Excellence
Technology Plan
Our mission is to prepare and nurture curious, adaptive, and creative thinkers who contribute to a changing world.
We believe that through the integration of technology:
Teachers maximize instructional time to provide differentiation, personalization, and infusion of the four C’s.
- Teachers provide academic experiences that foster curiosity.
- Students are empowered to connect and collaborate.
- Students communicate their ideas in a variety of formats.
- Students learn in a meaningful, relevant, and real-world context.
- Students own the learning process based on their learning styles, needs, and desired outcomes.
MISD Technology Plan
Our technology plan is built on Teacher and Learner behaviors. Each rubric is separated by strand, each strand has a desired teacher behavior and learner behavior, followed by a description of what the behavior might look like in the classroom with Level 1 (beginner) to Level 4 (advanced).
THE 7 STRANDS OF THE TECHNOLOGY PLAN
- Collaboration
- Curiosity
- Communication
- Contextual Learning
- Problem Solving and Critical Thinking
- Digital Citizenship
- Formative Assessment and Differentiation
Collaboration
| Teacher Behavior | Level 4 | Level 3 | Level 2 | Level 1 |
| Teacher designs lessons that provide opportunities for learners to transform their products and ideas by working together. |
Teacher designs lessons that depend upon learners partnering across global platforms to create collective solutions or products. |
Teacher designs lessons where learners seek and accept input from global sources to advance the creation of collective solutions and products. | Teacher designs experiences where learners work together to create collective solutions or products using digital tools. | Teacher designs activities where each learner actively participates to contribute ideas for a shared goal using digital tools. |
| Teacher creates experiences in which learners can share ideas and take risks. |
Teacher maintains a safe environment for learners to share and combine their ideas globally. |
Teacher creates systems for learners to safely share their ideas globally. | Teacher creates a safe environment for learners to share and combine ideas using digital tools. | Teacher encourages learners to contribute ideas using digital tools. |
| Learner Behavior | Level 4 | Level 3 | Level 2 | Level 1 |
| Learners employ different tools to interact with others in order to create a product or solution built from collective ideas. |
Learners leverage strengths and ideas of themselves and others when partnering across global platforms to create collective solutions or products. |
Learners seek and accept input from global sources to advance the creation of collective solutions and products. | Learners work together to create collective solutions or products using digital tools. | Learners actively participate to contribute ideas for a shared goal using digital tools. |
Curiosity
| Teacher Behavior | Level 4 | Level 3 | Level 2 | Level 1 |
| Teacher designs lessons that foster the sharing of ideas and provides students the autonomy to be curious. |
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| Teacher models curiosity, risk-taking, and perseverance. |
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| Learner Behavior | Level 4 | Level 3 | Level 2 | Level 1 |
| Learners develop and seek answers to their own questions. | Learners consistently develop relevant questions, use a variety of resources to seek answers to their questions, and synthesize their answers to share their findings with a global audience. | Learners develop relevant questions, use a variety of resources to find answers to their questions, and synthesize their answers to share their findings | Learners develop questions, seek answers to their questions, and share their findings. | Learners develop questions and share what they are curious about. |
| Learners actively participate and take risks throughout the learning process. | Learners consistently take risks and persevere while using global resources during the learning process. | Learners frequently take risks and persevere during the learning process. | Learners sometimes take risks and persevere during the learning process. | Learners seldom take risks or persevere during the learning process. |
Communication
| Teacher Behavior | Level 4 | Level 3 | Level 2 | Level 1 |
| Teacher models and creates opportunities for meaningful conversations, presentations, and global interactions in the classroom through a variety of digital tools. |
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| Learner Behavior | Level 4 | Level 3 | Level 2 | Level 1 |
| Learners communicate ideas through conversations, presentations and global interactions using a variety of digital tools. |
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Contextual Learning
| Teacher Behavior | Level 4 | Level 3 | Level 2 | Level 1 |
| Teacher creates experiences for students in multiple learning contexts that expose them to future opportunities. | Teacher consistently develops lessons that empower students to choose from multiple learning activities and create meaningful applications outside the classroom across subject areas. | Teacher empowers students to choose from multiple learning activities to connect their current learning to the real world or across subject areas. | Teacher designs learning activities that enable learners to discover the connections between current learning and real-world application. | Teacher demonstrates the connections between current learning and real-world applications. |
| Teacher fosters and accepts diverse thinking and products. | Teacher designs lessons that require the unique perspectives of all learners to create a product reflective of the group. | Teacher designs lessons that depend on the unique perspectives of all learners during the learning process. | Teacher designs lessons that enable learners to assess the perspectives of others during the learning process. | Teacher designs lessons that enable learners to bring their own perspective into the learning process |
| Learner Behavior | Level 4 | Level 3 | Level 2 | Level 1 |
| Learners connect learning to meaningful real-world experiences. | Learners identify differences in personal experiences and choose activities to build connections between learning objectives, personal experiences, and experiences of others. | Learners choose experiences to build connections between learning objectives, personal experiences, and experiences of others. | Learners identify and analyze connections between learning objectives, personal experiences, and experiences of others. | Learners make connections between learning objectives and personal experiences |
Problem Solving and Critical Thinking
| Teacher Behavior | Level 4 | Level 3 | Level 2 | Level 1 |
| Teacher plans instructional activities that require critical thinking and poses relevant problems to solve. | Teacher designs lessons where students formulate complex questions that lead to further inquiry and real-world applications while using a variety of relevant resources. | Teacher designs lessons that support students in formulating complex questions to explore and allows for choice of relevant resources. | Teacher designs lessons that pose complex questions for learners to explore and allows for choice of relevant resources. | Teacher creates activities that pose complex questions for learners to explore and provides relevant resources. |
| Teacher models continued learning and problem-solving processes. | Teacher consistently models accountability, goal setting, reflecting, and evaluating. | Teacher frequently models accountability, goal setting, reflecting, and evaluating. | Teacher sometimes models accountability, goal setting, reflecting, and evaluating. | Teacher seldom models accountability, goal setting, reflecting, and evaluating. |
| Learner Behavior | Level 4 | Level 3 | Level 2 | Level 1 |
| Learners use problem-solving processes to design solutions or answer questions. | Learners pose relevant questions, evaluate sources, and synthesize information to create a product or solution. | Learners pose relevant questions, evaluate sources, and apply information to create a product or solution. | Learners pose relevant questions, locate sources, and gather information. | Learners pose relevant questions. |
| Learners work to improve products and decisions by creating multiple iterations. | Learners consistently create multiple iterations of a product or solution and work to improve them based on self-reflection and global feedback. | Learners make improvements to a product or decision based on self-reflection and peer feedback. | Learners make improvements to a product or decision based on self-reflection. | Learners make changes to a product or decision based on teacher feedback. |
Digital Citizenship
| Teacher Behavior | Level 4 | Level 3 | Level 2 | Level 1 |
| Teacher models and encourages discussions related to positive and responsible digital interactions. | Teacher allows opportunities for learners to advocate for all aspects of digital citizenship and positively recognizes responsible users of technology. | Teacher presents and models digital citizenship at point of need within content lessons and provides opportunities for learners to discuss digital citizenship and responsibility. | Teacher presents and models digital citizenship at point of need within the content lessons. | Teacher presents procedures, routines and expectations for the use of technology resources. |
| Teacher provides instruction on digital responsibility in the context of learning. | Teacher purposefully engages, challenges, and inspires students to demonstrate digital responsibility within instruction. | Teacher presents and models digital responsibility skills within the context of the lesson and provides opportunities for discussion and practice. | Teacher presents and models digital responsibility in context of the lesson. | Teacher presents instruction on digital responsibility. |
| Learner Behavior | Level 4 | Level 3 | Level 2 | Level 1 |
| Learners understand the permanent nature of digital content. | Learners intentionally create a positive digital footprint and encourage others to interact positively online. | Learners create and curate positive digital content. | Learners create respectful and appropriate digital content. | Learners understand the difference between appropriate and inappropriate digital content and that content is permanent. |
| Learners use digital content responsibly. |
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Formative Assessment and Differentiation
| Teacher Behavior | Level 4 | Level 3 | Level 2 | Level 1 |
| Teacher provides a variety of relevant choices at different learning levels to address individual student needs. | Teacher consistently uses technology tools to provide a variety of relevant choices at different learning levels to address individual student needs. | Teacher frequently uses technology tools to provide a variety of choices at different learning levels to address individual student needs. | Teacher sometimes uses technology tools to differentiate content, processes, and student products within instructional methods. | Teacher seldom uses technology tools to differentiate content, processes, and student products within instructional methods. |
| Teacher designs formative assessments and responds to feedback by adjusting instruction. | Teacher consistently uses technology to assess learners and immediately utilizes feedback to adjust instruction based on individual learner needs. | Teacher frequently uses technology to assess learners and utilizes feedback to adjust instruction for specific groups of learners. | Teacher sometimes uses technology to assess learners and utilizes feedback to adjust whole group instruction. | Teacher seldom uses technology tools to assess learners and adjust instruction. |
| Learner Behavior | Level 4 | Level 3 | Level 2 | Level 1 |
| Learners take ownership of their growth and are willing to make choices throughout the learning process. | Learners use self-assessment to understand their strengths and weaknesses and develop learning strategies. | Learners understand their instructional needs based on their self-assessment and select learning strategies. |
Learners reflect on their instructional needs based on the teacher’s formative assessment and take part in learning strategies that meet their needs. |
Learners identify their instructional needs based on teacher’s formative assessment. |
| Learners provide authentic feedback to teachers about their current level of understanding. | Learners consistently use technology to reflect on their thinking and learning processes. | Learners frequently use technology to reflect on their thinking and learning processes. | Learners sometimes use technology to reflect on their thinking and learning processes. | Learners seldom use technology to reflect on their thinking and learning processes. |