Information Literacy and Technology

Getting Started

Developing

Highly Effective

Technology Lab Instruction

Teacher frequently implements the components of effective technology instruction including:

• A mini-lesson based on the DPS Information Literacy and Technology Proficiencies.
• Independent work time

Teacher regularly implements the components of effective technology instruction including:

• A planned mini-lesson based on the DPS Information Literacy and Technology Proficiencies.
• Independent work time based on a classroom project developed in collaboration with the students’ classroom teachers.
• Closure at the end of each work session that includes defining next steps and work the students need to continue and bring to the lab during their next session.

Teacher routinely implements the components of effective information literacy and technology instruction including

• Mini-lessons that are focused and appropriate and which support student understanding of elements and strategies for specific ILT proficiencies.  The lessons are developed in collaboration with the students’ classroom teachers and are project based and contain clear expectations and information necessary to improve the students’ work.
• Independent work time which provides opportunities for students to work with clear intentions and purposes and to try the strategies and skills presented in the mini-lessons.  Students work individually or in small groups, as dictated by the needs of the project at hand. When students are working independently, the teacher confers with students or meets with small groups, focusing on the intended learning from the mini-lesson. 
• Closure at the end of the session includes reflective discussion on the part of the students re: what they have learned , in addition to defining next steps and the work the students need to continue and bring to the lab during their next session.

Collaboration with Classroom Teachers and Specialists

Teacher occasionally coordinates with classroom teachers and building specialists to define appropriate work for students in the computer lab.

Teacher regularly collaborates with classroom teachers and building specialists to jointly plan, coordinate and deliver instruction in the computer lab that ties directly to classroom lessons.

Teacher is in consistent communication, collaboration and coordination with classroom teachers on student learning and the students’ work in the technology lab is an extension of their classroom work.

Tech Lab Environment

In the technology lab:

• Students have access to equipment in good working order.
• Some technology related charts and rubrics, generally  developed by the teacher are posted or accessible
• Some student work may be displayed in classrooms and hallways
• The technology lab is organized in a way that allows effective whole group instruction and independent student work.

In the technology lab:

• Students are engaged in purposeful work and share their learning with their classmates.
• Class-developed charts and rubrics are available.  Displays are relevant and easy to read.
• Student work is frequently displayed in classrooms and hallways.
• The computer lab is arranged in a way that allows for effective whole group instruction, individual student work and also an area that allows for student collaborations.

In the technology lab:

• Students participate in an ILT projects community in which they are seriously engaged in ILT projects and support their classmates’ efforts. Productive, accountable talk is encouraged by employing ILT partners and response groups so students can work together to improve their projects.
• A variety of class-developed resources are available for students to refer to when working, including attribute charts, rubrics, and tip cards.  Displays are relevant, easy to read, and are often referred to by the teacher and student during discussions.
• Examples of finished ILT based projects, by professionals and by students, are displayed or easily accessible for students
• Class-developed rubrics include works by students and ILT professionals.
• Student work is routinely displayed in classrooms and hallways to provide ILT opportunities, examples of learning and to celebrate students' accomplishments
• The environment is created with conscious attention to the needs of English Language Learners.
• The technology lab is arranged to accommodate students in a variety of groupings.
• Methods for sharing projects with parents are available (slide shows, web sites, video of student work, tech open house, etc.)

Student Independence

Students occasionally

• Manage their own behavior with significant teacher support
• Follow directions as to what to do next
• Know how to care for resources
• Move around the room with teacher permission

Students frequently

• Manage their behavior with some teacher support
• Know what is expected of them during work time
• Maintain resources respectfully
• Work well for short periods of time with writing partners
• Move around the lab to locate resources during a time determined by the teacher

Students routinely:

• Manage their own behavior independently
• Know what to do and what to do when they are finished with an activity
• Maintain resources respectfully
• Work well with partners and in small response groups, listening and responding appropriately
• Move freely around the room without disruption to locate resources and to confer with partners
• Students routinely problem solve with teachers and peers.

Artifacts:

Methods for saving student work for ongoing access.

Methods for students to save their computer-based work in the tech lab are well defined and age appropriate.  Options include: CD burners, floppy disks and computer hard drives.

Methods for students to save their computer-based work in the tech lab are well defined and age appropriate.  A server-based storage solution is available to the students in the tech lab.  Student email and portable media devices, including CD burners, floppy disks, USB flash drives, are available to the students so their work can be transported to and accessed on computers outside of the tech lab.

Methods for students to save their computer-based work in the tech lab are well defined and age appropriate.  A school-wide student file server is available to all students for saving and archiving their work.  Likewise options are available for all students to transfer their work to computers outside of the school (email, CD burners, floppy disks, USB flash drives, etc.)

Building Technology Planning, Support and Maintenance

Based on the amount of time allocated during the teacher’s work day, the teacher provides first-level technology support to classroom colleagues and serves as the school’s primary point-of-contact to the DoTS Hotline. 

Teacher assists in determining school’s needs for technology purchases.  No updated technology plan exists to guide technology purchases tied to school’s instructional initiatives.  School has no active technology committee.

Based on the amount of time allocated during the teacher’s work day, the teacher provides first-level technology support to classroom colleagues , serves as the primary point-of-contact to the DoTS Hotline and allocates time to troubleshoot and fix minor classroom technology issues that might otherwise require DoTS assistance. 

Teacher meets occasionally with school’s technology committee to update school’s technology purchasing plan (driven by school’s instructional initiatives) and plays a lead role in determining how technology funds are spent in support of these initiatives. 

Based on the amount of time allocated during the teacher’s work day, the teacher provides first-level technology support to classroom colleagues, serves as the primary point-of-contact to the DoTS Hotline, allocates time to troubleshoot and fix classroom technology issues that might otherwise require DoTS assistance, and continually works to upgrade his/her technology troubleshooting skills so that more sophisticated troubleshooting and repair techniques can be employed.  The teacher likewise takes a preventative approach to troubleshooting by building stable computer operating systems installed with compatible software.

Teacher plays a leadership role in the school’s regularly scheduled technology committee meetings; to update school’s technology purchasing plan (driven by school’s instructional initiatives) and leads the committee in determining how best to use technology funds in support of these instructional initiatives, based on best-practices methodologies deployed both locally and nationally.

The teacher takes responsibility for, and/or assists, in the development and upkeep of the school’s web site.

Professional Development of Colleagues

Provides occasional “just in time” individualized training and support to colleagues on the instructional uses of ILT tools and related instructional methods.

In addition to “just in time” individualized trainings, the teacher provides occasional trainings to groups of colleagues on the instructional uses of ILT tools.

The teacher informally assists staff colleagues in building their technology independence.

The teacher provides a variety of trainings to his/her colleagues via multiple training methodologies:  individualized, just-in-time training; and ongoing, scheduled group trainings that focus on the integration of ILT into both the teachers’ professional development and their classroom curriculum.  Additionally, the teacher coordinates with outside training sources to provide additional training opportunities as appropriate.

The teacher formally assists staff colleagues in building their technology independence and works with teachers on developing  personal/professional learning plans.