trans4motion+taxonomy


 * 21 Century Learning Educational Technology Standards**

Goal: To develop 21st century teacher leaders who can provide leadership in 21st Century classrooms, schools and school systems.

This matrix incorporates a Digital Taxonomy, based on Blooms Taxonomy and revised by Andrew Church. There is a lot [|wrong] with the standard use of ICT in schools - it simply will not prepare learners for post-school life, and even in middle school, does not prepare them for the HSC/IB.

This is a re-model from Andrew's original taxonomy. Two main areas have been added and reworked. This is becuase I firmly believe that reflective practice is a habit of mind that we need to encourage as a daily acitivity in order to give students an ability to working, feed and promote a learning community. The stages from low to higher order are not linear, but cyclic, each stage is not passed through once, but several times or even a hundered times - if you are using a pedagogy that promotes community participation though comments, reflection and peer support. The end of the task is not just the 'hand' in, but the presentation, defence and reflection through peer assessment is critical to the reflective growth of the learner. All too often students complete some activity and receive a 'tick' or a score - they value the completion of the task, but do not reflect or interpret what the 'tick' or 'grade' actually means in their growth as a learner - they are just happy that it was handed in so they can move on. Moving on in fact is more like a 'reset' for students using ICTs in the typical classroom - as the activities they undertake rarely move beyond: search, cut, paste, summarise (analog text) into some Office based product.

If less than 5% of Educators are advocates for the 'shift' in ICT based learning, this means for 95% of the time, kids are doing the same activity now, that was happing a decade a go in the same classroom. We are focused on low order transferance - seek, remember, show, all based around content delivery - which is teacher centric.


 * The taxonomy**


 * Remembering
 * Understanding
 * Reflective Practice
 * Analysing
 * Creating
 * Communicating and Presenting


 * The key question**


 * How do we take measure of ICT integration or implementation?**
 * Its not something we can score on a scale of 1 to 10 or measure as achieving with excellence or just passing.
 * The benchmarks for every school and every classroom are different.
 * In preparing our students for the 21st Century, we must prepare them for the ubiquitous use of technology.
 * We must enable them to adapt and change.


 * < **Learning** ||< **ICT activity** ||< **Classroom2.0 Methods** ||< **Digital Taxonomy****s** ||< **Learning Activity** ||
 * < (Remembering) ||< Recognising Listing Describing Identifying Retrieving Naming Locating/Finding**,** //Searching, googling.//

A. Students **embark** on inquiry and so **determine a need** for knowledge/understanding.

Students learn about plagarism, copyright and creative commons licencing. Students learn about hyperlinking (referencing), tagging, bookmarking and referencing. ||< Wikipedia, Google, Tigerlogic (Chunk It), University Archives, Government archives, Library, Board of Studies, GoVET (and other specialist support subject sites), encyclopedia, reference guides, magazines, commercial internet sites, forums and discussion boards.

Further Reading : [|RMIT Library], [|Read Write Think], [|Internet Public Library] ||< **Remembering** Recalling specific information(Recall or recognition of specific information). Rubrics at Remembering level - [| bookmarking rubric.pdf] ||< **Quiz/Test** (Moodle, SurveryMonkey, Google Forms) (Understanding) ||< **Interpreting Exemplifying Summarising Inferring Paraphrasing Classifying Comparing Explaining**, //**Advanced searches, boolean searches, categorising and tagging, commenting, annotating, [|subscribing]**//
 * Definition** (Blog, simple Mind maps, wiki)
 * Fact** (Blog, Mind map, internet, discussion forum) **Worksheet/book** (Blog, Mind map, Web)
 * Label** (Blog, graphics tools)
 * List** (Blog, Mind map,)
 * Reproduction** (blog, internet, graphics tools, Google, email, discussion boards) ||
 * < **Critical Researchers**


 * Students** use social bookmarking to reference AND justify their findings throughout their research activities. **Students** organise their findings collaboratively and as individuals.**Teachers** access and assess student sources giving critical feedback and support. **Teachers** scaffold activities using social bookmarking to enable students to apply information in a framework - by analysing and deconstructing texts.

Teachers use appropriate copyright, creative commons, ethical and moral approaches to research. Students use this framework to ensure they are plagarising the licenced and copyrighted work of others intentionally or un-intentially.

B. Students **find/generate** needed information/data using appropriate methodology. ||< **Social Bookmarking** [|Diigo], [|Del.icio.us], Wikispaces, [|Wetpaint] ||< **Understaning** Explaining/defining ideas or concepts (Understanding of given information). [|advanced search rubric.pdf] [| search rubric.pdf] ||< **Presentation** - Slideshare, powerpoint, google presentation, Zoho presentation, UStream i. What I learned today ii. Where I am in reaching my overall goal iii. Where I am in a task/activity that leads to my goal iv. What I need to do next v. Any questions I have, about anything.
 * Scaffolding and Framing Learning**
 * Interview** (WP, mind mapper,podcast, vodcast, //Audacity, iMovie, Ustream, Skype, Gtalk, Garage Band//)
 * Performance** (Podcast, vodcast, film, audio recording, speech, Powerpoint Show)
 * editing** - video and sound tools (iMovie, Garage Band)
 * playing** - mmorpg's online games, simulations (Quest Atlantis, Runescape, Skoolaborate, Open Sim)
 * Spreadsheet** (Calc, excel)
 * Survey** (Web, WP, Spreadsheet, [|surveymonkey] email, discussion boards)
 * Summary** (Ning, blog, Mind map, wiki)
 * Collection** (Ning, blog, Mind map, wiki)
 * Explanation** (Ning, blog, Mind map, wiki)
 * Advanced and boolean searches** - advanced search features - google etc
 * Diary/Journal** (blogging, Myspaces, bebo, facebook, bloglines, blogger)
 * Categorising and tagging** - Del.icio.us etc
 * tagging, comments annotating** - -noticeboards, discussion boards, treaded discussions, adobe acrobat reader, blog readers, firefox ||
 * < **Reflective Writing** Practice (Critical Literacy) ||< **Students** engage is **daily** and **weekly** reflective writing and independent learners. **Students** reflect weekly on their over all participation in the classroom community.At a minimum, **students** write about:

Students use hyperlinking, creative commons and copyright attribution within their writing.

Teachers comment on student work using effective strategies that reflect on the student's progress, their goals and attainment of key milestones in learning.

C. Students **critically evaluate** information/data and the process to find/generate this information/data. ||< **Developing Reflective Practice** Building Classroom Writing Communities Developing Classroom Study Groups Sharing Documents with others for critical review Collaborating in small groups Commenting and reflecting on their work and the work of their classmates Supporting their peers with supportive, accurate advice.

[|Google Docs], [|21Classes], [|Ning],Wikispaces, [|Wetpaint] ||< **Applying** Using information, concepts and ideas in another familiar situation (Using strategies, concepts, principles and theories in new situations). Rubrics at Applying level - [| wiki editting rubric v2.pdf] [| collaboration rubric.pdf] ||< **Diary/Journal** (blogging, Ning, Wordpress, Edublogs)
 * Summary** (Ning, blog, Mind map, wiki)
 * Collection** (Ning, blog, Mind map, wiki)
 * Explanation** (Ning, blog, Mind map, wiki)
 * Categorising and tagging** - Del.icio.us etc
 * tagging, comments annotating** - discussion boards, treaded discussions, adobe acrobat reader, blog readers, Diigo ||
 * < **Analysing** ||< D. **Student**s analyse and **organise** information collected/generated

[|Diigo], [|Del.icio.us], Wikispaces, [|Wetpaint] ||< **Comparing Organising Deconstructing Attributing Outlining Structuring Integrating**, //**Mashing, linking, reverse-engineering, validating, sandboxing, experimenting**// [| data analysis rubric.pdf] ||< **Categorising and tagging** - Del.icio.us etc Sound, Graphics, Text, Video, Virtual Worlds, Collaborations, Instant Messaging, Voice/Video Conferencing, Animation, Presentation.
 * Teachers** ask questions they can't Google! and lead to discussion, debate and critical defence. ||< **Social Bookmarking**
 * Scaffolding and Framing Learning**
 * tagging, comments annotating**, discussion boards, treaded discussions, adobe acrobat reader, Diigo, Delicious.
 * Wiki discussion tabs** (discuss then organise pages) ||
 * < **Creating** ||< Students demonstrate their learning using a **range of tool****s** in combination. Students learn mastery tasks by undertaking authentic interest powered discover learning.

Teachers embed mastery of new skills and extended skills into classroom tasks.

i. Setting Goals ii. Management of Time and Work Effort iii. Developing and Growing as a Learner in the topic iv. Supporting and Collaborating with others v. Development of Mastery Skills vi. Attainment of 'content' knowledge.
 * Teachers** develop strategies and participate in learning communities that will inform learners about:

Students reflect on their progress in attainment of mastery skills within their goal. Students plan for success. Teachers scaffold learning to give effective feedback (i-vi).

E. Students **synthesise** and **analyse** and **apply** new knowledge though a **range** of technologies ||< Students Select and use a range of Web2.0 Tools to demonstrate/make.

[|Judy O'Connells Web2.0 list]

Students comment on other students work to offer support critical advice.

Students use teacher developed scaffolds to give meaningful feedback. Teachers develop student resources that develop growth as a reflective learner, postive member of the classroom community.

Teachers manage the 'conversation' in online communities, feeding the pedagogy and threading student converstations toward the overall goals based on standards (US) and outcomes (AU/IB). ||< **Designing Constructing Planning Producing Inventing Devising Making Building** //**programming, filming, animating, Blogging, Video blogging, mixing, remixing, wiki-ing, publishing, videocasting, podcasting, directing/producing**// [| Publishing -podcasting rubric.pdf] [| digital publishing rubric.pdf] ||< **Mastery** - Photoshop, InDesign, Illustrator, iMovie, Garage Band, Ustram, Final Cut Pro, Second Life, AutoCad, Pro Desktop, Google Sketchup, Zoho Suite, Open Office, Office, Premiere, Paintshop Pro, 3D Studio, Skype, Google Apps
 * Tutorials** - Video - YouTube, TeacherTube, Google Video, Specialist DVDs, Teacher prepared examples, websites, manuals, tutorials
 * Reverse Engineering** - decontruction of files, samples, tutorial models
 * Play -** using tools to sandbox, learn the GUI, develop though self-experimentation - see //mastery// ||
 * < **Communication, Presentation and End of Project Reflection.** ||< **Students** present work with a Critical Friends process regularly. Students reflect on progress using Reflective Writing as independent learners.

This can be informal, formal, face to face, virtual (Second Life, Skype etc). It can be live, or it can be time delayed (Voicethred, blog comments, forum posts, replies)

Students MUST use the critical friends format and process to personally reflect on the end of project.

This take into account


 * Daily reflective practice (attainment, progress, questions)
 * Weekly review/feedback of overall goals set
 * Manitory deliverables of classroom activity (create, make, mastery, meta-cognition, standards/outcomes)

Regular presentation to peers and **teachers** in SMALL groups, using third spaces to informalise communication. Presentations can be online, in class, or in virtual worlds. Presentations should be random. In a class of 30, perhaps 5 present during a week to the **teacher** and each other for 10 mins DURING the task (soft critical friends) Presenting work as 'soft' critical friends DURING learning - not at the end.
 * Teachers** model on-going reflection on progress. **Teachers** facilitate process and generate suitble methods of feedback. **Teachers** locate and organise 'off site' people to participate and add authenticity to the process. (Development of extended [|Personal Learning Network] )

F. Students **communicate** knowledge and the processes used to generate it, with an awareness of ethcal, social and cultural issues.

G. Students defend and justify their work, ethics and effort to **critical friends** ||< Commenting and feedback Skype, Ustream, Second Life, Ning, Wordpress, Google Forums, [|Voicethread]

Managing meetings (time, attendees, resources)

Moderating comments, suggestions to ensure positive experiences for all attendees.

Minuting meetings - setting agenda's, scope, time, speakers and documenting.

Ning, Blog, Wiki, Live Blogging.

Sharing Next Steps with groups. ||< **Communicating** Commenting, reflecting, presenting, defending, justifying [|Critical Friends Process]

Embedding Copyright, Ethics, Audience Appropriateness, [|Creative Commons]. ||< **Presenting** work to peers, teachers and third party people for critical evaluation of work.

Skype, GTalk, Second Life, Ustream, Face to Face, Embedded in Ning/Blog.

Reviewing comments - Voicethread, Ning, Blog, Ustream, Skype, Second Life. ||
 * Externalise critisism to facilitate reflective writing.**