Customized Technology Staff Development:
Teaching Teachers to Use Technology through Student Projects
Collaboration between Foothill College Center for Innovation and the San Francisco 49er Academy, Ravenswood School District, East Palo
Linda K. Taber Ullah, M.Ed
Teacher in Residence
Foothill College Center for Innovation, Los Altos Hills, CA
OTHER EDUCATOR INFORMATION
Standards Met By Project
California Content Standards (Grades 6, 7, 8)
English Language Arts
2.0 Reading Comprehension (Focus on Informational Materials)
Comprehension and Analysis of Grade-Level-Appropriate Text:2.3. connect and clarify main ideas, identifying their relationship to other sources and related topics
2.4 clarify understanding of texts by creating outlines, logical notes, summaries, or reports1.0 Writing Strategies
Organization and Focus:1.1 Choose the form of writing (e.g., personal letter, letter to the editor, review, poem, report, narrative) that best suits the intended purpose.
1.3 Use a variety of effective and coherent organizational patterns, including comparison and contrast; organization by categories; and arrangement by spatial order, order of importance, or climactic order.Research and Technology:
1.4. use organizational features of electronic text (e.g., bulletin boards, databases, keyword searches, e-mail addresses) to locate information
1.5. compose documents with appropriate formatting by using word- processing skills and principles of design (e.g., margins, tabs, spacing, columns, page orientation)
Revising and Evaluating Writing:
1.6. revise writing to improve organization and consistency of ideas within and between paragraphsSocial Studies
Historical and Social Analysis Skills
Chronological and Spatial Thinking
1.Students explain how major events are related to one another in time.
2.Students construct various time lines of key events, people, and periods of the historical era they are studying.
Historical Research, Evidence, and Point of View
1.Students frame questions that can be answered by historical study and research.
2.Students distinguish fact from opinion in historical narratives and stories.
3.Students distinguish relevant from irrelevant information, essential from incidental information, and verifiable from unverifiable information in historical narratives and stories.
4.Students assess the credibility of primary and secondary sources and draw sound conclusions from them.
2.Students understand and distinguish cause, effect, sequence, and correlation in historical events, including the long- and short-term causal relations.
3.Students explain the sources of historical continuity and how the combination of ideas and events explains the emergence of new patterns.
9. Scientific progress is made by asking meaningful questions and conducting careful investigations.
b. evaluate the accuracy and reproducibility of data.
e. construct appropriate graphs from data and develop quantitative statements about the relationships between variables.
1.0 Students make decisions about how to approach problems:
1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, identifying missing information, sequencing and prioritizing information, and observing patterns.
Standard 1: The student who is information literate accesses information efficiently and effectively.
Standard 2: The student who is information literate evaluates information critically and competently.
Standard 3: The student who is information literate uses information accurately and creatively.
Standard 4: The student who is an independent learner is information literate and pursues information related to personal interests.
Standard 6: The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation.
Standard 8: The student who contributes positively to the learning community and to society is information literate and practices ethical behavior in regard to information and information technology.
Standard 9: The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information.
Technology Foundation Standards for Students
1.Basic operations and concepts
Students demonstrate a sound understanding of the nature and operation of technology systems.
2.Social, ethical, and human issues
Students understand the ethical, cultural, and societal issues related to technology.
Students practice responsible use of technology systems, information, and software.
Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.
3.Technology productivity tools
Students use technology tools to enhance learning, increase productivity, and promote creativity.
Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.
4.Technology communications tools
Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
5.Technology research tools Students use technology to locate, evaluate, and collect information from a variety of sources.
General Knowledge and Skills