world I can use technology to issues and/or collect information and problems, use develop my own technological questions about a topic. resources to develop and refine questions for investigation. Use technological 5th Grade 6th Grade Use Word to create a table to resources to conduct I can use digital tools to I can use digital tools to organize information. Use citation research and help me find and help me find and web sites to create a Works cited Page 39 2014 ICCSD Library Program

complete a project. organize information to organize information to page. Evaluate web sites as sources complete a progject. complete a project. of information. Identify trends or 5th Grade 6th Grade solutions or assist I can use technology to I can use technology to students in making gather information and gather information and decisions. deepen my thinking deepen my thinking about that subject. about that subject. Identify and explore 5th Grade 6th Grade diverse perspectives I can use different I can use different and processes to find digital tools to look at digital tools to look at multiple solutions to the same information the same information problems. from different from different perspectives. perspectives.

I can defend my point I can defend my point of view and listen to of view and listen to others. others.

ISTE-S: Digital Citizenship

Essential Concept and/or Skill: Use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

Indicators Grade/Area‐Introduced Grade/Area‐Reinforced Potential Tools/Resources Assessments Demonstrate 6th Grade 5th Grade Coordinate with guidance counselor awareness of the I can control what I know how to use to use Steps to Respect curriculum dangers of sharing personal information I social media to teach about cyber safety. personal information share with others. appropriately. I know with others. the difference between appropriate and inappropriate photos online of me, my friends, and my school.

Page 40 2014 ICCSD Library Program

Demonstrate an 5th Grade 6th Grade understanding of I can define plagiarism I can define plagiarism what electronic theft and electronic theft. and electronic theft. and plagiarism are and why they are harmful. Identify the positive 5th Grade 6th Grade values of using I can list how I can list how technology to technology can help me technology can help me accomplish tasks. finish work better than finish work better than without technology. without technology. Use technology to 5th Grade 6th Grade Students could set up educational explore and pursue I can use technology I can use technology blogs, Animoto accounts, etc. that personal interests. for personal interests. for personal interests. might be tools that they will use in their personal lives as well. Show others how to 5th Grade 6th Grade Create technology buddies like use new I can teach someone I can teach someone reading buddies pairing older technologies, and use else about technology. else about technology. classrooms with younger technology in a way classrooms or have students teach that assists, rather older people as in an assisted living than prevents, others environment or senior center class. from learning.

ISTE-S: Technology Operations and Concepts

Essential Concept and/or Skill: Understand basic technology hardware and software and their application.

Indicators Grade/Area‐Introduced Grade/Area‐Reinforced Potential Tools/Resources Assessments Use everyday 5th Grade 6th Grade Create a pretest or checklist to see technology I can login, keep track I can login, keep track where students are in using basic processes, hardware, of my usernames and of my usernames and technology processes. and software. passwords, save my passwords, save my digital work, organize digital work, organize my digital work, turn on my digital work, turn on Page 41 2014 ICCSD Library Program

and shut down and shut down hardware. hardware. Select the most 6th Grade Using an assignment or game like efficient and I can choose which we used to for sources of appropriate program or app would information like dictionary, technology tool for a be most efficient for my encyclopedia, etc. create questions specific task. assignment. that ask students to identify which program or app or website would be the best in different situations or scenarios.

Begin to identify the 5th and 6th Grade Students can fill out a tech help source of a problem I can identify and sheet or tell a peer tech helper. Or with technology, and, describe a problem with have PBIS procedures in place for if necessary, identify my computer, solve the how to report problems with the appropriate problem myself, and technology. support personnel. possibly assist another student with the same problem.I know when to ask an adult for assistance.

Apply prior 6th Grade 5th Grade 5th Grade: Explore the differences knowledge of I can use what I know I can use multiple between using Google Docs and technologies to new about other technology programs to achieve the Word, etc. technologies. to figure out new or same task of producing 6th Grade: After teaching one unknown technology a document. program or website, find a similar both hardware and one, give an assignment and see if software. the students can “figure it out”. Some differentiation and scaffolding will be necessary.

Page 42 2014 ICCSD Library Program

Grades 7‐8

ISTE-S: Creativity and Innovation

Essential Concept and/or Skill: Demonstrate creative thinking in the design and development of innovative technology products and problem solving.

Iowa Core Standard Grade/Curricular Connection Potential Tools/Resources Assessments Design, develop, create, and/or test digital technology products. Individually or collaboratively LA7/LA8 Poetry Video Photostory or similar Project rubrics create media-rich products and 1:1 computer access Student peer feedback sheets display, publish, or perform them Digital image databases for a variety of audiences. Microphones and other relevant hardware Use simulations to help understand complex, real-world systems, identify problems, More appropriate at the high school. develop models, and analyze the output. Investigate global issues and GS7 Global Issues 1:1 computer access Project Rubric make informed choices based on Sci7 Infectious Disease GWAEA online databases knowledge of technology LA8 Where is the Love Free Web resources systems, resources, and services.  Evaluate resources  Multiple perspectives

Page 43 2014 ICCSD Library Program

ISTE-S: Communication and Collaboration

Essential Concept and/or Skill: Collaborate with peers, experts, and others using interactive technology.

Iowa Core Standard Grade/Curricular Connection Potential Tools/Resources Assessments Interact and collaborate with LA7 Blogs / Google Docs 1:1 computer access Project rubrics and student peers, experts, and others using PD7 Blogs Skype / video conferencing reflection technology. PD8 Disease Prezi WL8 Skype Smore GS7 (possibility) Kidblog Sci7 (possibility) Google Apps

Contribute to a content LA7 Blogs / Google Docs 1:1 computer access Project rubrics and student knowledge base by creating, PD7 Blogs Skype / video conferencing reflection producing, and sharing PD8 Disease Prezi information, models, and other WL8 Skype Smore creative works. GS7 (possibility) Kidblog Sci7 (possibility) Google Apps Efficiently use technology tools All content areas 1:1 computer access Project rubrics and resources for communication Google Docs / OneDrive and to access remote information and exchange it with a variety of audiences. Engage in learning activities with WL8 Skype international 1:1 computer access Project rubrics learners from other countries students Skype/video conferencing and/or cultures using Lit7E Blogging with other Google Apps telecommunication tools to schools create, produce, and share LA8 Blogging with other schools information, models, and other projects with a global or cultural focus. Share knowledge and skills with local or distant teams of peers, experts, or others using Page 44 2014 ICCSD Library Program

technology tools and resources to create group works and/or innovative solutions.

ISTE-S: Research and Information Fluency Essential Concept and/or Skill: Plan strategies utilizing digital tools to gather, evaluate, and use information.

Iowa Core Standard Grade/Curricular Connection Potential Tools/Resources Assessments Create a plan for the (Teacher led plans) ICCSD Information Literacy Model Project Rubrics use of digital tools and resources to investigate a real- world issue. Locate, organize, Sci7 1:1 computer access Student bibliography analyze, evaluate, PD7 CRAAP Testing  cited correctly and synthesize PD8 EasyBib  quality of sources information from a GS  Citing sources Project rubrics variety of sources LA7/LA8  Note-taking and media and use Lit7 GWAEA / Web resources this information in a legal and ethical manner. Evaluate resources in Sci7 1:1 computer access Source evaluation activity terms of their PD7 CRAAP Testing usefulness and PD8 validity for research. GS LA7/LA8 Lit7 Use technological GS7 1:1 computer access Project rubrics tools to select data Math7 Excel Charts and Graphs and organize it into a Math8 Data sources (Iowa AEA online) format that is easily understood by others.

Page 45 2014 ICCSD Library Program

ISTE-S: Critical Thinking, Problem Solving and Decision Making Essential Concept and/or Skill: Use critical thinking skills to conduct research, solve problems, and make informed decisions using appropriate technological tools and resources.

Iowa Core Standard Grade/Curricular Connection Potential Tools/Resources Assessments Identify real-world GS7 Global Issues 1:1 computer access Project rubrics issues and analyze Sci7 Infectious Disease GWAEA online databases technological LA8 Where is the Love Free Web resources resources for  Evaluate resources developing and  Multiple perspectives refining questions for investigation. Effectively use Teacher led plans ICCSD Information Literacy Model Project rubrics multiple technological resources to develop a systematic plan for conducting research. Develop possible solutions or a complete product to demonstrate knowledge and skills. Use technology to Sci7 Biomes (Field trip) iPads Project rubrics gather, analyze, and Data collection assess data and its effectiveness to design, develop and test possible solutions that assist students in making decisions. Analyze and evaluate GS7 Global Issues 1:1 computer access Project rubrics information from a LA8 Where is the Love Google domain extensions / variety of multiple perspectives Page 46 2014 ICCSD Library Program

perspectives and resources in order to assess multiple solutions and investigate them from differing viewpoints.

ISTE-S: Technology Operations and Concepts Essential Concept and/or Skill: Understand the underlying structure and application of technology systems.

IOWA CORE Standard Grade/Curricular Connection Potential Tools/Resources Assessments Utilize technology for everyday Beginning of year orientation: all 1:1 computer access Student demonstration of logging use and understand how students in, saving and retrieving from technology systems can be  accessing student account network, and printing on multiple applied to various situations.  saving computers  printing  wireless

Select and use technology Variety of content areas 1:1 computer access Project Rubrics applications to conduct research, throughout 7 and 8 MS Office solve problems and produce Online presentation tools finished products. Google Apps Iowa AEA / GWAEA / Free web resources EasyBib Identify the source of a problem Variety of content areas 1:1 computer access Trends in tech-related questions with technology, and, if throughout 7 and 8 necessary, the appropriate support personnel needed. Apply knowledge of technology More appropriate at the high to explore other technologies and school level. be able to identify commonalities Page 47 2014 ICCSD Library Program

among them.

Grades 9‐12

ISTE-S: Creativity and Innovation Essential Concept and/or Skill: Demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

Iowa Core Standard Curricular Connection Potential Tools/Resources Assessments Apply existing  Contemporary Lit (11-12)  iMovie trailer template  Contemp Lit: Project rubrics knowledge to book trailers: students create wevideo.com  History of Europe: Gallery walk/peer generate new ideas, short videos about books Photostory evaluation products, or they’ve read  PowerPoint PDF Creator  Spanish IV: Project rubric/peer processes: students  History of Europe (10) ISSUU.com (online magazine evaluation design, develop, Explorers project: students hosting site) create, and/or test create multimedia Capzles.com (online interactive self-generated digital timelines/biographies about timeline) learning objects that major explorers are accessible by as many users as possible, and demonstrate knowledge and skills related to curriculum content.

Create original works  Spanish IV Dance Unit:  Wevideo.com  Project rubrics as a means of students create videos on PowerPoint (to create  Peer review assessments personal or group traditional latin dancing instructional slides to  Portfolio rubric, peer reviews expression: students Page 48 2014 ICCSD Library Program

individually or including history and incorporate into collaboratively create instructions videos)Wevideo.com media-rich products  Reading Strategies personal  PowerPoint to be displayed, goals unit flipsnack.com (to create published, or  Creative Writing Writer’s multimedia flipchart projects) performed for a Website: students use blog  Wordpress (or similar free blog variety of audiences. hosting site to build digital hosting site) collections of original fiction,  Adobe PhotoShop, Illustrators poetry  HeroMachine.com  Digital Imaging Cumulative  Portfolios: students create original art and  Foundations of Science Elements Heroes project: students create super hero identities that illustrate the properties

Use models and  Aerospace Engineering Flight  Microsoft Flight Sim simulations to Simulations: students  WeVideo.com explore complex experience cockpit controls Science Online database systems and issues: and commands Today’s Science database students employ  Biomedical Engineering: curriculum-specific, documentary style videos technology-based addressing real world simulations to aid problems and possible them in solution understanding complex, real-world systems. Simulation studies include formulating problems, developing models, running models, and analyzing outputs

Page 49 2014 ICCSD Library Program

that help predict behaviors and outcomes.

Identify trends and  World Religions  Animoto  http://libraryschool.libguidescms.com/ forecast possibilities: assignment/World History content.php?pid=537438 students investigate  AP Human Geography complex global issues, make informed choices based on capabilities and limitations of technology systems, resources, and services, and apply this learning to personal and workplace needs.

ISTE-S: Communication and Collaboration Essential Concept and/or Skill: 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.

Iowa Core Standard Curricular Connection Potential Tools/Resources Assessments Interact, collaborate,  American Studies 1920s  AP Multimedia Archive (for  project rubric and publish with magazine: students historical images)  project rubric peers, experts, or collaborate on topics and PowerPoint (to create magazine  Student-designed rubric others employing a write articles coverings pages) variety of digital aspects of the 1920s flipsnack.com or issuu.com (to environments and convert PPTs to online Page 50 2014 ICCSD Library Program

media: using  Digital photography magazines) technology, students assignment/motivational interact and poster, magazine cover, etc.  Big Huge Labs collaborate with Picadilo peers, experts, and  Eng 9 Project Based Learning PicMonkey others to contribute Literary Device Study: Pixlr to a content-related, students create multimedia media-rich projects examining literary  Prezi knowledge base by devices Audacity compiling, synthesizing, producing, and disseminating information, models, and other creative works.

Communicate  Essay Writing: students  Google docs/drive  Peer/Partner editing information and collaborate with University of ideas effectively to Iowa students on creative multiple audiences original writing using a variety of media and formats: students use technology tools and resources, including distance and distributed education, for effectively exchanging information with a variety of audiences in an array of media- rich formats.

Page 51 2014 ICCSD Library Program

Develop cultural  Spanish - Skype Mexico:  Skype (or other video call app)  class discussion/participation understanding and students work with native global awareness by speakers to practice their new engaging with language learners of other cultures: students use a variety of existing online tools and emerging technologies for communicating with and learning about people of other cultures. Students investigate, communicate, and understand cultural norms manifested in music, literature, painting and sculpture, and theater and film, resulting in greater global awareness.

Appropriately  Foundations of Science  Science Online database  project rubric contribute to project renewable energy research SIRS Issues Researcher database  parent/community feedback teams to produce project: students investigate  CQ Researcher database original works or possible sources of renewable American History Online solve problems: energy in the Iowa City area database students share and prepare mock WeVideo.com knowledge and skills presentations for the city AP Multimedia Archive with local or distance council Soundzabound teams of peers,  American Studies Current experts, or others Problems in American using technological Page 52 2014 ICCSD Library Program

tools and resources to Democracy projects: students create collaborative research contemporary works and/or political issues and create innovative video documentaries, shown sustainable solutions. during evening screenings open to parents and community

Research and Information Fluency

Essential Concept and/or Skill: Apply digital tools to gather, evaluate, and use information.

Iowa Core Standard Curricular Connection Potential Tools/Resources Assessments Plan strategies to Foundations of Science Google Annotated bibiography guide inquiry: Renewable Energies Project: Definition of Terms students design a Students search Google using process which site:gov and site:edu to identify establishes criteria best free web sources. Sites are for selecting digital chosen to exemplify: currency, tools and resources to ,relevancy, authority, use for in-depth appropriateness, and purpose investigation of a real-world task and justify the selection based on efficiency and effectiveness. Locate, organize, English 9 - Symposium project Symposium class links, including Bib cards rubric analyze, evaluate, graphic organizers Bibliographies synthesize, and bib cards ethically use EasyBib information from a variety of sources and media: students model legal and

Page 53 2014 ICCSD Library Program

ethical behaviors when using information and technology by properly selecting, acquiring, and citing resources for research, information analysis, problem solving, and decision making in content learning. Evaluate and select English 9- Symposium project: CRAAP test Bib cards rubric information sources students write brief descriptions and digital tools explaining how they applied five based on the evaluative criteria in selecting appropriateness to each source specific tasks: students access information efficiently and effectively, evaluate information critically and competently, and use digital information and tools accurately and creatively for the issue or problem at hand. Process data and Advanced Topics of Excel report results: Mathematics Estate Division students use Project: students enter technological tools to information and the formulate select, organize, and total bids, fair share, initial cash analyze data, convert received, remaining cash

Page 54 2014 ICCSD Library Program

that information into received, and then the total easily understood settlement for each heir in a knowledge, and mock estate effectively convey the results to an intended audience.

ISTE-S: Critical Thinking, Problem Solving and Decision Making

Essential Concept and/or Skill: Demonstrate critical thinking skills using appropriate tools and resources to plan and conduct research, manage projects, solve problems and make informed decisions.

Iowa Core Standard Curricular Connection Potential Tools/Resources Assessments Identify and define  English 9 Symposium Project:  Topic Selection Worksheet Topic selection rubric authentic, real-world students identify current problems and social issues and explore their significant questions causes, effects, and solutions for investigation:  Foundations of Science students identify Renewable Energy research global issues and project: students investigate analyze capabilities possible sources of renewable and limitations of energy in the Iowa City area current and emerging considering the limitations technology resources and possibilities of the region in order to develop and refine investigable questions.

Plan and manage  English 9 Symposium  Symposium graphic organizer Project rubrics/evaluations activities to develop Project: students use a  Excel a solution or variety of graphic organizers Page 55 2014 ICCSD Library Program

complete a project: to compile students effectively cause/effect/solution use multiple information on their selected technologies and topic resources to develop  Advanced Topics in a systematic plan for Mathematics Estate Division conducting research project: students plan for in order to assess solution to the division of a potential sustainable mock family estate solutions, or to develop a complete product to demonstrate knowledge and skills.

Collect and analyze PE Heart Monitor Project: Heart monitors iPad app Tracking progress against personal goals data to identify students identify personal fitness trends, solutions, or goals and use electronic heart make informed monitors to track progress decisions: students use technology to gather appropriate data, analyze its application to a task, and assess its effectiveness in order to design, develop, and test possible solutions that assist students in making decisions.

Use multiple English 10 Persuasive Project: Opposing Viewpoints database Project evaluations and rubrics vary by processes and diverse students identify a controversial Other specialized online databases teacher

Page 56 2014 ICCSD Library Program

perspectives to topic and investigate points of explore alternative view in order to create a solutions: students persuasive essay use multiple perspectives to analyze and evaluate information from a variety of technological resources. Students critically assess numerous solutions and investigate them from differing viewpoints.

ISTE-S: Technology Operations and Concepts

Essential Concept and/or Skill: Demonstrate a sound understanding of technology concepts, systems and operations.

IOWA CORE Standard Curricular Connection Potential Tools/Resources Assessments Understand and use technology Beginning of year orientation: all Student demonstration of logging systems: students adapt to students practice in, saving and retrieving from evolving technology systems and  accessing student account network, and setting a printer apply them for everyday use.  saving They also interpret the  printing underlying structure of the  Google account setup system so it can be used for multiple purposes and applied to unique situations. Select and use applications Information Literacy Vacation Word (table, insert picture, bold, effectively and productively: Project: students create a travel center, shade, etc.); Excel students select and apply plan in which they research (vacation expenses); Page 57 2014 ICCSD Library Program

technology tools for research, locations, costs, etc., and create a Animoto (photos of trip); Wordle information analysis, problem travel log (from trip events); Mapquest, solving, and decision making. Expedia, etc. for trip planning Students use technology tools and resources for managing and communicating personal and professional information (e.g., finances, schedules, addresses, purchases, correspondence). Troubleshoot systems and applications: students utilize a working knowledge of technology or technological support services to identify a problem/issue and its solution. Transfer current knowledge to Various research projects: Online academic databases learning of new technologies: students learn best practice for students apply what they know of using a small number online one technology to intuitively academic databases, then apply utilize other technologies. those skills to other databases

Page 58 2014 ICCSD Library Program

Keyboarding Instruction

Keyboarding Instruction – Best Practices

 Keyboarding instruction at the elementary level begins at grade 3 or grade 4, with practice at grades 5 and 6.  The instruction is provided by the classroom teacher, who monitors the students’ progress.  The teacher librarian facilitates by creating and managing the students’ accounts (e.g. Type to Learn).  Students are more successful learning keyboarding skills if the instruction and practice are more frequent, particularly at the start. The 25-minute sessions are scheduled daily for 5-6 weeks, then once per week for the next 8-9 weeks.  The instruction and practice is more relevant if students practice their keyboarding skills for classroom work (writing) instead of solely using drill and practice.

One School’s Model – An Example

In the spring, 3rd grade students are introduced to Type to Learn by the teacher librarian, once per week during library class time.

In the fall, as 4th grade students, they attend 25-minute sessions daily for six weeks. Then, they attend weekly sessions until Winter Break. One of these sessions is during library class time. For the first session each week, this is instructional time. During the other four sessions each week, students practice using Type to Learn. The teacher librarian provides the instruction for the sessions during the library class time. The classroom teacher provides the instruction for the other sessions, scheduling the entire class into the lab.

Keyboarding practice for students in grade 5 and 6 is the responsibility of the classroom teacher to schedule and monitor.

References

Iowa Department of Education. "Iowa Core 21st CenturySkills." Features. State of Iowa, 2014. Web. 18 Sept.

2014. .

"ISTE Standards For Students." ISTE Standards For Students. International Society for Technology in

Education, 2014. Web. 18 Sept. 2014. .

Page 60 2014 ICCSD Library Program

Appendix: List of Digital Tools Referenced

Productivity Databases Microsoft Paint Smart Exchange Adobe PhotoShop CultureGrams Kid Pix Britannica Online Adobe Illustrator Today’s Science Microsoft Publisher Science Online Wordle SIRS Issues Researcher Storybird CQ Researcher Hero Machine American History Online Opposing Viewpoints in Context Communication Kid Blogs Presentation Smore PhotoStory Blogger Prezi ISSUU Animoto WordPress Capzles Padlet Haiku Deck Skype Microsoft PowerPoint

Content Management Production Google Drive Microsoft Word Lib Guides Microsoft Excel EasyBib Logger Pro Video/Photo/Graphics Editing Pictogram Creator Multimedia Adobe PhotoShop Soundzabound Picadillo AP Multimedia Archive Pic Monkey Pixlr WeVideo Other Big Huge Labs Mapquest Microsoft Flight Sim Storytelling/Multimedia Creation VoiceThread Meograph Animoto Little Bird Tales Book Flix True Flix