1.1.6

1.1.6: Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. ** MD Curriculum Standards: ** ** Grades 6 – 12: ** 2.a Interpret data/information displayed in a variety of formats. ** 5.0 Interpret Information: Students will be able to interpret information to generate new understandings and knowledge. ** 1.a Review and independently apply strategies to determine ideas being communicated in a story, passage, or segment of a video. 2. a Review and independently apply strategies for making valid inferences.
 * Prek-5: **
 * 3.0 Collect Information: Students will be able to collect information relevant to their current information need. **
 * 4.0 Organize and Manage Data/Information: Students will use appropriate print, non-print and computer/online/digital formats to organize and manage data/information. ** 2.a Practice interpreting age appropriate displays of data/information (i.e., graphs, webs, visuals, text).
 * 2.0 Locate Information: Students will be able to use resources, in a wide variety of formats, to locate information to meet an identified need. ** 1.b: Effectively use computer/online resources. ** 4.0 Organize and Manage Data/Information: Students will use appropriate print, non-print and computer/digital formats to organize and manage data/information. **

**1. Creativity and Innovation** Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. apply existing knowledge to generate new ideas, products, or processes. b. create original works as a means of personal or group expression. Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. Students apply digital tools to gather, evaluate, and use information. Students: b. locate, organize, evaluate, synthesize, and ethically use information from a variety of sources and media. **Maryland State Technology Standards ** II. Communication A. Use technology effectively and appropriately to interact electronically. B. Use technology to communicate information in a variety of formats.
 * NETS Standards **
 * 2. Communication and Collaboration**
 * 3. Research and Information Fluency **

· Provides a brief overview of a particular topic or work, with a section called “//Why Should I// //Care?//,” which explains to students how the topic continues to influence our culture. · Offers study analysis questions and annotated links to other resources on the Web (e.g., websites, books, movies & TV, photos, and audio clips). · Contains an opinion forum where students can post questions about their research topic and get feedback from peers. · //P//rovides a format (//Write Essay//) to help students organize their information, use electronic sticky notes to structure information, and quotes related to their topic that serve as “thought-starters.”

· Visual –Spatial: Links to movies, TV, and photos · Interpersonal: Opinion forum allows for interaction with peers. · Intrapersonal: Allows these learners to select from multiple sources of information and choose the level of research.
 * Connections to //Learning with Technology:// ** Using Information to Build Knowledge with Open-Ended, Student-Directed Research Projects (Chapter 2, p. 24 – 26). Shmoop provides resources that encourage students to pursue their own research questions.
 * Connections to Multiple Intelligences: **

= Prezi=

Prezi is a new way to create presentations that is literally outside the box - no slides here! Use the canvas to add text and pictures in a dynamic format that will definitely have everyone thinking outside the box.

=**Connections to //Learning withTechnology://**=

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 * What type of learner would benefit from a Prezi presentation? ** · Visual – much more freedom to design a presentation outside of the confines of slides · Kinesthetic – This is a very hands on way to prepare a presentation · Logical – This type of presentation is very hierarchical · Interpersonal – Prezi can be made as interactive as the presenter wants, and presenting in itself is something that interpersonal learners thrive off of.======



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[|Mashpedia] is a tool that does what it sounds like - it collects information on a various topic from articles, websites, photos, blogs and more to give a //real-time// view of the topic. However, Mashpedia is sure to note that it is not a search engine to be used for broad, unspecific topics. One thing I don't like about Mashpedia is the authenticity of sources. A quick search for the Tonight Show brought me to a page where the main information was coming from Wikipedia and photos were coming from photostreams off Flickr - not from any official NBC website. I think this is a fine tool to start one's search with, but the information found there needs to be verified.======

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 * Connections to Multiple Intelligences:** Mashpedia appeals to visual learners for obvious reasons as well as logical learners - they can see the whole picture before deciding how to narrow down on the topic. Intrapersonal learners will like the independent nature of the searches while interpersonal learners might find the connections between all the sources appealing.======

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** [|Visuwords] **is an online graphical dictionary and thesaurus. It allows users to find the meanings of words and their associations with other words and concepts. This tool could assist students in finding keywords for searching. **Connections to //Learning with Technology//:** Jonassen et al. discuss the importance of modeling with technologies (chapter 5). Visuwords creates models to show relationships among concepts associated with word meanings. These models will allow students to gain a more in-depth understanding. ======

** Connections to Multiple Intelligences: ** **Visual:** Visuwords’ models are great for visual learners. **Linguistic:** These learners will like seeing relationships among words and concepts.
==== **McKenzie, J. (2010, March). Beauty and the beast: Using digital riches to enhance learning. //from now on, 19//(4). Retrieved from** [|**http://www.fno.org/mar2010/cov.html**]**.**====

Jamie McKenzie's article descibes Web 2.0 technologies that can enhance students' thinking, inventing and problem-solving. The article reviews many Web tools that support the development of higher-level thinking skills (analysis, evaluation, synthesis). McKenzie also points out the limitations of these technologies and digital life in general.
 * Connections to //Meaningful Learning with Technology//**: The tools reviewed in McKenzie's aricle addess the skills that Jonassen et al. contend are essential for effective searching for information: "Effective information gleaning from the Internet combines expertise in searching for information, evaluating the worth of that information, and then organizing the information to make it more usable (p. 15)."
 * Connections to Multiple Intelligences:** McKenzie describes how the tools reviewed in the article support higher-level thinking skills in Blooms' Taxonomy. These tools appeal to a broad range of learning styles.