| Standards |
MediaBlender
Use |
| Identify
capabilities and limitations of contemporary and emerging
technology resources and assess the potential of these systems and
services to address personal, lifelong learning, and workplace
needs. |
Students
explore new hardware and software tools and their potential for
helping them communicate the ideas and information included in
their MediaBlender projects. |
| Make
informed choices among technology systems, resources, and
services. |
Students
choose from a variety of media types and sources as they build
their multimedia projects. |
| Analyze
advantages and disadvantages of widespread use and reliance on
technology in the workplace and in society as a whole. |
Students create
a multimedia project to make a statement about how technology
impacts daily life. |
| Demonstrate
and advocate for legal and ethical behaviors among peers, family,
and community regarding the use of technology and information. |
Students
evaluate online information as they complete project research.
Student search for copyright-friendly images on Pics4Learning
appropriate to project content. |
| Use
technology tools and resources for managing and communicating
personal/professional information. |
Students
create a MediaBlender project about their family and/or family
history. |
| Evaluate
technology-based options, including distance and distributed
education, for lifelong learning. |
|
| Routinely
and efficiently use online information resources to meet needs for
collaboration, research, publications, communications, and
productivity. |
Students
research information about an overseas culture and create a
multimedia project which depicts social, economic, and political issues. |
| Select and
apply technology tools for research, information analysis,
problem-solving, and decision-making in content learning. |
Students
use the Internet to research information for their script as they create
a MediaBlender project to demonstrate their understanding of a topic. |
| Investigate
and apply expert systems, intelligent agents, and simulations in real-world
situations. |
|
| Collaborate
with peers, experts, and others to contribute to a content-related
knowledge base by using technology to compile, synthesize, produce
and disseminate information, models, and other creative works. |
Students
work in teams to create a multimedia projects relating to an
academic concept such as chemical bonding, cell mitosis, or life
cycles. They compile these resources in a library of content
materials for classroom support. |
