iRubric: Integrating Technology in a Lesson rubric

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Integrating Technology in a Lesson

Teachers will successfully implement a technology tool in one of their upcoming lessons

Rubric Code: PX66C78

By jdamato

Ready to use

Public Rubric

Subject: (General)

Type: Assignment

Grade Levels: K-5, 6-8, 9-12

Tech Integration Enter rubric description
	Poor 1 pts	Fair 2 pts	Good 3 pts
Technology matches lesson goals Teachers choose a technology tool to enhance student learning.	Poor The technology tool the teacher chose to incorporate does not enhance student learning. Students using the tools are off-task and not working to accomplish a goal.	Fair The technology tool the teacher chose to incorporate matches the objective for the lesson and enhances student learning. Students using the tool are mostly on-task and understand expected outcomes.	Good The technology tool the teacher chose to incorporate matches the lesson objective, enhances student learning, and supports higher-level thinking. Students using the tool are working to accomplish a meaningful task, applying prior knowledge, and producing or creating evidence of new knowledge.
Lesson Preparation is Evident The teacher is familiar with the technology integrated in the lesson.	Poor Teacher has not used the technology previously. Students using the tool receive little explanation and have trouble setting up, using, or creating a product with the tool. The activity is unsuccessful due to student and teacher frustration.	Fair Teacher has worked with the tool before and thoroughly explains how to use it for the assignment. Minimal troubleshooting is needed, and students are able to work with the tool to complete their assignment.	Good Teacher has taught with the tool before and students are familiar with how to use it to complete their assignment. Troubleshooting is successful for basic issues, and students reach/exceed teacher expectations for the class period via the technology tool.
Transitions with Technology Transitions from lesson to technology-based assignment are appropriate.	Poor Transitions involving the use of technology hardware are not well-planned. Instructional time is wasted due to lack of preparation and planning for transitions, and students are off-task.	Fair Transitions involving the use of technology hardware are well-planned. Minor issues arise that are easily solved by the class or teacher, and preparation and organization for the transitions is evident.	Good Transitions involving the use of technology hardware are seamless. Students are aware of and follow a routine for using specific technologies, and no instructional time is wasted. The transitions are organized, well-planned, and contribute to an overall successful use of technology.