A user should feel confident in their ability to learn about new technology and gain help to troubleshoot existing technology. 150. Use technology research and publishing to address real-world problems Use technology resources [e.g., puzzles, logical thinking programs, writing digital cameras, drawing tools] for problem solving, communication, and illustration of thoughts, ideas, and stories. Use technology resources [e.g., calculators, data collection probes, videos, educational software] for problem solving, self-directed learning, and extended learning activities. Determine which technology is useful and select the appropriate tool[s] and technology resources to address a variety of tasks and problems. Design, develop, publish, and present products [e.g., documents, handouts, presentations] technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom. Demonstrate an understanding of concepts underlying hardware, software, and connectivity and of practical applications to learning and problem solving. productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum. Collaborate with peers, experts, and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works. 151. Evaluate information from the Internet for bias The Wide Web offers information and data from all over the world. Because so much information is available, and because that information can appear to be fairly it is “anonymous”, necessary to develop skills to evaluate what you find. When you use a research or academic library, the books, journals and other resources have already been evaluated by scholars, publishers and librarians. Every resource you find has been evaluated in one way or another before you ever see it. When you are using the World Wide Web, none of this applies as there are no filters. Because anyone can write a Webpage, documents of a wide range of quality, written by authors of the widest range of authority, are available on an even playing field. When evaluating information, the following should be considered: Authorship: Is the author well known in their field of study. If the author is not recognized, does the site provide biographical information about the author, contact information about the author can lead the reader to learning more about the authors accreditations. Was the author linked to, or recommended by another trusted author?
A user should feel confident in their ability to learn about new technology and gain help to troubleshoot existing technology. 150. Use technology research and publishing to address real-world problems Use technology resources [e.g., puzzles, logical thinking programs, writing digital cameras, drawing tools] for problem solving, communication, and illustration of thoughts, ideas, and stories. Use technology resources [e.g., calculators, data collection probes, videos, educational software] for problem solving, self-directed learning, and extended learning activities. Determine which technology is useful and select the appropriate tool[s] and technology resources to address a variety of tasks and problems. Design, develop, publish, and present products [e.g., documents, handouts, presentations] technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom. Demonstrate an understanding of concepts underlying hardware, software, and connectivity and of practical applications to learning and problem solving. productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum. Collaborate with peers, experts, and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works. 151. Evaluate information from the Internet for bias The Wide Web offers information and data from all over the world. Because so much information is available, and because that information can appear to be fairly “anonymous”, it is necessary to develop skills to evaluate what you find. When you use a research or academic library, the books, journals and other resources have already been evaluated by scholars, publishers and librarians. Every resource you find has been evaluated in one way or another before you ever see it. When you are using the World Wide Web, none of this applies as there are no filters. Because anyone can write a Webpage, documents of a wide range of quality, written by authors of the widest range of authority, are available on an even playing field. When evaluating information, the following should be considered: Authorship: Is the author well known in their field of study. If the author is not recognized, does the site provide biographical information about the author, contact information about the author can lead the reader to learning more about the authors accreditations. Was the author linked to, or recommended by another trusted author?
An%20Assistive%20Technology%20Checklist%20Explained%203-9-2009.docx