National

The National Educational Technology Standards for Students (NETS) project is an International Society for Technology in Education (ISTE) initiative funded by the U.S. Department of Education, the National Aeronautics and Space Administration (NASA), the Milken Exchange on Education Technology, and Apple Computer, Inc. This site offers Pre K-12 technology standards and profiles for technology-literate students: performance indicators, curriculum examples, and scenarios.

Developing Educational Standards is an annotated list of Internet sites with K-12 educational standards and curriculum frameworks documents, maintained by Charles Hill and the Putnam Valley Schools in New York. It includes brief descriptions and links to lists of over 14 national standards, the majority of state standards, and the standards of four foriegn locations.

The Mid-continent Research for Education and Learning organization (McREL) has received national and international recognition for its work in standards-based education. The mcrel.org web site offers extensive standards in all subject areas, research articles on standards-based education, and classroom resources such as lesson plans and activities thus spanning K-20 education programs.

Information Literacy

American Library Association and the Association for Educational Communications and Technology wrote the nine Information Literacy Standards for Student Learning. These are applicable to higher education.

State

Developing Educational Standards is an annotated list of Internet sites with K-12 educational standards and curriculum frameworks documents, maintained by Charles Hill and the Putnam Valley Schools in New York. It includes brief descriptions and links to lists of over 14 national standards, the majority of state standards, and the standards of four foriegn locations.

The Illinois State Board of Education maintains an extensive background on the development and integration of its standards and benchmarks. Each content area contains a technology goal.

Local

The IMSA Standards of Significant Learning (SSL's) communicate Academy expectations for all graduates. SSLs articulate valued habits of mind which contribute to integrative ways of knowing. We expect these ways of knowing to broaden and deepen over time as students experience IMSA's innovative
and rigorous academic and residential program. The SSLs are interconnected and synergetic, emerging within and connecting across all learning areas, extending Academy learning expectations beyond specific course outcomes. SSLs exemplify the metaphor for learning as a journey, not a destination.

The Chicago Public School 's Chicago Academic Standards (CAS) and Curriculum Framework Statements (CFS) provide the scope and sequence for student learning in the four core subject areas: Language Arts, Mathematics, Science, and Social Science. Technological applications can be found in the science section.

Your local district may have appropriate standards as well.

Project and Evaluation Reporting

The major written piece of the course is the Project Report. It contains all the information another educator needs to implement your Project. Refer to the table below for components of the Project Report. The Evaluation Report, by contrast, is action research-oriented, using your Project as its focus. The goal of action research is to help facilitate the improvement of the project you develop.

At this time, add the following items (highlighted) to your existing Project Report (the middle column). If your project has changed in terms of any the information items listed, update your information in this report.

Item	Project Report Due at this time	Evaluation Report Due at the end of the course
Basic Information	Name of Project Partners -- Yourself, the teacher or teachers and any fellow librarians from your district with whom you may have decided to work. School Affiliation -- The school and district for which you work. Contact Information -- How we may reach you.	Include all the Basic Information from the Project Report
Abstract	Three to five sentences describing the essence of the Project you wish to pursue and a thumbnail sketch of the findings or results anticipated.	Include the Abstract from the Project Report (You will add the actual findings at the end of the course--see Findings, below.)
Purpose or Background	Your Project Problem Statement (from activity 2.1) and two or more paragraphs describing the recent history which helps the reader understand the context for your proposal. (For example, what motivates this study? What is the need observed in students? What strategies has the teacher attempted recently and how well were these working?) It helps to write a short description of the characteristics of the selected students or audience. As needed, update any lesson goal(s) and objective(s) tied to national, state and local standards.	Include a short description of the characteristics of the selected students or audience. (You will add a description of the the actual organizational elements (time, space, resources, groupings) that were attempted and how well they worked at the end of the course)
Research Theoretical Background	This is an optional but highly recommended section. It is three or more paragraphs describing the support in professional readings for the plan of action you undertook. Update this section as needed.	In your discussion of findings, the best approach is to analyze your findings in light of relevant research. What do your findings add to existing knowledge on the topic?
The Study The Plan	This is one of the lengthier sections, consisting of six or more paragraphs describing the intervention, plan of action, or instructional design of your Project. It is important to include information about the timeframe required, materials needed and sufficient description of your strategies that the reader understands your work. Continue to develop this section, updating it as necessary in this report.	Describe any variations to your plan in 12.1 Evaluation Report.
Assessment	This section consists of three or more paragraphs describing in detail your assessment approach: the knowledge, skills and/or dispositions (appropriate for your Project) that you intend to evaluate and how you will measure them. This includes the area(s) of impact you intend to assess as well as the assessment instruments or tools you will use. Further, it is important to include the frequency of assessment and your description of the target group of students.	Describe what was assessed and the process that was used in 12.1 Evaluation Report
Findings		The section is also known as data-display. This is the section where you display your results in graphic form (tables, charts, figures, diagrams) and add several paragraphs of narrative describing the results to the reader. (You will develop this section during Weeks 11 and 12, based on observations when you teach the lesson with your project partner.)
Implications		In this section you describe the meaning you place on the results. Interpret the results with respect to the original purpose and in light of the background you shared. (You will develop this section during Week 12 under the heading of 12.1 Evaluation Report.)
References	Update your list of annotated references (Internet and print sources) cited in APA or another commonly accepted form.

Remember, don't reinvent the wheel. Borrow good ideas from other educators. Be sure to give them credit in a bibliography; imitation is the sincerest form of flattery. Anything copied off the Internet must be cited, including graphics.

Save your Project as myProject2.rtf to Doc Sharing. All supplementary documents must be saved in Rich Text Format (.rtf).
If graphics, audio, or video are included, those files must also be saved to Doc Sharing along with the lesson plan.