Students understand the uses and limitations of technology and how to access, use, and create digital media to learn and demonstrate their learning

Instructional Practices

Provide explicit instruction, practice, and feedback in processes that proficient media creators use so that students:

• use effective inquiry/research techniques (see inquiry/research element # 1)
  

• decide which media format will best demonstrate learning
  

• understand and employ critical standards of media production design
  

• create personal digital collections to support content studies
  

• create, demonstrate, disseminate new learning
  

• demonstrate ethical use of technology
  

Provide explicit instruction and practice in evaluating various forms of media so that students:

• identify expertise and purpose of author or authors
  

• determine bias, stereotyping, and propaganda
  

• recognize use of media to create an emotional response
  

• identify faulty reasoning
  

Use digital media resources to provide relevant and meaningful learning experiences in the content areas

Monitor student progress on media creation assignments on an ongoing basis

Routinely involve students in goal setting and refl ection about their use of technology

Routinely use short cycle feedback to adjust instruction and assure learning

  Strategies to Improve Learning

Use teaching strategies suited and designed for digital literacy success:

• think-alouds and demonstrations
  

• collaborative groups with focus question
  

• compare/contrast models
  

• students’ questions used as basis for investigation
  

• multiple, current digital text resources used as common readings
  

• connection of students to experts and other interested people with expertise via web technology
  

• multiple samples of media
  

• a consistent, school-wide approach to media production
  

• time for students to plan, create, revise, and edit in class
  

• conferences and ongoing written and verbal feedback before final due date
  

• technology-based document literacy
  

• models and rubrics
  

• scaffolding of new learning for success
  

Resources

Link to strategies at www.portaportal.com  guest name: universalelements

Atkinson, C. (2005) Beyond Bullet Points: Using Microsoft PowerPoint to Create Presentations That Inform, Motivate, and Inspire. Seattle: Microsoft Press.

Dyck, B.  (2004) The rebooting of a teacher’s mind. Columbus, OH: NMSA.

Literacy in the Digital Age: http://www.ncrel.org/engauge

Edutopia: http://edutopia.org

Maine Center for Meaningful Engaged Learning: http://www.mcmel.org

Maine Learns (MLTI):  http://www.mainelearns.org

November Learning:  http://www.novemberlearning.com

Richardson, W. (2006) Blogs, wikis, podcasts, and other powerful web tools for classrooms. Thousand Oakes, CA: Corwin Press.

S.O.S for Information Literacy:  http://www.informationliteracy.org/default.php

Wilhelm, J. (1998) Hyperlearning. Portland, ME: Stenhouse.

Web site designed & hosted at Homestead™