EDUC 730 WK 6 Technology Integration: Problem-Based Learning Plan Assignment Instructions Overview The goal of this assignment is to create a learning/lesson plan for a single 50-60 minute learning se
EDUC 730
Technology Integration: Problem-Based Learning Plan Grading Rubric
| Criteria | Levels of Achievement | |||
| Content | Advanced | Proficient | Developing | Not Present |
| Synthesis Problem-Based Learning | 8 points The candidate provides a rich overview of Problem-Based Learning (PBL) and what this approach looks like in classrooms, providing solid detail. | 7 points The candidate provides a solid overview of Problem-Based Learning (PBL) and what this approach looks like in classrooms, providing adequate detail. | 1 to 6 points The overview of PBL is lacking depth and/or significantly lacking in detail. | 0 points Not present |
| Synthesis Technology Integration | 8 points The candidate provides a rich overview for integrating technology in the classroom, providing solid detail. The five interdependent characteristics of meaningful learning environments (active, collaborative, constructive, authentic, and goal-directed) and how these relate to the five levels of integration (Entry, Adoption, Adaptation, Infusion, and Transformation) are carefully explained. | 7 points The candidate provides a solid overview for integrating technology in the classroom, providing adequate detail. The five interdependent characteristics of meaningful learning environments (active, collaborative, constructive, authentic, and goal-directed) and how these relate to the five levels of integration (Entry, Adoption, Adaptation, Infusion, and Transformation) are adequately explained. | 1 to 6 points The overview is lacking depth and/or significantly lacking in detail and/or the five interdependent characteristics of meaningful learning environments and/or how these relate to the five levels of integration are lacking in explanation. | 0 points Not present |
| Learner Analysis | 8 points The candidate provides a descriptive profile that includes rich detail on learning styles, prior knowledge, skill level, attitudes towards learning, physical traits, and other relevant learner characteristics. | 7 points The candidate provides a descriptive profile with adequate detail on all of the important learner characteristics | 1 to 6 points The candidate provides a descriptive profile that is somewhat lacking in detail and/or excludes some important learner characteristics. | 0 points Not present |
| Technology Analysis | 8 points The candidate provides a descriptive profile that includes rich detail on the available technology in the local setting, including Internet access, tools, and software, and how these will be leveraged to maximize learning potentials. | 7 points The candidate provides a descriptive profile that includes sufficient detail on the available technology in the local setting, including Internet access, tools, and software, and how these will be leveraged to maximize learning potentials. | 1 to 6 points The candidate provides a descriptive profile that is somewhat lacking in detail and/or excludes analysis of Internet access, tools, or software, and/or fails to provide adequate determinations on how these will be leveraged to maximize learning potentials. | 0 points Not present |
| Standards and Objectives | 8 points The candidate provides background on the curriculum standards, the ISTE standards, and other standards used to establish the foundations of the technology integrated lesson. One to two specific curriculum standards are listed. One to two specific ISTE standards for students are listed. The candidate identifies 2-3 associated specific and measurable learning objectives and these objectives are well connected to the standards, are specific, and measurable. | 7 points The candidate addresses all but one requirement listed below: Background on the curriculum standards, the ISTE standards, and other standards used to establish the foundations of the technology integrated lesson. One to two specific curriculum standards are listed. One to two specific ISTE standards for students are listed. The candidate identifies 2-3 associated specific and measurable learning objectives and these objectives are well connected to the standards, are specific, and measurable. | 1 to 6 points The candidate fails to address 2 or more requirements listed below: Background on the curriculum standards, the ISTE standards, and other standards used to establish the foundations of the technology integrated lesson. One to two specific curriculum standards are listed. One to two specific ISTE standards for students are listed. The candidate identifies 2-3 associated specific and measurable learning objectives and these objectives are well connected to the standards, are specific, and measurable. | 0 points Not present |
| Planning the Strategies, Technology, Media, and Materials | 20 to 22 points The candidate identifies strategies and methods for meaningful engagement at the Adaptation, Infusion, or Transformation levels of integration, carefully outlining vibrant ways to promote learner success. Technology, media, and materials are listed and described in detail. | 18 to 19 points The candidate adequately outlines and describes ways to promote learner engagement at the Adaptation, Infusion, or Transformation levels of integration. Technology, media, and materials are listed and adequately described. | 1 to 17 points The candidate fails to adequately outline and describes ways to promote learner engagement and/or strategies are largely limited to the Entry and Adoption levels of integration, and/or the technology, media, and materials are not adequately described. | 0 points Not present |
| Utilizing Technology, Media, and Materials | 20 to 22 points The candidate carefully describes how the technology, media, and materials will be used, providing detailed step by step instructions for implementing the instructional plan. | 18 to 19 points The candidate describes how the technology, media, and materials will be used, providing step by step instructions for implementing the instructional plan. | 1 to 17 points The candidate fails to adequately describe how the technology, media, and materials will be used, and or fails to provide adequately detailed step-by-step instructions for implementing the instructional plan. | 0 points Not present |
| Requiring Learner Participation | 8 points The candidate requires learner participation and active use of technology tools in vibrant ways to best meet the learning goals and objectives. Questioning is well planned to function as a part of the formative assessment. | 7 points The candidate adequately identifies ways to require learner participation and active use of technology tools to meet the learning goals and objectives. Questioning is adequately planned to function as a part of the formative assessment. | 1 to 6 points The candidate fails to adequately identify ways to require learner participation and active use of technology tools, and/or these are not planned in a way that clearly meets the learning goals and objectives, and/or questioning is not adequately planned to function as a part formative assessment. | 0 points Not present |
| Evaluation and Revision | 8 points The candidate carefully plans for and describes the methods that will use to assess the learning and describes how assessment data might be used to reflect on and revise the instruction plan for future use. | 7 points The candidate adequately plans for and describes the methods that will use to assess the learning and describes how assessment data might be used to reflect on and revise the instruction plan for future use. | 1 to 6 points The candidate fails to adequately plan for and describe methods to assess the learning and/or fails to adequately describe how assessment data might be used to reflect on and revise the instruction plan for future use. | 0 points Not present |
| Structure | Advanced | Proficient | Developing | Not Present |
| Organization and Mechanics | 12 to 13 points The learner provides a lesson that displays good practices in instructional planning with logical progression. The learners’ instructional plan is free from APA, grammar, and spelling errors. | 11 points The learner provides a lesson that displays good practices in instructional planning with logical progression. Only one type of APA, grammar, and/or spelling error is noted. | 1 to 10 points The learner provides a lesson that loosely displays good practices in instructional planning, and/or more than one type of APA, grammar, or spelling errors are noted, and/or errors substantially detract from the communication of the instructional plan. | 0 points Not present |
| Terminology | 4 points The candidate demonstrates appropriate use of the key terminology from the field of educational technology. | 3 points The candidate generally demonstrates appropriate use of terminology from the field of educational technology. | 1 to 2 points The candidate fails to demonstrate appropriate use of key terminology from the field of educational technology. | 0 points Not present |
| References | 8 points The learner uses the appropriate number of references. Citations and references are in correct APA format, and citations match in the body and in the reference section and vice versa. | 7 points The learner uses references; however, they are not sufficient to support assertions. Citations and references have a few APA formatting errors, and one or two citations in the body do not match those in the reference section or vice versa. | 1 to 6 points The learner uses references, however, they are not sufficient to support assertions. Citations and references have frequent APA formatting errors, and/or several references that appear in the body are not cited in the reference section or vice versa. | 0 points Not present |
