tech

http://www.valdosta.edu/academics/library/depts/media-center/

1

Technology Integration Video Project Rubric

Technology Integration Video Project Proposal (Maximum of 25 pts)

Exceeds Expectations Meets Expectations Does Not Meet

Expectations

Standards

Identification

10 6-9 1-5

Proposal clearly

identifies at least 3

different ISTE

technology standards

across 3 different

content areas (Math,

Reading, and Writing).

Proposal makes clear

connections to the

Georgia Standards of

Excellence (GSE) or

the Common Core State

Standards in regard to

technology for the

targeted content areas

(Math, Reading, and

Writing).

Proposal adequately

identifies at least 3

different ISTE

technology standards

across 3 different

content areas (Math,

Reading, and Writing).

Proposal makes

connections to the

Georgia Standards of

Excellence (GSE) or

the Common Core State

Standards in regard to

technology for the

targeted content areas

(Math, Reading, and

Writing).

Proposal does not

identify at least 3

different ISTE

technology standards

across 3 different

content areas (Math,

Reading, and Writing).

Proposal makes

limited/ or no

connections to the

Georgia Standards of

Excellence (GSE) or

the Common Core State

Standards in regard to

technology for the

targeted content areas

(Math, Reading, and

Writing).

Technology

Identification and

Summary

Information

10

6-9 1-5

Proposal clearly

identifies three

different technologies

for instructing children

and youth with

disabilities.

A detailed summary of

information on each of

the identified

technologies is

provided. A summary

is based on detailed

references to literature,

websites and other

resources (APA style

followed with no

errors).

Proposal adequately

identifies three

different technologies

for instructing children

and youth with

disabilities.

A summary of

information on each of

the identified

technologies is

provided. A summary

is based on references

to literature, websites

and other resources

(APA style followed

with minor errors).

Proposal does not

identify three different

technologies for

instructing children and

youth with disabilities.

A limited/ or no

summary of

information on each of

the identified

technologies is

provided. A summary

is based on limited

references to literature,

websites and other

resources (APA style

followed with many

errors).

2

Action Plan for

Making a Video

5 3-4 1-2

Action plan for making

a video clearly

indicates the steps for

making short video

clips, audio recordings,

taking photos,

collecting student

samples of work and

any other relevant

artifacts to provide

evidence for

incorporated target

technologies in the

classroom.

A thorough discussion

on how ethical issues

will be addressed for

using the target

technologies (e.g.

obtaining required

permissions for

videotaping, collecting

student’s work samples,

and any other artifacts

relevant to the project)

is evident.

Action plan for making

a video adequately

indicates the steps for

making short video

clips, audio recordings,

taking photos,

collecting student

samples of work and

any other relevant

artifacts to provide

evidence for

incorporated target

technologies in the

classroom.

A discussion on how

ethical issues will be

addressed for using the

target technologies (e.g.

obtaining required

permissions for

videotaping, collecting

student’s work samples,

and any other artifacts

relevant to the project)

is evident.

Action plan for making

a video inadequately

indicates the steps for

making short video

clips, audio recordings,

taking photos,

collecting student

samples of work and

any other relevant

artifacts to provide

evidence for

incorporated target

technologies in the

classroom.

A limited/ or no

discussion on how

ethical issues will be

addressed for using the

target technologies (e.g.

obtaining required

permissions for

videotaping, collecting

student’s work samples,

and any other artifacts

relevant to the project)

is evident.

Total

Technology Integration Video Project Rubric

Technology Integration Video (Maximum of 50 pts)

Exceeds Expectations Meets Expectations Does Not Meet

Expectations

Technology

Integration

16-20 15-11 0-10

Clear evidence in the

video for an

incorporation of three

different technologies

for instructing children

and youth with

disabilities across the

semester.

Adequate evidence in

the video for an

incorporation of three

different technologies

for instructing children

and youth with

disabilities across the

semester.

Limited evidence in the

video for an

incorporation of three

different technologies

for instructing children

and youth with

disabilities across the

semester. Fewer than

three different

3

technologies maybe

incorporated.

Implications for

Future Teaching

Practice

10

6-9 1-5

Clear evidence in the

video for five major

things that candidate

learned about the

importance of

technology in

instructing diverse

learners for future

teaching practice.

Adequate evidence in

the video for five major

things that candidate

learned about the

importance of

technology in

instructing diverse

learners for future

teaching practice.

Limited or no evidence

in the video for five

major things that

candidate learned about

the importance of

technology in

instructing diverse

learners for future

teaching practice.

Artifacts 10

6-9 1-5

Clear evidence in the

video for incorporation

of artifacts collected

across the semester

(e.g., video clips,

audio recordings,

pictures of your student

work samples, photos

of student using a given

technology, and any

other relevant artifacts).

A wide variety of

artifacts evident.

Adequate evidence in

the video for

incorporation of

artifacts collected

across the semester

(e.g., video clips,

audio recordings,

pictures of your student

work samples, photos

of student using a given

technology, and any

other relevant artifacts).

Some variety of

artifacts evident.

Limited evidence in the

video for incorporation

of artifacts collected

across the semester

(e.g., video clips, audio

recordings, pictures of

your student work

samples, photos of

student using a given

technology, and any

other relevant artifacts).

No much variety of the

artifacts evident.

Narration and Visual

Appeal

5 3-4 1-2

Professional narration

and a very high quality

of the videography and

editing are evident.

The video is original

and visually appealing.

Professional narration

and a good quality of

the videography and

editing are evident.

The video is visually

appealing.

Lacking

professionalism in

narration and/or poor

quality of the

videography and

editing are evident.

The video is not

visually appealing.

Documentation 5 3-4 1-2

All supportive

documentation

submitted with the

video, including but not

limited to, obtained

necessary permissions,

any relevant artifacts,

and resources).

Most of the supportive

documentation

submitted with the

video, including but not

limited to, obtained

necessary permissions,

any relevant artifacts,

and resources).

Limited or no

supportive

documentation

submitted with the

video, including but not

limited to, obtained

necessary permissions,

4

any relevant artifacts,

and resources).

Total

Technology Integration Video Project Rubric

Process Reflection Paper (Maximum of 25 Pts)

Exceeds Expectations Meets Expectations Does Not Meet

Expectations

Development and

Production

5 3-4 1-2

The paper clearly

reflects on the

development and

production processes,

what worked, did not

work, and what

changes would be made

for the future if this

project would be done

again.

The paper adequately

reflects on the

development and

production processes,

what worked, did not

work, and what

changes would be made

for the future if this

project would be done

again.

The paper does not

adequately reflect on

the development and

production processes,

what worked, did not

work, and what

changes would be made

for the future if this

project would be done

again. May not address

the development or

production processes,

or both.

Knowledge and

Understanding of a

Technology

5 3-4 1-2

The paper clearly

describes how

candidate has gained a

depth of knowledge

and understanding of a

technology for

instructing children and

youth with disabilities.

Includes many

examples from the

video and supportive

documentation to

support a reflection.

The paper adequately

describes how

candidate has gained a

depth of knowledge

and understanding of a

technology for

instructing children and

youth with disabilities.

Includes some

examples from the

video and supportive

documentation to

support a reflection.

The paper does not

adequately describe

how candidate has

gained a depth of

knowledge and

understanding of a

technology for

instructing children and

youth with disabilities.

Limited or may not

include examples from

the video or supportive

documentation, or both

to support a reflection.

Grounding in the

Professional literature

10 6-9 1-5

5

and implications for

Future Teaching

Practice

The paper is grounded

in the professional

literature. Includes 5

different references

from the professional

literature to support the

reflection.

Clear evidence in the

paper about the

importance of

technology in

instructing diverse

learners for future

teaching practice.

The paper is grounded

in the professional

literature. Includes 4

different references

from the professional

literature to support the

reflection.

Adequate evidence in

the paper about the

importance of

technology in

instructing diverse

learners for future

teaching practice.

The paper is grounded

in the professional

literature. Includes 3 or

fewer different

references from the

professional literature

to support the

reflection.

Limited or no evidence

in the paper about the

importance of

technology in

instructing diverse

learners for future

teaching practice.

Mechanics,

Organization, and

APA

5 3-4 1-2

The paper is clearly

written and organized,

and is free of errors. It

is 5 pages or longer in

length, not including a

cover page and a

reference page in the

count. It follows APA

style correctly.

The paper is clearly

written and organized,

and has minimal errors.

It is 4 pages in length,

`not including a cover

page and a reference

page in the count. It

follows APA style with

few errors.

The paper is poorly

written and or

organized, and has

multiple errors. It is

less than 5 pages in

length, not including a

cover page and a

reference page in the

count. It has multiple

APA style errors.

Total

SEGC 6040 Technology Integration Video Project Pemission_ParentGuardian.doc

Re: Permission Form for Technology Integration Video Project

Dear Parent/Guardian:

I am enrolled in a class at Valdosta State University that is required for teacher certification. One of the required activities is to develop a video project, the Technology Integration Video Project, in which I will demonstrate my ability to integrate technology in instructing children and youth with disabilities. As part of the Technology Integration Video Project, I will be collecting various artifacts, including making short video clips, audio recordings, taking photos, collecting and using samples of your child’s work to provide evidence that I actually know how to incorporate technology in the classroom. I will use these artifacts to put together the technology integration video at the end of this project.

The videotape and the Technology Integration Video Project will be uploaded to a password protected secure website and viewed by university instructors, and if selected as an example of an excellent project outcome, will be shared as well with other university students in the program on a password protected secure website. No student names will appear in any written material about the Technology Integration Video Project.

The form below will be used to document your knowledge of this activity and to grant or deny your permission for your child to appear on the videotape and in the Technology Integration Video Project.

Student Name (Your Child’s Name) _________________________________________________________________

I am the parent/legal guardian of the child named above. I have received and read your letter regarding the teacher in my child's classroom and agree to the following:

I DO give permission for my child to appear on a videotape and in the Technology Integration Video Project to be viewed by GOML instructors, and if selected as an example of an excellent project outcome, to be shared as well with other university students in the program on a password protected secure website.

My child’s name will not appear in any material written about the videotape and the Technology Integration Video Project

I DO NOT give permission for my child to appear on the videotape and in the Technology Integration Video Project

________________________________ ______________________

Signature of Parent or Guardian Date