The Vermont Technology Grade Expectations

Revised - 2010

Introduction

This document is an update of the original Vermont Technology Grade Expectations created in 2004. It is based on the National Educational Technology Standards for Students (NETS-S) that were “refreshed” in 2007 and is intended to guide the assessment of students’ abilities to effectively use technology to learn and be productive. As a general rule, the assessment of technology should seldom be conducted in isolation of core content but rather fully integrated with the other Vermont Content Grade Expectations.

Whereas the previous version of the Vermont Technology Grade Expectations was  heavily skills based, this document is not.  With the refreshed NETS-S of 2007 came a significant change in emphasis away from assessment of basic skills and towards the ability to use technology tools in ways that would extend and enhance learning opportunities.

As we have seen regularly in this field, a good example being the advent of Web 2.0, the only constant is change. Consequently, it was important to create a document that allowed for fluidity and modification as needed. This document is a lot less granular than the previous version.  Although it provides guidance and clarification of the meaning of the Standards and Performance Indicators, educators will need to interpret what each Standard means at a given time and make modifications to that interpretation as new opportunities and technologies become available.  Several examples are provided for each Performance Indicator to assist educators in understanding how these might be implemented and assessed at the present time.  However,  readers must recognize that an example that seems appropriate today may be inappropriate tomorrow.

Assessment Implications

As this is an assessment document, Introduction and appropriate levels of Practice are implied. It will be important that clear and purposeful scaffolding occur and educators are aware of their role in the Introduction, Practice and Assessment continuum. If this does not occur in a planned way, schools may end up with a "teach today, test tomorrow" approach, which typically leads to little significant gain.

The Layout

This document is laid out in a matrix format. There are six NETS-S standards.  Each standard has four Performance Indicators. This document has been organized by Grade Clusters for each of these 24 Performance Indicators.  As a specific Performance Indicator is followed across the grade levels changes are noted by being underlined. At times the concepts flow across grade clusters from K-2 to 9-12 and at other times they stop in one cluster and  a new and different concept that aligns with the same Performance Indicator is introduced and expanded.

Glossary

The technology tools and sites referenced in this document can, in most cases, be found in the Glossary of  the Transformation & Technology: A New Way of Learning – Classroom Scenarios document.

Minimum Expectations

It should be noted that the skills and concepts covered in this document represent the basic, minimal standards. This document outlines the minimum level for each and every student in a school/district. They represent only a basic level of expectation. Most teachers will, and should, integrate technology well beyond the minimum standards outlined in this document.

Partnership for 21^st Century Skills

In the fifth matrix column called “Connection to Partnership for 21st Century Skills,” these revised Vermont Technology Grade Expectations make specific reference to the particular 21st Century Skills they support . Entries in that column (Ex:. 2-b-iii: Make Judgments & Decisions) refer to the Key in “Appendix A – Partnership for 21st Century Skills.” This  Key guides the reader to connections in the full 21st Century Skills document.  For example, the reader can use the Key to determine that the reference “2-b-iii” in the "Connection" column means that the Performance Indicator described is connected to one or more of the bullets under the Learning & Innovations Skills - Critical Thinking & Problem Solving – Makes Judgments & Decisions section. To see the specific bullets and additional details for this skill, go to http://www.p21.org/documents/P21_Framework_Definitions.pdf . Doing so for this example (Makes Judgments & Decisions) reveals the following:

•   Effectively analyze and evaluate evidence, arguments, claims and beliefs
•   Analyze and evaluate major alternative points of view
•   Synthesize and make connections between information and arguments
•   Interpret information and draw conclusions based on the best analysis
•   Reflect critically on learning experiences and processes

In this document references to 21st Century Skills have been limited to those with the very best fit. 

The Scenario Connection

Additionally, the new Vermont Technology Grade Expectations are linked to the recently released Technology & Transformation: A New Way of Learning – Classroom Scenarios document. These links  will provide a glimpse of what the implementation of each Standard and its accompanying Performance Indicators might look like at the various grade clusters. The Scenarios document represents a transformation continuum; while some are just starting to transform their classrooms, others are fully transformed.

The Importance of Pedagogy

As critical as Content Grade Expectations are, including the Technology Grade Expectations, equally critical is the way  teachers address those Standards and Expectations . . . the pedagogy. Educators must continue to develop their skills  to allow them to cognitively engage students at higher levels through active, authentic and meaningful learning experiences where students are creators of new knowledge. Student-centered learning in the 21^st century is different than in the past and may require educators to adjust their approach to teaching, especially in light of technology and the vast amount of tools and resources it makes available. Opportunities for learning beyond the walls of the classroom and beyond the constraints of the school day are abundant.   Additionally, allowing students and their parents input into what and how they learn is a part of the transformational process.  Students want to see a reason for learning and make connections to their lives. Assessment  no longer consists of only paper and pencil tests, but products and presentations made to real and invested audiences.

It's Not "One or the Other"

School leaders often  have to make difficult choices concerning program and curricular priorities. As many schools struggle to meet AYP they may feel like they have to decide between putting time, energy and resources into core content areas such as  Literacy and/or Math OR supporting technology integration. We believe that this is a false choice; it is not one or the other.  When integrated well and in a planned way, technology will be a "key player" in assisting schools in meeting their program and curricular goals in efficient and effective ways. We must take a long-term approach to transforming our schools. We encourage school leaders to invest time, energy and resources into their technology infrastructure and professional development as well as the core content areas. This investment, when managed well, will prove to be a significant one as we continue to work on transforming our schools and provide 21st century learning opportunities for Vermont students.

 It is our hope that this document will provide guidance and assistance to those schools that vision "a new way of learning" supported by technology tools and resources.