| Guiding Questions |
Exceeds Expectation |
Meets Expectation |
Below Expectation |
Does technology
SUPPORT instructional activity? Technology should not BE the
lesson. Do not teach students how to use Excel for example.
Use technology as a tool.
|
The technology
supports the instructional objective in a meaningful way. It
enhances it and possibly facilitates additional beneficial outcomes not
directly measured.
|
The technology does
support the lesson but may “get in the way” somewhat, e.g.,
when students need to “learn” to use the software as a
separate endeavor.
|
Technology tends to
be the focus of the lesson. Technology intrudes into the lesson
or becomes the activity itself, e.g., teaching students how to use a
spreadsheet.
|
Is the use of
technology transparent? Students should learn how to use the
application without being aware of it. It is a means to an end,
not an end in and of itself.
|
The technology
supports the instructional objective in a meaningful way. It
enhances it and possibly facilitates additional beneficial outcomes not
directly measured.
|
The technology does
support the lesson but may “get in the way” somewhat, e.g.,
when students need to “learn” to use the software as a
separate endeavor.
|
Technology tends to
be the focus of the lesson. Technology intrudes into the lesson
or becomes the activity itself, e.g., teaching students how to use a
spreadsheet.
|
Is the
lesson/activity intrinsically motivating? If students hate to
write, they will hate to write as much using a computer as they do
without it. The activity must engage and motivate.
|
Activity is
interesting and engaging for the target population. It is fun; even
goofy enough to motivate students to do whatever it takes to accomplish
it and would want to do it again.
|
Activity is reasonably different from students' normal classroom activities. Students are motivated to try the activity.
|
The activity is dry
and boring. Technology cannot make a bad activity good or a boring
activity exciting. The activity itself must be imaginative, thoughtful,
and creative.
|
Can the lesson be
taught without technology? The answer to this question will often
be “yes,” but the lesson should be at least as easy and
worthwhile with it as it is without it.
|
Technology definitely improves the lesson in some fashion.
|
Technology is appropriate but the lesson could have been carried out without it.
|
Poor or contrived use of technology -- the activity would be easier and more effective without it.
|
