Benefits of Technology Integration in Education

Literacy And History-Social Science Department

Description

• cours - matière potentielle : students
• cours - matière potentielle : pedagogy
• cours - matière potentielle : level
• exposé
• expression écrite
• cours - matière potentielle : with technology
• cours - matière potentielle : district
• cours - matière potentielle : work
• cours - matière potentielle : test

Benefits of Technology Integration in Education Abstract With a great deal of investment being put into outfitting schools with technology, the question of whether or not it is worth the investment is a valid one. This essay describes the benefits of utilizing technology in education by examining research from around the world which demonstrates that there is ample evidence for supporting the usage of technology in educational environments. Recommendations for further research are made at the conclusion.

• expense to basic skills objectives of standardized tests
• impact of laptop use on student achievement
• use of computer tools
• tests
• technology
• computer
• skills
• program
• students

Sujets

• Student
• Pedagogy
• Exposé
• District
• Harvest Park Middle School
• Pleasanton
• Carnegie Learning
• Cognitive tutor

Informations

• Publié par: onji
• Nombre de lectures: 13
• Langue: English

Extrait

 HOLISTIC SCORE _____ IDEAS/ CONTENT

ORGANIZA TION

VOICE

WORD AND LANGUAGE CHOICE

SENTENCE FLUENCY

CONVENTIONS

August 2006

San Diego Unified School District Office of the Deputy Superintendent  Instruction and Curriculum Division Literacy and HistorySocial Science Department Grade 3 NARRATIVE Writing Rubric

Advanced 3 2 1  Skillfully develops a central idea that describes and explains familiar objects, events and experience  Includes wellchosen details to skillfully develop the plot  Provides powerful insight/rationale about the significance of the selected event or experience  Ideas are skillfully organized into logical, coherent paragraphs that are clear to the reader  Provides a convincing context within which an action takes place

 Writer’s voice adds interest to the message

 Words/phrases convey precise meaning appropriate to the genre

 Purposeful and innovative sentence structures are used to enhance intended meaning/effect  Skillful use of transitions within and across sentences/paragraphs  Shows creativity and flexibility when using conventions to enhance meaning

Proficient 3 2 1  Develops a central idea that describes and explains familiar objects, events and experience  Includes wellchosen details to develop the plot  Provides insight into why the selected incident is memorable WS 1.0; WA 2.0, 2.1; FW pp. 26 27, 8586

 Ideas are organized into logical, coherent paragraphs that are clear to the reader  Provides a context (e.g., setting, background information) within which an action takes place WS 1.0, 1.4; WA 2.0, 2.1; FW pp. 2627, 8586  Writer’s voice is appropriate to the audience and purpose WS 1.0 1.4; FW pp. 26, 8586  Words/phrases chosen to convey meaning are appropriate to the genre WS 1.0, 1.4; WA 2.0, 2.2; FW pp. 8283, 85

 Uses complete and correct basic sentence structures  Sentences clearly build and connect WS 1.10; LC 1.0, 1.1; FW pp. 26 27, 8586

 Uses grade level appropriate conventions; errors are minor and do not obscure meaning WS 1.0; LC 1.0, 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7; FW pp. 2627, 85

Basic 3 2 1  Central idea is underdeveloped  Includes some details that support the plot  Significance of the selected incident is vague

 Paragraph structure is inconsistent  Context is vague and lacks clarity for the reader

 Writer’s voice is mechanical and/or repetitive (e.g., series of facts/ideas)

 Words/phrases chosen are vague and do not always convey intended meaning appropriate to the genre

 Sometimes uses correct sentence structures  Sentences are weakly connected

 Uses grade level appropriate conventions; errors occasionally obscure meaning

Below Basic 3 2 1  Central idea is absent  May include insufficient and/or insignificant details  No rationale is provided about the significance of the incident

 Ideas are incoherent and lack organization  Context is not established

 No sense of voice, purpose and/or audience

 Limited range of vocabulary

 Little evidence of correct sentence structure  Sentences are a random collection of unrelated thoughts

 Limited understanding of grade level appropriate conventions

DRAFT page 1

HOLISTIC SCORE _____ IDEAS/ CONTENT

ORGANIZA TION

VOICE

WORD AND LANGUAGE CHOICE

SENTENCE FLUENCY

CONVENTIONS

August 2006

San Diego Unified School District Office of the Deputy Superintendent  Instruction and Curriculum Division Literacy and HistorySocial Science Department Grade 3 INFORMATIONAL/EXPOSITORY (DESCRIPTION) Writing Rubric

Advanced 3 2 1  Skillfully develops a central idea about people, places, things, and/or experiences  Describes relevant details, facts and evidence that skillfully support the central idea  Skillfully integrates facts and details from various resources (e.g., text, prior knowledge)

 Ideas and information are skillfully organized into logical, coherent paragraphs that are clear to the reader

 Writer’s voice adds interest to the message

 Words/phrases convey precise meaning appropriate to the genre

 Purposeful and innovative sentence structures are used to enhance intended meaning/effect  Skillful use of transitions within and across sentences/paragraphs  Shows creativity and flexibility when using conventions to enhance meaning

Proficient 3 2 1  Develops a central idea about people, places, things, and/or experiences  Uses sensory details, facts and evidence to support the central idea  Includes facts and details from various resources (e.g., text, prior knowledge) RC 2.0, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6; WS 1.0, 1.1.b, 1.3; WA 2.0, 2.2; FW pp. 2627, 8586  Ideas and information are organized into logical, coherent paragraphs that are clear to the reader WS 1.0, 1.4; WA 2.0, 2.1; FW pp. 2627, 8586  Writer’s voice is appropriate to the audience and purpose WS 1.0 1.4; FW pp. 26, 8586  Words/phrases chosen to convey meaning are appropriate to the genre WS 1.0, 1.4; WA 2.0, 2.2; FW pp. 8283, 85

 Uses complete and correct basic sentence structures  Sentences clearly build and connect WS 1.10; LC 1.0, 1.1; FW pp. 2627, 8586

 Uses grade level appropriate conventions; errors are minor and do not obscure meaning WS 1.0; LC 1.0, 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7; FW pp. 26 27, 85

Basic 3 2 1  Central idea is underdeveloped/overly broad  Descriptions are vague with limited details, facts and supporting evidence  Includes limited facts and details

 Paragraph structure is inconsistent

 Writer’s voice is mechanical and/or repetitive (e.g., series of facts/ideas)

 Words/phrases chosen are vague and do not always convey intended meaning appropriate to the genre  Sometimes uses correct sentence structures  Sentences are weakly connected

 Uses grade level appropriate conventions; errors occasionally obscure meaning

Below Basic 3 2 1  Central idea is absent  Descriptions are absent  Facts and details are absent or erroneous

 Ideas are incoherent and lack organization

 No sense of voice, purpose and/or audience

 Limited range of vocabulary

 Little evidence of correct sentence structure  Sentences are a random collection of unrelated thoughts

 Limited understanding of grade level appropriate conventions

DRAFT page 2

HOLISTIC SCORE _____ IDEAS/ CONTENT

ORGANIZA TION

VOICE

WORD AND LANGUAGE CHOICE

SENTENCE FLUENCY

CONVENTIONS

August 2006

San Diego Unified School District Office of the Deputy Superintendent  Instruction and Curriculum Division Literacy and HistorySocial Science Department Grade 3 REAL WORLD CORRESPONDENCE Writing Rubric

Advanced 3 2 1  Writes personal and/or formal correspondence that skillfully conveys information to an intended audience  Shows keen awareness of the knowledge and interests of the audience and skillfully establishes a purpose and context  Structure is creative and meaningful to the reader  Ideas and information are skillfully organized into logical, coherent paragraphs that are clear to the reader

 Writer’s voice adds interest to the message

 Words/phrases convey precise meaning appropriate to the genre

 Purposeful and innovative sentence structures are used to enhance intended meaning/effect  Skillful use of transitions within and across sentences/paragraphs  Shows creativity and flexibility when using conventions to enhance meaning

Proficient 3 2 1  Writes personal and/or formal correspondence that effectively conveys information to an intended audience  Shows awareness of the knowledge and interests of the audience and establishes a purpose and context WS 1.0; WA 2.0, 2.3; FW pp. 2627, 8586

 Structure includes the correct date, salutation, body, closing, and signature appropriate to the purpose and audience  Ideas and information are organized into logical, coherent paragraphs that are clear to the reader WS 1.0; WA 2.0, 2.3; FW pp. 26 27, 8586  Writer’s voice is appropriate to the audience and purpose WS 1.0 1.4; FW pp. 26, 8586  Words/phrases chosen to convey meaning are appropriate to the genre WS 1.0, 1.4; WA 2.0, 2.2; FW pp. 8283, 85

 Uses complete and correct basic sentence structures  Sentences clearly build and connect WS 1.10; LC 1.0, 1.1; FW pp. 2627, 8586

 Uses grade level appropriate conventions; errors are minor and do not obscure meaning WS 1.0; LC 1.0, 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7; FW pp. 2627, 85

Basic 3 2 1  Writes personal and/or formal correspondence that conveys limited or confusing information to an intended audience  Shows limited awareness of the knowledge and interests of the audience; purpose and context are underdeveloped

 Structure (i.e., date, proper salutation, body, closing, and signature) may contain errors and/or may be inappropriate to the purpose and audience  Paragraph structure is inconsistent

 Writer’s voice is mechanical and/or repetitive (e.g., series of facts/ideas)

 Words/phrases chosen are vague and do not always convey intended meaning appropriate to the genre

 Sometimes uses correct sentence structures  Sentences are weakly connected

 Uses grade level appropriate conventions; errors occasionally obscure meaning

Below Basic 3 2 1  Written information is incomprehensible.  Lacks awareness of the knowledge and interests of the audience; purpose and context are absent

 Does not include all structural components  Ideas are incoherent and lack organization

 No sense of voice, purpose and/or audience

 Limited range of vocabulary

 Little evidence of correct sentence structure  Sentences are a random collection of unrelated thoughts

 Limited understanding of grade level appropriate conventions

DRAFT page 3

HOLISTIC SCORE _____ IDEAS/ CONTENT

Analysis

Interpretation

Support

ORGANIZA TION

VOICE

August 2006

San Diego Unified School District Office of the Deputy Superintendent  Instruction and Curriculum Division Literacy and HistorySocial Science Department Grade 3 RESPONSE TO LITERATURE Writing Rubric

Advanced 3 2 1  States a compelling central idea that demonstrates an insightful understanding of a literary work

 Analysis demonstrates an insightful understanding of the impact of literary elements/devices within and across texts

 Insightful interpretation of texts/ideas/literary elements  Interpretation skillfully supports central idea

 Skillfully supports interpretation by connecting prior knowledge with literal information found in, and inferred from, the text  Structure creatively conveys meaning to the reader  Selects pertinent information from the text for their purpose and audience  Ideas and information are skillfully organized into logical, coherent paragraphs that are clear to the reader

 Writer’s voice adds interest to the message

Proficient Basic Below Basic 3 2 1 3 2 1 3 2 1  States a central idea that  Weak central idea that  Lacks central idea demonstrates an demonstrates a limited and/or demonstrates understanding of a literary understanding of a little to no work literary work understanding of a WS 1.0; WA 2.0, 2.2; FW pp. 80, literary work 8287  Analysis demonstrates  Analysis includes  Analysis is absent or understanding of the limited understanding of illogical impact of literary the impact of literary elements/devices (e.g., elements/devices character traits and behaviors, theme, genre specific plot structures and forms, alliteration, onomatopoeia) within and across texts RC 2.0, 2.2; LR 3.0; LS 1.2; FW pp 80, 8287  Effective interpretation  Summarizes text details  Literal retell or no of texts/ideas/literary and/or limited interpretation elements interpretation  Interpretation does not  Interpretation effectively  Interpretation is loosely support central idea supports central idea linked to central idea RC 2.0; LR 3.0, 3.2, 3.3, 3.4; FW pp. 25, 8384  Supports interpretation  Interpretation is  Evidence is absent or by connecting prior inadequately supported by questionable knowledge with literal prior knowledge and information found in, and limited facts and details inferred from, the text from the text RC 2.0, 2.2; FW pp. 25; 8384  Structure is effectively  Structure is formulaic  Structure is random organized appropriate to  Provides limited  Writer’s response is purpose, audience and information about the text disconnected from the genre  Paragraph structure is text  Structure includes inconsistent  Ideas are incoherent appropriate context about and lack organization the text for the reader (summary, reference, title/author)  Ideas and information are organized into logical, coherent paragraphs that are clear to the reader WS 1.0, 1.1; WA 2.0; FW pp. 84 87  Writer’s voice is  Writer’s voice is  No sense of voice, appropriate to the mechanical and/or purpose and/or audience audience and purpose repetitive (e.g., series of WS 1.0 1.4; FW pp. 26, 8586 facts/ideas) DRAFT4 page

WORD AND LANGUAGE CHOICE

SENTENCE FLUENCY

CONVENTIONS

August 2006

San Diego Unified School District Office of the Deputy Superintendent  Instruction and Curriculum Division Literacy and HistorySocial Science Department Grade 3 RESPONSE TO LITERATURE Writing Rubric (continued)

 Words/phrases convey precise meaning appropriate to the genre

 Purposeful and innovative sentence structures are used to enhance intended meaning/effect  Skillful use of transitions within and across sentences/paragraphs  Shows creativity and flexibility when using conventions to enhance meaning

 Words/phrases chosen to convey meaning are appropriate to the genre WS 1.0, 1.4; WA 2.0, 2.2; FW pp. 8283, 85

 Uses complete and correct basic sentence structures  Sentences clearly build and connect WS 1.10; LC 1.0, 1.1; FW pp. 2627, 8586

 Uses grade level appropriate conventions; errors are minor and do not obscure meaning WS 1.0; LC 1.0, 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7; FW pp. 2627, 85

 Words/phrases chosen are vague and do not always convey intended meaning appropriate to the genre  Sometimes uses correct sentence structures  Sentences are weakly connected

 Uses grade level appropriate conventions; errors occasionally obscure meaning

 Limited range of vocabulary

 Little evidence of correct sentence structure  Sentences are a random collection of unrelated thoughts

 Limited understanding of grade level appropriate conventions

DRAFT page 5

HOLISTIC SCORE _____ IDEAS/ CONTENT

Analysis

Interpretation

Support

ORGANIZA TION

VOICE

WORD AND LANGUAGE CHOICE

August 2006

San Diego Unified School District Office of the Deputy Superintendent  Instruction and Curriculum Division Literacy and HistorySocial Science Department Grade 3 RESPONSE TO EXPOSITORY TEXTWriting Rubric Advanced Proficient Basic 3 2 1 3 2 1 3 2 1  Skillfully synthesizes  Effectively synthesizes  Synthesis of the central the central idea(s) of the the central idea(s) of the idea(s) requires some text text revision  Skillfully demonstrates  Effectively demonstrates  Demonstrates an over literal, inferential and literal, inferential and reliance on literal applied understandings applied understandings as understandings of text of text appropriate to the text and  the task WS 1.0; WA 2.0, 2.2; FW p. 120  Skillfully connects  Connects prior knowledge  Analysis is prior knowledge with with literal information underdeveloped literal information found found in, and inferred in, and inferred from, the from, the text (including text (including text text features as appropriate) RC 2.0, 2.2, 2.3, 2.4, 2.5, 2.6; WS features as appropriate) 1.0, 1.1, 1.4; WA 2.0; LS 1.0, 1.5, 1.7, 1.10, 1.11; SA 2.0; FW pp. 8386  Demonstrates an  Demonstrates an effective  Interpretation loosely insightful interpretation interpretation of the text connected to the text/text of the text and text and text features such as features or is limited to a features illustrations, maps, graphs, retell  and tables as appropriate RC 2.0, 2.2, 2.4, 2.5, 2.6, 2.7; WS 1.0, 1.1, 1.4; WA 2.0; LS 1.0, 1.5, 1.7, 1.10, 1.11; SA 2.0; FW pp. 8386  Supports perceptive  Supports interpretation  Supports interpretation interpretation with with relevant textual with limited and/or significant textual evidence and prior questionable textual evidence and prior knowledge evidence and prior RC 2.0, 2.2, 2.4, 2.5, 2.6; WS 1.0, knowledge knowledge 1.1, 1.4; WA 2.0; LS 1.0, 1.5, 1.7, 1.10, 1.11; SA 2.0; FW pp. 8386  Structure  Structure is purposeful to  Structure is formulaic creatively/powerfully the genre and clear to the and overly reliant on the conveys meaning to the audience teacher’s model reader  Ideas and information are  Paragraph structure is  Ideas and information organized into logical, inconsistent are skillfully organized coherent paragraphs that into logical, coherent are clear to the reader WS 1.0; WA 2.0, 2.2; FW pp. 83 paragraphs that are clear 86 to the reader  Writer’s voice adds  Writer’s voice is  Writer’s voice is interest to the message appropriate to the audience mechanical and/or  and purpose repetitive (e.g., series of WS 1.0 1.4; FW pp. 26, 8586 facts/ideas)  Words/phrases convey  Words/phrases chosen to  Words/phrases chosen precise meaning convey meaning are are vague and do not appropriate to the genre appropriate to the genre always convey intended WS 1.0, 1.4; WA 2.0, 2.2; FW pp. meaning appropriate to 8283, 85 the genre

Below Basic 3 2 1  No evidence of synthesis  Demonstrates a weak or incomplete understanding of text

 Little or no analysis of text

 Interpretation is absent or erroneous

 Little or no evidence is offered to support interpretation

 Structure is random or absent  Ideas are incoherent and lack organization

 No sense of voice, purpose and/or audience

 Limited range of vocabulary

DRAFT page 6

SENTENCE FLUENCY

CONVENTIONS

August 2006

San Diego Unified School District Office of the Deputy Superintendent  Instruction and Curriculum Division Literacy and HistorySocial Science Department Grade 3 RESPONSE TO EXPOSITORY TEXTWriting Rubric(continued)

 Purposeful and innovative sentence structures are used to enhance intended meaning/effect  Skillful use of transitions within and across sentences/paragraphs  Shows creativity and flexibility when using conventions to enhance meaning

 Uses complete and correct basic sentence structures  Sentences clearly build and connect WS 1.10; LC 1.0, 1.1; FW pp. 26 27, 8586

 Uses grade level appropriate conventions; errors are minor and do not obscure meaning WS 1.0; LC 1.0, 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7; FW pp. 2627, 85

 Sometimes uses correct sentence structures  Sentences are weakly connected

 Uses grade level appropriate conventions; errors occasionally obscure meaning

 Little evidence of correct sentence structure  Sentences are a random collection of unrelated thoughts

 Limited understanding of grade level appropriate conventions

DRAFT page 7