Workshop

CLASSROOMS FOR THE FUTURE WORKSHOP MARCH 28, 2009

Promethean Foundation Skills Course

Assessment 1

1. Hover the pen over the activboard 2. Black box above #2 3. Circular arrow facing left 4. Spray Bottle 5. False 6. Arrow pointing right 7. Box with the diagonal 8. Double click on an object 9. Click on the page selection button, click on the page contains the object, drag the object, select

copy 10. The 2 papers

Assessment 2

1. Color picker and fill tool 2. Text tool and power tools 3. ?... 4. Shared resources not selected 5. Sky without tree 6. Open resource box, click my resources, click open image, drag the image, enter file name 7. Arrow in box 8. Right click pen tool 9. Click on main menu, select customize, select tool store, drag color picker, finish 10. Color Picker

Assessment 3

1. Middle 2. 1st circle 3. Right click, menu edit, select layer, select button 4. Puzzle piece at bottom 5. Area 6. 2nd camera 7. Tools 8. Double click 9. Pen tool 10. Dice

Assessment 4

1. 2nd flipchart

2. Draw an object on Microsoft app

3. 4 square box

4. Right click, menu insert, select website, enter address

5. Click on arrow at top

6. Click on N at top

7. Arrow pointing right

8. Top

9. Square spotlight

10. Start spotlight

Insp i ra t ion 8 The essent ia l too l to v isual ize, th ink, organize and learn.

Jackie Gilmartin Technology Staff Developer Technology Department Port Washington UFSD

Inspiration The essential tool to visualize, think, organize and learn. Page 1 of 12

The Starter Screen Begin projects quickly from the Inspiration Starter screen. Create a new diagram or outline, continue work on a recent file or jumpstart any assignment with the ready-made templates. You can also explore “how to” videos and curriculum resources by selecting “Learn to Use”. Inspiration has two views: Diagram View Outline View

As you work, both keep track of your ideas. Sometimes you will work exclusively in Diagram View to create a graphic organizer or a map showing how ideas or concepts relate. Other times you will work in Outline View where you might organize and write a report.


Diagram View You can use Diagram View to create a diagram or a map that shows the relationship between ideas or concepts. Here’s what Diagram View looks like: Getting Started in Diagram View • From the Inspiration Starter, select Diagram. • The Main Idea symbol provides a starting point for you work.

Type a topic into the Main Idea symbol. • Now you are ready to add topics that expand or explain your main idea. Adding Ideas The RapidFire tool allows you to add a series of ideas that are connected to a symbol or to add a series of unconnected ideas. To add connected ideas: • Select the Main Idea symbol. • Click the RapidFire button. A red lightning bolt appears in the symbol. • Type a subtopic and press Enter. • Repeat as necessary. Your web will grow. • Click the RapidFire button again to turn it off.

Symbol palette

Main toolbar

Starting point, main idea

Note

Formatting toolbar Subtopic


To add unconnected ideas with RapidFire: • Select the main idea symbol. • On the Main toolbar, click the RapidFire Options button.

Select Without Links. • The red lightning bolt appears in the symbol. • Type a subtopic and press Enter. • Repeat as necessary. • Click the RapidFire button to turn the tool off. Point and type to add an unconnected symbol: • Click in the open area of the diagram. • Type a topic. • A new symbol will be created. Use the Create tool to add a linked symbol: • Select the symbol you want to have the new symbol connected to. • Click the Create button on the Main toolbar. You can select the direction of the

new link on the Create button. • A new symbol appears. • Type a topic. • Click outside the symbol when finished. Link Unconnected Symbols • Click the symbol where the link will start. • On the Main toolbar, click the Link button. • Click the symbol where the link will end. • Repeat as necessary. • Click the Link button again to turn off.


Changing the Look of a Diagram There are several ways to change the appearance of a symbol or group of symbols. First select the symbol or symbols. To select multiple symbols, hold down the Shift key while selecting the symbols. To select all symbols, click Edit> Select> Symbols. Once the symbols are selected, use the buttons on the Formatting toolbar to make changes.

You can use the menus to change text and symbol properties as well. Be sure to select a symbol or multiple symbols before using the menus to make changes. The Text menu will allow you to make changes to the appearance of the text such as font, style, size, color, etc. The Effect menu will allow you to make changes to the appearance of the symbol such as line thickness, line color, fill color, etc. Adding Symbols Inspiration provides more than 1,000 symbols to help represent concepts and ideas. You will find them organized in the symbol palette by curriculum-based categories. Inspiration's search function makes finding just the right image very easy. The Symbol palette should open when you begin in Diagram view. If you do not see the symbol palette, click View> Symbol Palette or press the F8 button on the keyboard. See the next page for more details on how to use the Symbol palette.

Font

Font Size

Bold

Italic

Underline

Font color

Line Thickness

Apply/Set Default

Draw a

Nudge

Move

Line and Fill color


The Symbol Palette

Changing a Symbol to a New Shape or Image • Select the symbol or symbols. (Hold Shift to select multiple images) • Click the new shape or image from the library. (do not click and drag) • If there is text in a symbol, it will be moved under the new image. It is still part of the

symbol. Resizing a Symbol • Select a symbol. • Use the square boxes to resize.

Click and drag out to enlarge. Click and drag in to make smaller.

Adding Symbols to a Diagram Images can be dragged from the symbol palette into Diagram view without having to replace a symbol. Just click and drag an image to the Diagram view.

Use these tools to change the shape of a symbol. Be sure to select the symbol first, then the new symbol or shape.

Type a keyword and press Enter. The symbols screen will switch to the Search tab and where you will see your results.

Click the down arrow to see a list of the library categories. Each category can expand further, just click on the arrow. To select a library, click on the name.

Original symbol Changed shape Changed to image from

symbol palette

Click the arrows to turn the pages forward and back within a library.


Arrange a Diagram Using the Arrange Tool The Arrange tool changes a freeform diagram into a more structured layout. You can apply one of three basic arrangements to a diagram, then make refinements using the Arrange options. • Select the main idea symbol. • On the Main toolbar, click the arrow next to the Arrange button. • Make a selection and the diagram will be arranged. • For more Options, click the Arrange button or select More. • The Arrange dialog box will open. • Make a selection from the list or click More Options. • Make your selections and click OK.

Fewer Options

More Options


Outline View Inspiration’s diagramming and outlining views are fully integrated. While you have been creating a web of ideas in Diagram View, Inspiration has also been building an outline of your work in Outline View. Outline View looks like this:

Switch from Diagram View to Outline View To switch to Outline View from Diagram View, select the Outline button on the main toolbar. The diagram is transformed into an outline. The symbols now appear as topics and subtopics. If you added a symbol, the picture-to-topic option automatically provides a label.

In Outline View, select the Diagram button on the main toolbar to switch back to the Diagram View.

Subtopic Quick Control– will hide/show subtopics

Switch to Diagram View

Main toolbar

Formatting toolbar Zoom

Main Idea

topics


Add a Topic Topics are the core ideas in your outline. You can add a new topic in Outline View as easily as you added a new symbol in Diagram View. • Select a topic. A selection box will appear around the topic to

show it’s selected. • On the Main toolbar, click the Topic button. • Inspiration will insert a new topic and automatically assign it a

prefix. The cursor moves to the new line so you are ready to enter text.

Add a Subtopic In the same way you added a new topic, you can add new subtopics. • Select a topic. • On the Main toolbar, click the Subtopic button. • Inspiration automatically indents it one level below the selected

topic and assigns it a prefix. The cursor moves to the new line so you can enter text.

Move a Topic By Dragging The most direct way to organize your outline is by dragging a topic up or down in the outline. • Select the topic. • Drag the topic so it is positioned where you want it and

release the mouse button. The topic remains in its original position until you release the mouse. You can tell where the topic’s new location will be by watching the gray line as you drag.

• The small highlighted dot indicates the indentation level. To move a topic to a become a subtopic in new location, drag up or down first, then to the right.

Change the Level of a Topic • To move a topic to a lower level in the outline, use the Right tool

to move it down in the hierarchy. • To move a topic to a higher level in the outline, use the Left tool

to movie it up in the hierarchy. Add a Note Notes text is a good way to further develop ideas in Outline View. You can add anything form one sentence to multiple paragraphs to several pages of text. • Select a topic. • On the Main toolbar, click the Note button. • The cursor moves to a new line so you can enter notes text. • When you add a note, a Note Quick Control

appears in the column to the left of the topic. • Click the Note Quick Control to turn on and off.


Insert a Hyperlink You can integrate resources from the Internet by creating hyperlinks in your document. This can be done in Diagram or Outline View. • Highlight the text you want to become the hyperlink. • On the Main toolbar, click the Hyperlink button. • Select Web Page. • The selected text appears in the Hyperlink

Text box. • In the Link To box, type or paste the web

address. Click OK. • The text will become a hyperlink. Word Guide The Word Guide helps you select words with precision while building vocabulary. This integrated dictionary and thesaurus links synonyms to specific definitions so word choices can be made with greater understanding. To look up a word, select it and click the Word Guide button on the Main toolbar.

Select a word from the synonyms word list and click Replace.

Click the speaker button to listen to the word.

Double click on a word to see the definition and synonyms.


Transfer to a Word Processor When you are ready to finalize your work for publication, you can easily transfer it into Microsoft Word. You must save your work first. • Click the Transfer button on the Main toolbar.

(You can do this in Outline or Diagram View) • If you would like to include the diagram make sure it is

selected and then make any selections for the outline to transfer over.

• Click OK. • The file will open in Microsoft Word. If you have any links

they will be active in Word as well. • Save the Word file when finished. Saving Documents • On the File menu, choose Save • Select the folder where you want to save the document. If you are going to have

students open this, save in the Shared Folder. • The file name is generated from the Main Idea. Keep or change before you save. • Click Save (all Inspiration documents are saved with an .isf extension) • When students open this file, be sure to have them immediately save the document

in their My Documents so no changes are made to your file.


Printing Your Work Before you print your project, you can determine layout, margins, headers and footers and more. • On the File menu, select Page Setup. • Make selections using the tabs (layout, margins, header/footer) • Click the Print Preview button to view before printing. • The Print Preview screen will open. • To make additional changes click the Page Setup button. • To print, click the Print button.


50 Ways to Use Wikis for a More Collaborative and Interactive Classroom

Wikis are an exceptionally useful tool for getting students more involved in curriculum. They’re often appealing

and fun for students to use, while at the same time ideal for encouraging participation, collaboration, and

interaction. Read on to see how you can put wikis to work in your classroom.

Resource Creation

Using these ideas, your students can collaboratively create classroom valuables.

1. Virtual field trips: Have your students research far away places they would like to go on a field trip, and get them to share images and information about the location.

2. Create presentations: Instead of using traditional presentation software, put presentations on a wiki. 3. Write a Wikibook: Make it a class project to collaboratively write a reference book that others can use. 4. Study guides: Ask students to create study guides for a specific part of the unit you’re studying. 5. Readers’ guides: Have your students create readers’ guides to share their favorite and most important parts of works

you’ve read in class. 6. Solving wiki: Post difficult math problems, such as calculus, so that the class can collaboratively solve them. 7. Glossary: Get your class to create a glossary of terms they use and learn about in new units, adding definitions and

images. 8. Class encyclopedia: Ask your class to create an "encyclopedia" on a topic, adding useful information that can be built

upon through the years. 9. Create exploratory projects: If you’re teaching a new subject, ask your students to collect and share information in

the wiki so that you can learn together.

Student Participation

These projects are sure to get your students involved.

10. Exam review: Encourage students to share review notes and other helpful pieces of information on your classroom’s wiki.

11. Peer review: Allow students to draft their papers in a wiki, then ask other students to comment it. 12. Student portfolios: Assign portfolio pages to each of your students, and allow them to display and discuss their work. 13. Correction competition: You can post a document riddled with mistakes, then have students compete to see who can

fix the most errors fastest. 14. Peer editing: Ask students to edit each others’ work for spelling, grammar, and facts based on a style guide or rules

you’ve defined. 15. Vocabulary lists: Encourage students to submit words that they had trouble with, along with a dictionary entry. 16. Get feedback: Ask students to post comments on wiki pages. 17. Share notes: Let your students share their collective information so that everyone gets a better understanding of the

subject.

Group Projects

Allow wikis to facilitate group work by using these ideas.

18. Group authoring: By asking groups to use central documents in a wiki, you can ensure that everyone’s documentation will be uniform.

19. Grandma timeline: Have your students create a history timeline using Grandmas as units of time.

http://www.smartteaching.org/blog/2008/08/50-ways-to-use-wikis-for-a-more-collaborative-and-interactive-classroom/

http://www.smartteaching.org/blog/2008/08/50-ways-to-use-wikis-for-a-more-collaborative-and-interactive-classroom/

http://en.wikipedia.org/wiki/Virtual_field_trip

http://scienceofspectroscopy.info/edit/index.php?title=Using_wiki_in_education#Ways_to_use_Wiki_in_Education

http://en.wikibooks.org/wiki/Main_Page

http://www.teachersfirst.com/content/wiki/wikiideas1.cfm

http://www.theteacherscorner.net/forums/showthread.php?t=2896




http://coolcatteacher.blogspot.com/2006/08/how-i-use-wikis-what-do-you-do.html



http://wik.ed.uiuc.edu/index.php/Wiki_in_a_K-12_classroom

http://www.library.ubc.ca/edlib/courses/lled320/Wikiland6.ppt

http://www.teachinghacks.com/wiki/index.php?title=Wikis#Quick_Ideas_Around_Classroom_Uses_of_Wikis

http://suavocab.wetpaint.com/

http://coolcatteacher.blogspot.com/2005/12/wiki-wiki-teaching-art-of-using-wiki.html


http://www.classdocoproject.wetpaint.com/

http://cmstimeline.pbwiki.com/

20. Organize ideas: Allow group members to post their ideas in a wiki, and you’ll cut down on duplicate ideas, while at the same time allowing them to build upon the ideas.

21. Fan clubs: Start fan clubs for your students’ favorite figures from history and ask them to contribute their favorite quotes, photos, and other tidbits together.

22. Track projects: With wikis, it’s easy for students to see which tasks have been completed and which ones still need to be fulfilled.

23. Track participation: Assign a wiki page to a group project, and then individual pages for each student to show their participation.

Student Interaction

Get your students to work together on these projects.

24. Collect data: Use central documents to make sure that data collection is uniform and easy to manage. 25. Mock‐debate: Pit two class candidates against each other and perform a debate on your wiki. 26. Study buddy matching: Let students match themselves up into study buddy pairs. 27. Multi‐author story: Start a creative writing unit, and get your students to write a short story together, each writing a

small amount of the story. 28. Choose your own adventure story: A twist on the multi‐author story could be a choose your own adventure story,

where each student branches out into a different path. 29. Share reviews: Post articles for different movies, books, and TV shows, encouraging students to share what they

though about them. 30. Literature circles: Host a book club on your wiki where students are required to read the same book, then discuss it

on the wiki.

For the Classroom

Use your wiki to create spaces that are special to your class.

31. Classroom FAQ: Make it a class project to create an FAQ for your classroom that will help new students and those that will come in years later.

32. Classroom scrapbook: Share news, photos, and current achievements in your classroom on a wiki page. 33. Calendar: Create a calendar on the wiki and encourage students to add their own personally important dates. 34. Classroom newspaper: Create your own news outlet on a wiki. 35. Hall of fame: Highlight students’ exceptional achievements on the wiki. 36. Classroom policies: Encourage students to draft rules and policies for the classroom.

Community

Reach out to the community with these resources that everyone can appreciate.

37. School tour: Get your class to take photos of your school and write about their favorite spots on the wiki, then share it with the rest of your school and your local community.

38. Recipe book: Ask students to bring in their favorite recipes from home, then share them with parents and the rest of the community.

39. International sharing: Collaborate with a class from another country and share information about your culture, or even a day in the life of a typical student.

40. Local history: Document historical buildings, events, and more from our community. You can ask students to perform interviews, and encourage parents and other adults to contribute their knowledge in the wiki.

41. Community FAQ: Ask students to create an FAQ for their community, then pass it on to your next group of students. 42. Community nature guide: Have your students collect highlights of plants and animals in your community. 43. Share achievements: Let parents log in to the wiki to see what their children have accomplished.



http://aquasquad.wetpaint.com/

http://b22geotopias.wetpaint.com/



http://tampabaymentormatch.wetpaint.com/

http://terrythetennisball.wikispaces.com/

http://educationalwikis.wikispaces.com/space/showimage/Welcome+to+the+world+of+wikis.pdf

http://books.editme.com/

http://danarichardson.pbwiki.com/

http://www.teachinghacks.com/wiki/index.php?title=Wikis#Quick_Ideas_Around_Classroom_Uses_of_Wikis

http://www.wikispaces.com/examples

http://www.classroom20wiki.com/Wikis

http://jaguaronline.wetpaint.com/

http://www.teachinghacks.com/wiki/index.php?title=Uses_and_Potentials_of_Wikis_in_the_Classroom

http://www.wikithat.com/wiki_that/2005/10/good_ideas_for_.html





http://wikisineducation.wetpaint.com/page/guildfordlives.wetpaint.com

http://littlewoodnatureguide.wetpaint.com/

http://www.classroom20wiki.com/Wikis

Other

Here are even more fun and useful ways to improve your classroom with a wiki.

44. Let your students leave their books at school: With a strong classroom wiki, you should have a wealth of information available, so much so that students can leave their books at school and access information online.

45. Use wikis as a hub: Any time a student creates anything online, ask them to link to it or upload it to the wiki so that everyone can use it.

46. Make website creation easier for students: Using a wiki platform, students don’t have to worry about web design, so they can focus on content instead.

47. Organization: Save links, documents, and quotes related to units or your classroom as a whole. 48. Track assignments: If you ask students to put their research on wikis, you can check in on their progress to make sure

they’re on the right path. 49. Teacher collaboration: Work with other teachers to create lesson plans and track students’ success. 50. Create and pass a legislative bill: Let students see the back and forth that exists in legislation by creating their own

and attempting to pass it.


http://aristotle-experiment.wikispaces.com/





http://www.wikithat.com/wiki_that/2005/10/good_ideas_for_.html

Entry: The teacher uses technology to deliver curriculum content to students.

Adoption: The teacher directs students in the conventional use of tool-based software. If such software is available, this level is the recommended entry point.

Adaptation: The teacher encourages adaptation of tool-based software by allowing students to select a tool and modify its use to accomplish the task at hand.

Infusion: The teacher creates a learning environment that infuses the power of technology tools throughout the day and across subject areas.

Transformation: The teacher creates a rich learning environment in which students regularly engage in activities that would have been impossible to achieve without technology.

Active: Students are actively engaged in using technology as a tool rather than passively receiving information from the technology.

Students use technology for drill and practice and computer based training.

Students begin to utilize technology tools to create products, for example using a word processor to create a report.

Students have opportunities to select and modify technology tools to accomplish specific purposes, for example using colored cells on a spreadsheet to plan a garden.

Throughout the school day, students are empowered to select appropriate technology tools and actively apply them to the tasks at hand.

Given ongoing access to online resources, students actively select and pursue topics beyond the limitations of even the best school library.

Collaborative: Students use technology tools to collaborate with others rather than working individually at all times.

Students primarily work alone when using technology.

Students have opportunities to utilize collaborative tools, such as email, in conventional ways.

Students have opportunities to select and modify technology tools to facilitate collaborative work.

Throughout the day and across subject areas, students utilize technology tools to facilitate collaborative learning.

Technology enables students to collaborate with peers and experts irrespective of time zone or physical distances.

Constructive: Students use technology tools to build understanding rather than simply receive information.

Technology is used to deliver information to students.

Students begin to utilize constructive tools such as graphic organizers to build upon prior knowledge and construct meaning.

Students have opportunities to select and modify technology tools to assist them in the construction of understanding.

Students utilize technology to make connections and construct understanding across disciplines and throughout the day.

Students use technology to construct, share, and publish knowledge to a worldwide audience.

Authentic: Students use technology tools to solve real-world problems meaningful to them rather than working on artificial assignments.

Students use technology to complete assigned activities that are generally unrelated to real-world problems.

Students have opportunities to apply technology tools to some content-specific activities that are based on real-world problems.

Students have opportunities to select and modify technology tools to solve problems based on real-world issues.

Students select appropriate technology tools to complete authentic tasks across disciplines.

By means of technology tools, students participate in outside-of-school projects and problem-solving activities that have meaning for the students and the community.

Goal Directed: Students use technology tools to set goals, plan activities, monitor progress, and evaluate results rather than simply completing assignments without reflection.

Students receive directions, guidance, and feedback from technology, rather than using technology tools to set goals, plan activities, monitor progress, or self-evaluate.

From time to time, students have the opportunity to use technology to either plan, monitor, or evaluate an activity.

Students have opportunities to select and modify the use of technology tools to facilitate goal-setting, planning, monitoring, and evaluating specific activities.

Students use technology tools to set goals, plan activities, monitor progress, and evaluate results throughout the curriculum.

Students engage in ongoing metacognative activities at a level that would be unattainable without the support of technology tools.

Levels of Technology Integration into the Curriculum

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Technology Integration Matrix

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http://edorigami.wikispaces.com/Bloom's+and+ICT+tools

http://projects.coe.uga.edu/epltt/

http://coe.sdsu.edu/eet/Articles/BloomsLD/start.htm

http://rite.ed.qut.edu.au/oz-teachernet/index.php?module=ContentExpress&func=display&ceid=29

http://rite.ed.qut.edu.au/oz-teachernet/index.php?module=ContentExpress&func=display&ceid=29

http://coe.sdsu.edu/eet/Articles/bloomrev/start.htm

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Bloom’s Revised Planning Sheet

Hig

her-o

rder

thin

king

Bloom’s (2001) Action Verb Learning Activity Question 21st Century Connection Technology Resources

Create

(Putting together ideas or elements to develop an original idea or engage in creative thinking).

Design

Evaluate (Judging the value of ideas, materials and methods by developing and applying standards and criteria).

Critique

Analyze (Breaking information down into its component elements).

Compare

Low

er-o

rder

thin

king

Apply (Using strategies, concepts, principles and theories in new situations).

Implement

Understand (Understanding of given information).

Summarize

Remember (Recall or recognition of specific information).

Describe

Notes:

The ISTE National Educational Technology Standards (NETS•T)

and Performance Indicators for TeachersEffective teachers model and apply the National Educational Technology Standards for Students (NETS•S) as they design, implement, and assess learning experiences to engage students and improve learning; enrich professional practice; and provide positive models for students, colleagues, and the community. All teachers should meet the following standards and performance indicators. Teachers:

1. Facilitate and Inspire Student Learning and Creativity Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers: a. promote, support, and model creative and innovative thinking and inventiveness b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources c. promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments

2. Design and Develop Digital-Age Learning Experiences and Assessments Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers: a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress c. customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources d. provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching

3. Model Digital-Age Work and Learning Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers: a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning

4. Promote and Model Digital Citizenship and Responsibility Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers: a. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources b. address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools and resources c. promote and model digital etiquette and responsible social interactions related to the use of technology and information d. develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools

5. Engage in Professional Growth and Leadership Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers: a. participate in local and global learning communities to explore creative applications of technology to improve student learning b. exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others c. evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning d. contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community

Copyright © 2008, ISTE (International Society for Technology in Education), 1.800.336.5191 (U.S. & Canada) or 1.541.302.3777 (Int’l), [email protected], www.iste.org. All rights reserved.

The ISTE National Educational Technology Standards (NETS•S)

and Performance Indicators for Students1. 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. c. use models and simulations to explore complex systems and issues. d. identify trends and forecast possibilities.

2. Communication and Collaboration 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. c. develop cultural understanding and global awareness by engaging with learners of other cultures. d. contribute to project teams to produce original works or solve problems.

3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: a. plan strategies to guide inquiry. b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. d. process data and report results.

4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: a. identify and define authentic problems and significant questions for investigation. b. plan and manage activities to develop a solution or complete a project. c. collect and analyze data to identify solutions and/or make informed decisions. d. use multiple processes and diverse perspectives to explore alternative solutions.

5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: a. advocate and practice safe, legal, and responsible use of information and technology. b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c. demonstrate personal responsibility for lifelong learning. d. exhibit leadership for digital citizenship.

6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. understand and use technology systems. b. select and use applications effectively and productively. c. troubleshoot systems and applications. d. transfer current knowledge to learning of new technologies.

© 2007 International Society for Technology in Education. ISTE® is a registered trademark of the International Society for Technology in Education.

World rights reserved. No part of this book may be reproduced or transmitted in any form or by any means—electronic, mechanical, photocopying, recording, or by any information storage or retrieval system—without prior written permission from the publisher. Contact Permissions Editor, ISTE, 175 West Broadway, Suite 300, Eugene, OR 97401-3003; fax: 1.541.302.3780; e-mail: [email protected] or visit www.iste.org/permissions/.

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