techintegration_rubric

=Technology Integration Rubrics=

|| Exceeds || (NETS) ** || The student technology standards (NETS) are referenced but misapplied in the context of the lesson. || Technology-enhanced learning experiences do not explicitly link to student use of technology to student technology standards. || Technology-enhanced learning experiences provide opportunities for students to meet student technology standards in the context of learning content. || Technology-enhanced learning experiences explicitly target specific student technology standards in a sequential manner for introduction, reinforcement, or demonstration of competency in the context of learning content. || McNear, A. (2003) International Society for Technology in Education. National Educational Technology Standards for Teachers, //Resources for Assessment.//
 * **NETS for Teachers Standard III - Teaching, Learning, and the Curriculum** ||
 * Criteria || Developing || Approaching || Meets
 * **Facilitate technology-enhanced experiences** || Instructional activities provide technology-enhanced learning experiences in which the content standards are lost or are secondary to the technology use. || Instructional activities provide technology-enhanced learning experiences that do not adequately use the best features of the technology to support student learning. || Instructional activities provide appropriate technology-enhanced experiences as a means to support content learning. || Instructional activities seamlessly integrate multiple technologies to support student achievement of content standards ||
 * **Address history content standards** || The selection of technology resources to enhance the learning experience is rarely appropriate to meet the content standards of the lesson. || Lesson objectives and instructional activities provide technology-enhanced learning experiences, but the link to standards is weak or unclear. || Lesson objectives and instructional activities are in alignment with appropriate content standards. || Instructional activities provide appropriate choices of technology use for students to demonstrate their proficiency in meeting content standards. ||
 * **Address student technology standards
 * **NETS for Teachers Standard IV - Assessment and Evaluation** ||
 * Criteria || Developing || Approaching || Meets || Exceeds ||
 * **Assess student subject matter knowledge** || Technology is rarely used to gather and report student performance data to assess subject matter learning. || Technology is periodically used to gather and report student performance data to assess subject matter learning. || Technology is regularly used to gather, analyze, and report student performance data to assess subject matter learning. || A technology-supported assessment system including electronic portfolios is used to track student learning of subject matter within a grade level over time and across grades, providing a cumulative and developmental record of student learning. ||
 * **Assess student technology skills** || Technology skills and implementation strategies are rarely assessed to evaluate technology competence levels. || Technology skills and implementation strategies are occasionally but irregularly assessed to evaluate technology competence levels. || Technology skills and implementation strategies are assessed repeatedly over time to track changes in technology competence levels. || Technology skills and implementation strategies are assessed repeatedly over time to track changes in technology competence levels to fully meet the NETS for Students . ||
 * **Use a variety of techniques** || A predefined or specific technology tool or technique is used to assess subject matter knowledge, skills, and dispositions for individual or isolated learning activities. || Specific technology tools or techniques are used to assess subject matter learning at regular intervals. || A variety of technology tools and techniques are identified and applied to assess students' learning of subject matter knowledge, skills, and dispositions (i.e., Web-based testing, optical mark readers, student response system, and electronic portfolios). || Multiple technology tools and techniques are applied to form a comprehensive assessment system to assess students' learning of subject matter knowledge, skills, and dispositions. ||