This link has been bookmarked by 212 people . It was first bookmarked on 03 Dec 2008, by Dan Robinson.
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26 Mar 17
marcibarcurriculum
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18 Jan 17
John Ross"The NCTE definition of 21st century literacies makes it clear that the continued evolution of curriculum, assessment, and teaching practice itself is necessary:"
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Franki SibbersonNCTE Framework for 21st Century Curriculum & Assessment https://t.co/iBre4mK5fe This certainly supports tech integration & digital reading!
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Daniel Spielmannnew media literacies skills can apply to a wide range of tasks and situations. The NTCE suggests that teachers ask questions about their curriculum, instruction, assessment around broad themes to help students. These are also useful for teachers of writing
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29 Nov 13
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Develop proficiency with the tools of technology
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Build relationships with others to pose and solve problems collaboratively and cross-culturally
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Design and share information for global communities that have a variety of purposes
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Attend to the ethical responsibilities required by complex environments
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01 Oct 13
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17 Sep 13
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- Do students create new ideas using knowledge gained?
- Do students locate information from a variety of source?
- Do students analyze the credibility of information and its appropriateness in meeting their needs?
- Do students synthesize information from a variety of sources?
- Do students manage new information to help them solve problems?
- Do students use information to make decisions as informed citizens?
Manage, analyze, and synthesize multiple streams of simultaneously presented information
Students in the 21st century must be able to take information from multiple places and in a variety of different formats, determine its reliability, and create new knowledge from that information.
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a collection of cultural and communicative practices shared among members of particular groups.
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Literacy
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Because technology has increased the intensity and complexity of literate environments, the twenty-first century demands that a literate person possess a wide range of abilities and competencies, many literacies.
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• Develop proficiency with the tools of technology
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Build relationships with others to pose and solve problems collaboratively and
cross-culturally -
Design and share information for global communities to meet a variety of
purposes -
• Manage, analyze, and synthesize multiple streams of simultaneous
information -
• Create, critique, analyze, and evaluate multimedia texts
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Attend to the ethical responsibilities required by these complex environments
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they will learn about technology and learn through technology.
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the use of technology allows a wider range of voices to be heard, exposing students to opinions and norms outside of their own.
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Students in the 21st century must be aware of the global nature of our world and be able to select, organize, and design information to be shared, understood, and distributed beyond their classrooms.
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must be able to take information from multiple places and in a variety of different formats, determine its reliability, and create new knowledge from that information.
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articulate thoughts and ideas so that others can understand and act on them
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evaluate their own multimedia works
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must understand and adhere to legal and ethical practices as they use resources and create information.
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have experience with and develop skills around technological tools used in the classroom and the world around them
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Build relationships with others
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k collaboratively in both face-to-face and virtual environments to use and develop problem-solving skills
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must be aware of the global nature of our world
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Cathy BeachRT @patrickmlarkin: NCTE Framework for 21st Century Curriculum and Assessment http://t.co/aJXLDWtG #engchat #bclearns
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29 Sep 12
lisa domeier de suarezI just booked marked: NCTE Framework for 21st Century Curriculum and Assessment http://t.co/S33ji405 #connectedca #sd37 #bced
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25 Sep 12
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Ben JonesNCTE Framework for 21st Century Curriculum and Assessment: http://t.co/p980xpez I like the student statements, very real
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- Do students use technology as a tool for communication, research, and creation of new works?
- Do students evaluate and use digital tools and resources that match the work they are doing?
- Do students find relevant and reliable sources that meet their needs?
- Do students take risks and try new things with tools available to them?
- Do students, independently and collaboratively, solve problems as they arise in their work?
- Do students use a variety of tools correctly and efficiently?
Develop proficiency with the tools of technology
Students in the 21st century should have experience with and develop skills around technological tools used in the classroom and the world around them. Through this they will learn about technology and learn through technology. In addition, they must be able to select the most appropriate tools to address particular needs.
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Rodd LucierNCTE 21st Century Framework http://t.co/kMHcr4l2 #sd36learn
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14 Mar 12
oelschlaFramework for 21st century Learning:
• Develop proficiency with the tools of technology
• Build relationships with others to pose and solve problems collaboratively and
cross-culturally
• Design and share information for global communities to meet a variety of
purposes
• Manage, analyze, and synthesize multiple streams of simultaneous
information
• Create, critique, analyze, and evaluate multimedia texts
• Attend to the ethical responsibilities required by these complex environments -
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22 Feb 12
Sean NashThis is what the NCTE considered LITERATE... even three years ago. By this definition, are you "literate?"
21stcenturyskills iPadImplementation SJSD questions technology education teaching 21stcenturylearning 21stCentury curriculum NCTE
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• Develop proficiency with the tools of technology
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• Build relationships with others to pose and solve problems collaboratively and
cross-culturally -
• Design and share information for global communities to meet a variety of
purposes -
• Manage, analyze, and synthesize multiple streams of simultaneous
information -
• Create, critique, analyze, and evaluate multimedia texts
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• Attend to the ethical responsibilities required by these complex environments
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13 Dec 11
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Students in the 21st century need interpersonal skills in order to work collaboratively in both face-to-face and virtual environments to use and develop problem-solving skills.
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Students in the 21st century must be aware of the global nature of our world and be able to select, organize, and design information to be shared, understood, and distributed beyond their classrooms.
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06 Nov 11
Colleen BroderickFramework to add depth to curricular framework
english language assessment 21stcenturyskills technology integration
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16 Oct 11
deb kitchenerFramework for 21st C Curriculum and Assessment NCTE in the states. Related to English Teachers.
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19 May 11
Colleen WorrellContext for NCTE’s 21st Century Literacies Framework
In the 1990s, the National Council of Teachers of English and the International Reading Association established national standards for English language arts learners that anticipated the more sophisticated literacy skills and abilities required for full participation in a global, 21st century community. The selected standards, listed in the appendix, served as a clarion call for changes underway today in literacy education.21st Century skills next gen learning NCTE 21st Century literacies
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27 Apr 11
VHS DiigoNCTE statement on 21st Century Literacies.
21st Century skills 21st Century Literacies next gen learning
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10 Mar 11
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National Council of Teachers of English and the International Reading Association
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clarion call for changes underway today in literacy education.
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collection of cultural and communicative practices shared
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Literacy
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complexity of literate environments,
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literacies—from reading online newspapers to participating in virtual classrooms—are multiple, dynamic, and malleable
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Manage, analyze, and synthesize multiple streams of simultaneous
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learn about technology and learn through technology
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research, and creation
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new works
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evaluate and use digital tools
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find relevant and reliable sources
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independently and collaboratively, solve problems
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variety of tools correctly and efficiently
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collaboratively and cross-culturally
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Build relationships
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to create new knowledge or to solve problems that can’t be created or solved individually
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work in a group
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create new sources
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diverse perspectives
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build on one another’s thinking
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variety of purposes
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Design and share information for global communities
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use inquiry to ask questions and solve problems
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take responsibility for communicating
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share information that match their need and audience
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Manage, analyze, and synthesize multiple streams of simultaneously presented information
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articulate thoughts and ideas so that others can understand and act on them
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analyze and evaluate the multimedia sources that they use
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relevance and reliability of information used in the work
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effectiveness of the work in achieving its purpose
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on the audience
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impact
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creativity or aesthetics demonstrated in the final product
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efficiency and effectiveness of the student’s process
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solving problems
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legal and ethical process
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access
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range and depth of information readily accessible
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with technology tools
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facility
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extent to which tools can make artists, musicians, and designers of students not traditionally considered talented in those fields
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extent to which student products can emulate those of professionals
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students receive feedback from experts
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ethical and legal practice as they remix products
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greater need for processes that assess progress and achievement of individuals and groups
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learning and doing are as important as the quality of the final product
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ability of students, parents, and teachers to examine growth over time in authentic ways
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wide range of print and non-print texts to build an understanding of texts
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many periods in many genres to build an understanding of the many dimensions
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Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
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Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.
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conduct research on issues and interests
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purpose and audienc
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information resources
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24 Jan 11
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- Do students use technology as a tool for communication, research, and creation of new works?
- Do students evaluate and use digital tools and resources that match the work they are doing?
- Do students find relevant and reliable sources that meet their needs?
- Do students take risks and try new things with tools available to them?
- Do students, independently and collaboratively, solve problems as they arise in their work?
- Do students use a variety of tools correctly and efficiently?
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- Do students use inquiry to ask questions and solve problems?
- Do students critically analyze a variety of information from a variety of sources?
- Do students take responsibility for communicating their ideas in a variety of ways?
- Do students choose tools to share information that match their need and audience?
- Do students share and publish their work in a variety of ways?
- Do students solve real problems and share results with real audiences?
- Do students publish in ways that meet the needs of a particular, authentic audience?
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- o students use tools to create new thinking or to communicate original perspectives?
- Do students communicate information and ideas in a variety of forms?
- Do students communicate information and ideas to different audiences?
- Do students articulate thoughts and ideas so that others can understand and act on them?
- Do students analyze and evaluate the multimedia sources that they use?
- Do students evaluate multimedia sources for the effects of visuals, sounds, hyperlinks, and other features on the text’s meaning or emotional impact?
- Do students evaluate their own multimedia works?
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19 Jan 11
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31 Dec 10
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14 Nov 10
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Literacy has always been a collection of cultural and communicative practices shared among members of particular groups.
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10 Nov 10
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In the 1990s, the National Council of Teachers of English and the International Reading Association established national standards for English language arts learners that anticipated the more sophisticated literacy skills and abilities required for full participation in a global, 21st century community. The selected standards, listed in the appendix, served as a clarion call for changes underway today in literacy education.
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• Develop proficiency with the tools of technology
• Build relationships with others to pose and solve problems collaboratively and
cross-culturally
• Design and share information for global communities to meet a variety of
purposes
• Manage, analyze, and synthesize multiple streams of simultaneous
information
• Create, critique, analyze, and evaluate multimedia texts
• Attend to the ethical responsibilities required by these complex environments
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09 Nov 10
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David GeorginaFramework for 21st Century Curriculum and Assessment
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05 Nov 10
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27 Oct 10
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- extent of students’ access to 21st century tools both in and out of school
- range and depth of information readily accessible to studen
- facility of students with technology tools
- extent to which tools can make artists, musicians, and designers of students not traditionally considered talented in those fields
- extent to which images and sound may amplify text
- extent to which student products can emulate those of professionals
- extent to which students receive feedback from experts in the field
- potential interaction with and impact on a global audience
- students’ selection of tools or media that most effectively communicate the intention of the product
- students’ level of ethical and legal practice as they remix products
- level of ethics and safety exhibited in students’ online behavior
- students’ greater proficiency with tools or formats than the teacher, which may generate outcomes not anticipated in an assessment rubric
- technology glitches beyond students’ control that negatively impact the quality of the final products
- scope of collaboration, in the classroom and globally, leading to a greater need for processes that assess progress and achievement of individuals and groups
- support and celebration of the increasing diversity in students’ talents, imagination, perspectives, cultures, and lived experiences
- recognition that the processes of learning and doing are as important as the quality of the final product
- students’ self-evaluation and reflection on process and product integrated into the learning process and contributing to students’ continued growth
- ability of students, parents, and teachers to examine growth over time in authentic ways
Implications of the Framework for Assessments
Assessments need to take into consideration both traditional components and elements that may be different for 21st century student work.
Traditional elements of assessment of 21st century student learning
The traditional elements for assessing 21st century student work include relevance and reliability of information used in the work; significance of new information or understandings communicated throughout the process and in the final product; effectiveness of the work in achieving its purpose; impact of the work on the audience; creativity or aesthetics demonstrated in the final product; creativity, initiative, and effectiveness demonstrated in solving problems; efficiency and effectiveness of the student’s process; and the student’s legal and ethical process and behavior.
Newer elements of assessment of 21st century student learning
Assessment of 21st century products of learning may be different because of technological tools. Some elements to consider include·
Assessment practices of 21st century student learning may need flexibility and responsiveness to situations such as:
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John Turner"n the 1990s, the National Council of Teachers of English and the International Reading Association established national standards for English language arts learners that anticipated the more sophisticated literacy skills and abilities required for full participation in a global, 21st century community. The selected standards, listed in the appendix, served as a clarion call for changes underway today in literacy education.
Today, the NCTE definition of 21st century literacies makes it clear that further evolution of curriculum, assessment, and teaching practice itself is necessary." -
18 Apr 10
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