criteria 

points 

1. Teaching support

• allows you to teach an objective to either a large or small group;
• includes a mix of media, such as text, pictures, animation, audio, or video (must include at least 3 of these);
• demonstrates significant development (This is the largest point value of all the technology supports, so the work should be accordingly developed.  There is no set length or number of slides or pages; however, the length should be appropriate for the learning goal.);
• must contain some originality, with all sources used cited;
• limited direct quoting;

2. Learning support

• is a tool that students could use in their learning;
• is typically less-developed than the teaching support;
• includes whatever spaces are necessary for students to write or fill in information, or directions to follow, as appropriate to the learning goal;
• must provide some kind of student support in learning--more than a worksheet;

3. Student product example (Technology-based project)

• is a tool that you would show students as an example of a project they will do; (Develop it as if you are the student; must be error-free);
• is a project where students are required to use multiple technologies in a variety of ways to demonstrate their learning; must utilize at least 2 technologies in development. (Must be multiple pages or slides. Greeting cards or a simple Excel sheet or simple Kidspiration page is not complex enough for this project.)
• should include enough examples so that students have a variety of models, but does not have to be a completed product (e.g., if you are having students create a PowerPoint presentation, your Student Product Example could include 3-4 slides so they have an idea of what is possible, but does not necessarily have to be a completed presentation.);
• should NOT be an actual student work sample that you collect from students (rather, it should be something that you have developed to show students.)

4. Support for use of a website

• provides direction to students for using a Web resource
• includes scaffolding as appropriate to the learning goal (e.g.,  gives background information, lists questions to find answers to, assigns information to research, tells what they should do with that information once they have it, )
• is a completed tool, either as a webpage with live links directly to where students should go, or a printed page with easy URLs for students to type in.

5. Plan to use a Digital Technology Tool (Half-page paragraph in Word)

• provides a detailed description of how you plan to use a digital technology tool (e.g., camera, scanner, digital recorder, document camera, educational software)
• includes an innovative element to using the tool. For example, if you are using a document camera to project a book to students, that is kind of the "expected" use, so not very innovative (still a good thing to do, just not "above and beyond!). If you are using a document camera to have students come up in turn and display their demonstrate how they came up with an answer, that starts to be a more innovative way to use the tool. This is a judgment call - the goal is to get you to think outside the box just a bit!
• include in the description lesson goal (what?); group size (who?); location (where?); and lesson placement (when?). 
• If you were able to actually implement the tool, describe how it went. If not, tell why you were not able to.
• is approximately one page (250 words) in length (Note: This is not a full lesson plan! This is just a description of your plan to use the digital tool in a lesson.)

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 total  

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