The Career Connection to Teaching with Technology (CCTT)
Challenge Grant Project seeks to develop world-class, K-12, curriculum
contentextended unit of practice plans and
lessonsfor 21st Century schools. Teachers from CCTTs six
geographically diverse hub sites work with a panel of content specialists appointed by
some of the nations most influential educational organizations to help them align
their web-based content with national content and technology/information literacy
standards as well as learning principles and school-to-work competencies, and to address
the most timely and important topics of each discipline. Each hub site has a particular
core subject focus. e.g., Mainland High Schools focus is mathematics, but each site
may develop products in any of the other core subjects. Five of the hub sites are high
schools; one is K-8. The following two checklists provide a framework for developing
21st Century content.
This Preliminary Checklist helps teachers define their proposed plan or idea for an extended unit of practice.
The checklist is completed by hub site teachers, sent by e-mail or hard copy to the hub
site manager, and forwarded to the content specialists.
1. Extended Unit of Practice Title/Grade Level:
2. What do you want the students to know
and be able to do (the fundamental understandings)?
3. Which national standards (content,
technology, and information literacy standards) do the fundamental under-standings align
with, and how?
4. What is the relevance and significance
of these fundamental understandings?
5. What is the context for this learning?
(Prior and future understandings as well as developmental appropriateness.)
6. Assessmenthow will you know that
the students have learned?
7. What are the components of your extended unit of practice and
how will each component contribute to the learning of all students?
8. URL where currently located.
9. Workforce competencies.
10. Cross-curricular connections.
Exemplary Products Checklist
The Exemplary Products Checklist helps teachers strive for
excellence as they continue to develop their extended unit of practice plans. The checklist is the basis for
determining the potential value of the materials to classroom teachers nationwide, and for
deter-mining whether products should be included in CCTTs "national
collection" as judged by CCTTs Expert Panel (content specialists).
Introduction (written to teachers)
Your proposed content project can
help move classrooms from traditional learning environments to technology-based,
career-related, 21st Century learning centers. Millennium schools will have student
learning front and center, and a broad array of rich technologies that foster new and
seemingly inexhaustible resources for information, data gathering, synthesis, analysis,
interpretation and evaluation. "New" schools will emphasize collaborative and
inquiry-based learning where student projects and products proliferate; there is frequent
discussion and debate about issues and concerns; students teach and learn from one
another; and, teachers are guides and facilitators of learning. The focus will be on what
students are learning rather than on what teachers are teaching; on using effectively, the
technologies that dominate the greater society; on information; on cutting-edge content;
and, on customized curriculum extended units of practice.
The "new" curriculum will reflect
the multiple forces of educational reform: standards; multiple assessment approaches;
technology infusion; what we know about learningabout how students think, learn, and
use what they learn; and, global and career connections. It follows, then, that what you
plan and do in the development of your content project, must be accomplished within the
context of this massive, ongoing, educational reform and change, and must respond to, and
help lead, these many and varied forces of educational reform.
products" checklist that follows is directed at fostering the development of
standards-based, technology-rich content for 21st Century learning centers.
It is directed at ensuring that
essential concepts of the core disciplineswhat students should know and be able to
doform the basis for what you do.
The checklist is organized around
several components: general considerations; student learning, assessment, and technology.
This "guide" has two
important purposes: a) to consider the full range of educational attributes that are
desirable in an exemplary content product for the 21st Century; and b) to decide whether
or not a proposed product should be included in CCTTs national collection.
Much of what you will find in the
checklist may be what you already do. It may not be dramatically new or different for you
and other leaders in educational reform. Its use will provide a more substantive and
consistent context within which to develop new content and within which to influence the
behavior and direction of those using the materials.
The checklist has been deliberately
made more comprehensive in order to ensure that high-quality classroom extended units of practice and lessons
are developed that respond to, and reflect, the multiple forces of educational reform.
As you continue to develop your
project, see how many items included in the checklist you can address. Try to infuse most,
or all of these items, as you proceed in the full-scale development of your product.
Hub site managers, colleagues,
teachers from other hub sites, and the content specialists are available to help you,
along the way.