Goals:
In this assignment the student will demonstrated that he/she
- understands
the role of technology in learning and teaching.
- knows how
to use technology to support student learning.
- creates
learning activities in which students use technology in meaningful
ways.
Lesson Components
|
No
|
Yes
|
|
|
|
|
| The
goals for the activity are aligned with the program of studies
for a subject area and/or grade level. |
0
|
2
|
|
|
|
|
| |
|
Poor
|
Needs
Work
|
Sat.
|
Good
|
Very
Good
|
| The
activity is appropriate for the goals stated. |
0
|
1
|
2
|
3
|
4
|
5
|
| The
activity is well thought out and enough information is provided
so that someone else could use the lesson as presented. |
0
|
1
|
2
|
3
|
4
|
5
|
| Assessment
of activity/project is based on the stated goals. |
0
|
1
|
2
|
3
|
4
|
5
|
Each
activity within the major assignment will be graded using the above
criteria and an average mark out of 17 will be assigned.
Maximum
total for this section = 17
Technology
Integration
5 - Technology is used to support problem solving, information
management, communications, decision making or productivity skills.
The activity would not be possible without the use of technology.
The application of technology takes advantage of technology’s
unique attributes.
4 - Technology is used to support problem solving, information
management, communications, decision making or productivity skills.
The activity is more likely to occur because of the technology.
The application of technology takes advantage of technology’s
unique attributes.
3 - Technology is used to support problem solving, information
management, communications, or decision making or productivity skills.
The activity is enhanced because of the technology used. The application
of technology takes advantage of technology’s revision and
presentation capabilities.
2 - Technology is used to support productivity skills. The
activity makes trivial use of technology. The application of technology
is not necessary and can be accomplished more easily through other
means.
1 - Technology is used to support productivity skills. The
activity makes inappropriate use of technology. The application
of technology is not necessary and can be accomplished more easily
through other means.
Each activity within the major assignment will be graded using
the above criteria and an average mark out of 5 multiplied by a
factor of 4 will be assigned.
Maximum
total for this section = 20
Technical
Components
| |
|
Poor
|
Needs
Work
|
Sat.
|
Good
|
Very
Good
|
| An
appropriate software example is provided that is well formatted
and demonstrates that the developer has functional skills with
the application used to create the example. |
0
|
1
|
2
|
3
|
4
|
5
|
| All
template headings are adequately addressed. |
0
|
1
|
2
|
3
|
4
|
5
|
Each activity within the major assignment will be graded using
the above criteria and an average mark out of 10 will be assigned.
Maximum
total for this section = 10
Overall Technology
Skills
| |
|
Poor
|
Needs
Work
|
Sat.
|
Good
|
Very
Good
|
| Uses
advanced (beyond the lab assignment) features of the software
application. |
0
|
1
|
2
|
3
|
4
|
5
|
This section
applies to the whole assignment and is multiplied by a factor of
2.
Max.
total for this section = 10
Overall
Project
5 - The overall project effectively balances the development
of student skills in both the standard curriculum and the new technology
outcomes. All of the activities are constructivist strategies (e.g.
involving teaming and/or small group collaboration) used to developed
higher cognitive level outcomes such as problem solving, decision
making, and inquiry (or the activities have a logical and necessary
progression in the development of higher cognitive skills and this
concurs with the Technology Program of Studies). All three activities
are meaningfully integrated into a project.
4 - The overall project effectively balances the development
of student skills in both the standard curriculum and the new technology
outcomes. Most (4) of the activities are constructivist strategies
(e.g. involving teaming and/or small group collaboration) used to
developed higher cognitive level outcomes such as problem solving,
decision making, and inquiry. At least two activities are meaningfully
integrated into a project.
3 - The overall project effectively balances the development
of student skills in both the standard curriculum and the new technology
outcomes. Two to three of the activities are constructivist strategies
(e.g. involving teaming and/or small group collaboration) used to
developed higher cognitive level outcomes such as problem solving,
decision making, and inquiry. The activities are not connected to
each other as a part of a larger a project.
2 - The overall project focuses more on the technology outcomes
rather than the standard curriculum. Activities may be constructivist
in nature but are used to develop lower level cognitive skills.
The activities are not connected to each other as a part of a larger
a project.
1 - The overall project focuses mostly on the technology
outcomes rather than the standard curriculum. Most activities are
not constructivist in nature and are used to develop lower level
cognitive skills. The activities are not connected to each other
as a part of a larger a project.
This section applies to the whole assignment and is multiplied
by a factor of 2.
Maximum
total for this section = 10
Total
=67 marks
|
