ITES+Done+Right

= = ITES Done Right - Integrating Information and Technology Standards across the Curriculum Joanna Gerakios (gerakij@pitt.k12.nc.us) Media and IT Specialist, Pitt County Schools

If the new expectation to embed Information and Technology Standards (ITES) instruction across the curriculum has you wondering, "How am I supposed to integrate one more thing?" this session is for you. We will focus on how to choose and use the right tech tools for the designated objective and learning task. We will also explore how to take research beyond "just googling it" and move your students toward the 21st Century skills of inquiry, critical thinking, and creativity. Come join us as we envision what ITES integration will look like in your classroom.

1. Meet the ITES Embedded in __New PSC Curriculum Guides__

So, where did they come from? Information and Technology Essential Standards website
 * = ===Information and Technology Essential Standards=== ||
 * = ====By Strand==== ||= ====By Level==== ||
 * = [|Sources of Information] ||= K-5 ||
 * = [|Informational Text] ||= 6-8 ||
 * = [|Technology as a Tool] ||= 9-12 ||
 * = [|Research Process] ||=  ||
 * = [|Safety and Ethical Use] ||=  ||
 * = [|Safety and Ethical Use] ||=  ||

2. Jigsaw activity: Get to Know the ITES >> ||= >> ====Strands==== >> ||= [|Sources of Information] ||= || >> ||= [|Informational Text] ||= || >> ||= [|Technology as a Tool] ||= || >> ||= [|Research Process] ||= || >> ||= [|Safety and Ethical Use] ||= || Sorting || Graphic organizers, identifying similarities and differences, Smart Notebook toolkit, media center || I can match resources to relevant topics or tasks. I can pick out books, websites, or iPad apps that will help me learn about or how to. || Using the vortex or sorting tools in Smart Notebook, students correctly place pictures of book covers with relevant topics. Students arrange books in various "study stations" that they will use to learn about different holidays. || Students will determine from a list of websites whether relaible or not reliable by thumbs up/thumbs down. || Wallwisher.com Bibme.org Worldbookonline.com Database articles || I can record the main concepts of a text in my own words. I can cite sources used to gather information for a research project. || Students will record main ideas from online encyclopedia and magazine database articles on a wall wisher board. Students will keep a record of their print and online sources using BibMe.org. ||
 * Part 1: Divide into five groups, one for each strand.
 * Peruse the objectives and discuss the concepts that run through the strand. What are some recurring ideas?
 * = ===Information and Technology Essential Standards=== ||
 * = ====Key Recurring Concepts==== ||
 * Complete a matrix below with at least one objective from each level (elementary, middle, high school)
 * **Strand: Sources of Information** || **RBT Reference Sheet** || **PCS Instructional Strategies** ||
 * **Objective** || **Level of Revised Bloom's** || **Possible instructional strategies, tools, and/or resources** || **Learning Targets: What do we want students to know and/or be able to do?** || **Evidence: How will students show that they have learned?** ||
 * 1.SI.1.2 Classify resources as relevant for a given purpose and/or topic || Applying
 * 3.SI.1.2 Classify resources as reliable or not reliable. || Evaluate || Graphic organizers/ thinking maps ||  || Students will assess websites and fill in a bubble sheet and scan for reliable or not reliable.
 * **Strand: Information Text (only K-5)** || **RBT Reference Sheet** || **PCS Instructional Strategies** ||
 * **Objective** || **Level of Revised Bloom's** || **Possible instructional strategies, tools, and/or resources** || **Learning Targets: What do we want students to know and/or be able to do?** || **Evidence: How will students show that they have learned?** ||
 * **Strand: Technology as a Tool** || **RBT Reference Sheet** || **PCS Instructional Strategies** ||
 * **Objective** || **Level of Revised Bloom's** || **Possible instructional strategies, tools, and/or resources** || **Learning Targets: What do we want students to know and/or be able to do?** || **Evidence: How will students show that they have learned?** ||
 * 7.TT.1.2 Use appropriate technology tools and other resources to organize information (e.g. graphic organizers, databases, spreadsheets, and desktop publishing). || Applying || Thinking maps, magazines, Microsoft Office, Googledocs || Successfully navigate appropriate technology and be able to sort relevant informational categories ||  ||
 * **Strand: Research** || **RBT Reference Sheet** || **PCS Instructional Strategies** ||
 * **Objective** || **Level of Revised Bloom's** || **Possible instructional strategies, tools, and/or resources** || **Learning Targets: What do we want students to know and/or be able to do?** || **Evidence: How will students show that they have learned?** ||
 * **Strand: Safety and Ethical Issues** || **RBT Reference Sheet** || **PCS Instructional StrategiesI** ||
 * **Objective** || **Level of Revised Bloom's** || **Possible instructional strategies, tools, and/or resources** || **Learning Targets: What do we want students to know and/or be able to do?** || **Evidence: How will students show that they have learned?** ||
 * 7.SE.1.1 Apply ethical behavior (copyright, not plagiarizing, proper <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 90%; text-align: left;">netiquette) when <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 90%; text-align: left;">using resources || Application || Summarizing and Note-taking
 * **Strand: Technology as a Tool** || **RBT Reference Sheet** || **PCS Instructional Strategies** ||
 * **Objective** || **Level of Revised Bloom's** || **Possible instructional strategies, tools, and/or resources** || **Learning Targets: What do we want students to know and/or be able to do?** || **Evidence: How will students show that they have learned?** ||
 * 7.TT.1.2 Use appropriate technology tools and other resources to organize information (e.g. graphic organizers, databases, spreadsheets, and desktop publishing). || Applying || Thinking maps, magazines, Microsoft Office, Googledocs || Successfully navigate appropriate technology and be able to sort relevant informational categories ||  ||
 * **Strand: Research** || **RBT Reference Sheet** || **PCS Instructional Strategies** ||
 * **Objective** || **Level of Revised Bloom's** || **Possible instructional strategies, tools, and/or resources** || **Learning Targets: What do we want students to know and/or be able to do?** || **Evidence: How will students show that they have learned?** ||
 * **Strand: Safety and Ethical Issues** || **RBT Reference Sheet** || **PCS Instructional StrategiesI** ||
 * **Objective** || **Level of Revised Bloom's** || **Possible instructional strategies, tools, and/or resources** || **Learning Targets: What do we want students to know and/or be able to do?** || **Evidence: How will students show that they have learned?** ||
 * <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 90%; text-align: left;">7.SE.1.1 <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 90%; text-align: left;">Apply ethical behavior <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 90%; text-align: left;">(copyright, not <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 90%; text-align: left;">plagiarizing, proper <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 90%; text-align: left;">netiquette) when <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 90%; text-align: left;">using resources || Application || Summarizing and Note-taking
 * **Objective** || **Level of Revised Bloom's** || **Possible instructional strategies, tools, and/or resources** || **Learning Targets: What do we want students to know and/or be able to do?** || **Evidence: How will students show that they have learned?** ||
 * **Strand: Safety and Ethical Issues** || **RBT Reference Sheet** || **PCS Instructional StrategiesI** ||
 * **Objective** || **Level of Revised Bloom's** || **Possible instructional strategies, tools, and/or resources** || **Learning Targets: What do we want students to know and/or be able to do?** || **Evidence: How will students show that they have learned?** ||
 * <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 90%; text-align: left;">7.SE.1.1 <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 90%; text-align: left;">Apply ethical behavior <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 90%; text-align: left;">(copyright, not <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 90%; text-align: left;">plagiarizing, proper <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 90%; text-align: left;">netiquette) when <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 90%; text-align: left;">using resources || Application || Summarizing and Note-taking
 * **Strand: Safety and Ethical Issues** || **RBT Reference Sheet** || **PCS Instructional StrategiesI** ||
 * **Objective** || **Level of Revised Bloom's** || **Possible instructional strategies, tools, and/or resources** || **Learning Targets: What do we want students to know and/or be able to do?** || **Evidence: How will students show that they have learned?** ||
 * <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 90%; text-align: left;">7.SE.1.1 <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 90%; text-align: left;">Apply ethical behavior <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 90%; text-align: left;">(copyright, not <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 90%; text-align: left;">plagiarizing, proper <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 90%; text-align: left;">netiquette) when <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 90%; text-align: left;">using resources || Application || Summarizing and Note-taking
 * **Objective** || **Level of Revised Bloom's** || **Possible instructional strategies, tools, and/or resources** || **Learning Targets: What do we want students to know and/or be able to do?** || **Evidence: How will students show that they have learned?** ||
 * <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 90%; text-align: left;">7.SE.1.1 <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 90%; text-align: left;">Apply ethical behavior <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 90%; text-align: left;">(copyright, not <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 90%; text-align: left;">plagiarizing, proper <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 90%; text-align: left;">netiquette) when <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 90%; text-align: left;">using resources || Application || Summarizing and Note-taking


 * Part 2: Reshuffle into grade level groups (or whole group, depending on number of participants) and share. Discuss how the concepts and skills spiral through the grade levels.

3. How can today's activity help me to integrate the ITES into my content areas? __New PSC Curriculum Guides__

Resources: Revised Bloom's Taxonomy wiki iLearn Technology's Bloomin' Peacock Kathy Shrock's Bloomin' Apps