The Georgia Performance Standards and Technology

1
The Georgia Performance Standards and Technology

2
Where Do We Begin?

• 1937 1982
• 1945 1984
• 1949 1996
• 1957 2000
• 1961 2001
• 1964 2005
• 2006

3
Where Do We Begin?

• 1937 1982
• 1945 1984
• 1949 1996
• 1957 2000
• 1961 2001
• 1964 2005
• 2006

4
Understanding Media

• The Medium is the message.

5
Faulkner

• There is no was, there is only is.

6
Change

• Change is no longer linear, it is quantum.
• We no longer live in a Newtonian universe, we
  live in an Heisenbergian universe.

7
The Georgia Performance Standards

• Content Standards
• What we want students to understand and be able
  to do
• Process Standards
• How students get to the concepts we want them to
  learn

8
Process Standards for Math

• Using appropriate technology, students will solve
  problems that arise in mathematics and in other
  contexts.
• Technology is articulated through tasks.

9
Mathematics Content

• Use of graphing calculators
• Use of computers for data analysis

10
Process Standard for Science

• Technology is infused into the curriculum
• Concepts/skills to maintainThe student uses
  technology
• SCSh4 Students will use tools and instruments
  for observing, measuring, and manipulating
  scientific equipment and materials.
• a. Develop and use systematic procedures for
  recording and organizing information.
• b. Use technology to produce tables and
  graphs
• c. Use technology to develop, test, and
  revise experimental or mathematical models

11
Chemistry task

• Working in small groups, use a chemistry resource
  materials to locate ionic radius, atomic radius,
  and ionization energies, for rows 2, 3, and 4.
  Organize the data into workable tables. Use
  appropriate software to graph each row. Evaluate
  similarities and differences of each row.
  Hypothesize reasons for the similarities and
  differences. Choose one specific property to
  present to the class.

12
Chemistry task

• Using available technology (ie. Temperature
  probes, digital thermometers), calculate the
  amount of energy needed to melt and ice cube.
  Repeat the measurement at least three times.
  Combine answers with two other groups data and
  consider possible discrepancies in data and its
  interpretation. Place into software generated
  graphs to discuss and share with classmates.

13
Technology in Social Studies

• Virtual Tours
• Carter Center

14
Technology in English Language Arts

• ELA10W3 The student uses research and technology
  to support writing. The student
• Formulates clear research questions and utilizes
  appropriate research venues (e.g., library,
  electronic media, personal interview, survey) to
  locate and incorporate evidence from primary and
  secondary sources.
• Uses supporting evidence from multiple sources to
  develop the main ideas within the body of a
  researched essay, a composition, or a technical
  document.
• Synthesizes information from multiple sources and
  identifies complexities and discrepancies in the
  information and the different perspectives found
  in each medium (e.g., almanacs, microfiche, news
  sources, in-depth field studies, speeches,
  journals, technical documents).
• Integrates quotations and citations into a
  written text while maintaining the flow of ideas.
• Uses appropriate conventions for documentation in
  the text, notes, and bibliographies by adhering
  to an appropriate style manual (e.g., Modern
  Language Association Handbook, The Chicago Manual
  of Style).
• Designs and publishes documents, using aids such
  as advanced publishing software and graphic
  programs.

15
ELA Media Literacy

• ELA11LSV2 The student formulates reasoned
  judgments about written and oral communication in
  various media genres. The student delivers
  focused, coherent, and polished presentations
  that convey a clear and distinct perspective,
  demonstrate solid reasoning, and combine
  traditional rhetorical strategies of narration,
  exposition, persuasion, and description.
• When responding to visual and oral texts and
  media (e.g., television, radio, film productions,
  and electronic media), the student
• Recognizes strategies used by the media to
  inform, persuade, entertain (e.g.,
  advertisements, perpetuation of stereotypes, use
  of visual representations, special effects,
  language).
• Analyzes visual or aural techniques used in a
  media message for a particular audience and
  evaluates their effectiveness.
• Develops and applies criteria for assessing the
  effectiveness of the presentation, style, and
  content of films and other forms of electronic
  communication.
• Identifies the aesthetic effects of a media
  presentation (e.g., layout, lighting, color,
  camera angles, background, etc.)
• Analyzes the effect of dialect and language on
  positive or negative stereotypes among social
  groups.

16
Evidence of Learning

• Performance standards require students to produce
  evidence of learning.

17
Articulation

• Multi-media presentations
• Spreadsheets
• Databases
• Word files

18
Understanding Text

• Text is a much broader term than printed
  material.
• Students must learn the skills to interpret,
  evaluate, and use all types of text.
• Technology becomes a tool for accessing and
  understanding text.