The Alberta Technology Outcomes Interim Program of Studies include many learner outcomes that are not just related to the integration of technology but are in fact fundamental to most areas of learning. Many "technology" outcomes focus on the development of critical thinking and the ways that students learn to process information. They include:

• ethical use of resources, copyright, balancing the right to information with the right to personal privacy, citing resources and modeling responsible behavior
   
• working collaboratively, demonstrating courtesy, using appropriate etiquette
   
• assessing authenticity of resources, discerning how visual presentation can influence perception and manipulate intentions
   
• practicing ergonomics and safety
   
• seeking a variety of resources, and alternative viewpoints

• considering the validity, accuracy and relevance of data for the purposes used
   
• planning projects, developing questions, managing time, developing critical thinking
   
• questioning, accessing, selecting, retrieving, sharing, comparing, classifying, sorting, organizing, designing, creating, evaluating
   
• using jottings, point form, or retelling; drawing conclusions, making predictions, summarizing
   
• using graphic organizers: flow charting, graphing, webbing, mind-mapping
   
• extending the scope of the project beyond the classroom

The Alberta Information and Communications Technology Outcomes Program of Studies June 000,
(1.46M pdf file)

The following links may be useful for developing the above mentioned thinking skills:

• Questioning

  • Framing Essential Questions

  • The Question Is the Answer

  • The Greatest Technology of them all: The Human Question

  • Telling Questions and the Search for Insight

  • A Questioning Toolkit 

  • Strategies to Engender Student Questioning

• Question Archive by Category at How Stuff Works

  • Top 40 articles and questions

   

Organizing/Analyzing information

Mind Tools

• Technoology in Teaching
• Computers as Mind Tools for Engaging Learners in Critical Thinking (700K pfd file) by David Jonassen etc. al, March 1998 edition of the Techtrends magazine.  
• Mind Tools Resource Page
• Mindtools for the classroom
  • Mindtools Rubrics Page

• Thinking and Learning to Learn 

  • Resources

Analyzing

• Data Sources: From data to information to insight

• Deep Thinking and Deep Reading in an Age of Info-Glut, Info-Garbage Info-Glitz and Info-Glimmer

• Decision Trees

• Problem Solving and Analytical Techniques

• Student Study Guides

Concept Maps

• Concept Maps as Hypermedia Components
• Collaboration Through Concept Maps

Graphic Organizers

• Four Basic Patterns of Knowledge Organization

• Concept Mapping

• Learning Resources: Graphic Organizers

• Graphical Organizers  as Thinking Technology (A Picture is Worth a Thousand Words)

• Inspiration in the Classroom

• The Concept Mapping Workshop

  • How to develop a concept map (showing relationships)

• Developing Ideas And Organizing Thinking?

  • Planning diagrams

  • Idea Maps for Generating Ideas

  • Inspiration Examples

  • Index Graphic Organizers

  • Graphic Organizers

• Graphic Organizers

• Examples of Graphical Organizers

  • Graphic Organizers

    • Diagrams, Maps, and Charts

  • Strategic Transitions Educational Sitemap

  • Using Inspiration to Organize Reading and Writing

  • Connecting - Organizing Information

Demo software for brainstorming and organizing ideas:

• Canadian Supplier for Inspiration

  • Free 30 day download 

  • About Inspiration

• MindManager
  

Synthesizing

• Grazing the Net part 1

• Grazing the Net part 2

                Jamie McKenzie FNO, From Now On - The Educational Technology Journal

Evaluating the Learning Process & Product

This "Was it worth doing?" question is asking about whether a teacher is ready to do a telecollaborative project. It is not asking the question "Is technology worth integrating into classroom learning projects?"  Using technology in the learning process is not an open question. It is a mandate!  However, teachers need to ask themselves if they are ready to proceed to the techno-constructivist stage. (See Are You a Techno-constructivist?)