Relative Advantage Chart

Grade 6 - English/Language Arts

Learning

Problem

Related Technology

Relative Advantage

Expected Outcomes

1. Students conduct  research digitally and evaluate sources for clarity and appropriateness

Research is done with Google Scholar within Google Docs or Slides and also use digital libraries and databases such as Gale Virtual Research Library (GRVL).

Students can easily access information using a search engine that finds peer reviewed articles.

Students learn to access higher quality resources when working on research papers and can evaluate them with instruction from a teacher

2. Students cite information used for research and avoid plagiarism

Citations are provided in either MLA or APA format in Google Scholar or Google Docs, as well as GRVL. Further, digital citation websites such as Citation Machine.

Students can access and reference information. Digital access makes it possible for students to  accurately and appropriately cite information used.

Teachers can teach student how to use technology to cite and use information appropriately, avoiding plagiarism. Students will gain skills as digital citizenship.

3. Students search for and use digital images

Students can learn to use Google Images search to find images that are free to use. Further, Creative Commons image search using Flickr to find images that are free to use.

Students can easily access images that are free to use using proper search techniques.

Teachers help students learn how to search for and use images appropriately, enhancing their skills with and competency as responsible digital citizens.

4. Students analyze and annotate text

Students can use text annotation tools, such as Kami or commenting on Google Docs to annotate text and analyze text more deeply.

To move analysis and annotation beyond  Substitution (on the SAMR model), they should have a purpose for use in communication.

For example, students can gather evidence for an argument and easily use it when planning to write. Students enhance and deepen their skill accessing digital text.

5. Student conduct research by contacting and connecting with real world experts

Students and teachers use Google Hangouts or Skype to meet with outside experts on topics they are researching.

Teachers have greater access to experts in business and academic fields as travel is not required to make digital contact with real world experts.

Connecting with real world experts enhances the meaning and motivation of students who gain a deeper understanding and connection to their learning.

6. Students engage in collaborative prewriting activities using graphic organizers

Students can create graphic organizers, using Thinking Maps or tools like Padlet or Lino to organize their thoughts. They can also collaborate with peers to organize ideas and plan writing.

Students share evidence gathered digitally and can organize it collaboratively with the tools to plan writing or presentations.

Students gain skill in problem solving, communicating and collaborating using digital tools, enhancing the quality of their writing.

7. Teachers create materials for students digitally, including rubrics to guide student self-directed learning.

Rubrics can be created based on Common Core Standards and 21st Century Skills using Rubistar and Themespark. 

Rubrics guide students to complete tasks at higher levels. Rubric creation tools allow teachers to use standards and 4Cs: Communication, Collaboration, Creativity and Critical Thinking.

Students learn to be self- directed learners when the expectations are made clear in a rubric. Student gain skills that prepare them for the world of work.

8. Students write and receive feedback from peers and teachers

Students provide peer assessment using commenting on Google Docs as well as receiving comments from Teachers using Google Classroom assignments  that are shared with teachers.

The collaborative nature of Google Doc allows teachers and students to provide feedback during the writing process, not just when the writing is completed.

Students improve and practice in real time, allowing formative assessment that guides next instruction for each student.

9. Students publish work digitally and receive real world feedback

Students can make work public, and do daily in their experiences in social media. They will learn to do this responsibly, whether by publishing digital portfolios using Google Sites or blogs using Blogger.

Teachers can guide and instruct students responsible and safe ways to publish and maintain a positive digital footprint. Students gain by building real world connections to their digital work

While many students actively participate in social media, they will have a greater understanding of why and how posting appropriately because of connection to the real world.  

10. Students develop real world communication skills using a variety of communication tools.

Data is represented visually, so students need experience with infographics using tools such as Venngage or Piktochart to demonstrate understanding.

Tools to create visually appealing  Infographics are available for free, allowing students to represent complex information in new ways.

Students gain a deeper understanding by creating infographics to present information visually. In the process of creating Infographics, they gain the ability to read them as well.