Creating Posters for the Classroom

Creating Posters using Powerpoint

Description of tool:

I have used Powerpoint for presentations, but never for anything else until recently. I just learned how to use Powerpoint to create posters. You can create a poster of any size, and put anything you want on it. You just create a slide like you normally would in Powerpoint, but choose poster when you print it. You then put the poster together and you have a poster you made. It takes as much as you want it to. It all depends on how much you want to put into your slide. The poster will print out on anywhere from two pages to more depending on the size of the poster. Depending on the printer you choose, the poster can be in color or black-and-white. If you know how to use Powerpoint, you can learn how to print a poster.

Dr. Okland's Website

Pedagogical uses:

The uses for posters are endless. I just created three different posters for my classroom. I have multiplication strategies on one poster and division posters on another. The third poster, I created a checklist for students before they hand in their assignment. Anything you want your students to see can be put on a poster. Since the poster is created in Powerpoint, you can put pictures of any type onto the slide, so you can create posters for any subject you want. 

Students can be taught how to create a slide for any project you want them to complete. The students could then print out the posters and present them to their classmates. They wouldn't have to print them out, however, They could just share the slide if you would like to go paperless. Students could present any number of things from Science concepts to a book they just read. 

Division Vocabulary Poster 

Student assignment checklist poster 

Multiplication strategies poster

Cost of tool:

The only cost associated with the tool is having Microsoft Powerpoint on your computer and access to a printer if you want to print off the poster. I also had to have tape to tape together the posters. As you can see I have QR codes on my poster, so I would need access to a QR reader. The QR codes go to different websites where students can practice the strategies. 

Why you want to learn this tool:

I just found a new, cost efficient way to create posters. Any concept I want to show my students in a larger format I can. Creating posters using Powerpoint is easy and fun to do. Students can create their own posters and it doesn't take a long time to create. Also, you can add pictures and QR codes to the poster, which makes the poster interactive. Once students know how to create posters, the possibilities of what they can do with the knowledge is endless. 

As a teacher, you may see that your students need to see a better visual of a concept. You can put it on a poster using Powerpoint. You can then print it off and have it at a station or in a location for students to look at it. Posters can be colorful or black and white. Again, they are easy to make and can add information to your classroom. 

Sources:

ISTE Standards. (2015). Retrieved July 22, 2015, from http://www.iste.org/standards
Okland, S. (2015). PPT-tutorial-Posters-Windows.pdf. Retrieved July 27, 2015, from https://drive.google.com/file/d/0B-rOh7btx4EhZHBpMHc3QW5KVWs/view 

ISTE Standards:

Teacher:

1. Facilitate and inspire student learning and creativity
1. promote, support, and model creative and innovative thinking and inventiveness
2. engage students in exploring real-world issues and solving authentic problems using digital tools and resources
3. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
4. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environment
2. Design and develop digital age learning experiences and assessments
1. Design or adapt learning experiences that incorporate digital tools and resources to promote student learning and creativity
2. 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
3. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
4. 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
1. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations
2. Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation
3. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats
4. Model and facilitate effective use of emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning
4. Promote and model digital citizenship and responsibility
1. 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
2. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources
3. N/A
4. N/A
5. Engage in professional growth and leadership
1. Participate in local and global learning communities to explore creative applications of technology to improve student learning
2. 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
3. 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
4. Contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community

Students:

1. Creativity and innovation
1. Apply existing knowledge to generate new ideas, products, or processes
2. Create original works as a means of personal or group expression
3. Use models and simulations to explore complex systems and issues
4. N/A
2. Communication and collaboration
1. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media
2. Communicate information and ideas effectively to multiple audiences using a variety of media and formats
3. N/A
4. Contribute to project teams to produce original works or solve problems
3. Research and information fluency
1. Plan strategies to guide inquiry
2. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
3. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks
4. Process data and report results
4. Critical thinking, problem solving, and decision making
1. Identify and define authentic problems and significant questions for investigation
2. Plan and manage activities to develop a solution or complete a project
3. Collect and analyze data to identify solutions and/or make informed decisions
4. Use multiple processes and diverse perspectives to explore alternative solutions
5. Digital citizenship
1. Advocate and practice safe, legal, and responsible use of information and technology
2. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity
3. Demonstrate personal responsibility for lifelong learning
4. Exhibit leadership for digital citizenship
6. Technology operations and concepts
1. Understand and use technology systems
2. Select and use applications effectively and productively
3. Troubleshoot systems and applications
4. Transfer current knowledge to learning of new technologies

QR Codes

QR Codes

Description of tool:

QR codes are similar to a bar code that you scan with a QR reader. You can access QR readers on your cell phone or tablets. You must have a QR reader in order to use QR codes. QR codes can be made with a QR generator. When you scan a QR code with a reader, the code takes you to a website you can access on your phone or tablet. QR codes make it possible to visit websites without having to type in the web address. The QR code takes you directly to the website. It makes it easier for students to visit websites. It saves them time and energy because they won't waste half the class trying to type in a website address. QR codes are really easy to make if you use a QR generator. I use goo.gl URL shortener. I used it as an extension on Google Chrome. All I have to do is click the shortener for the website page I am on. The goo.gl shortener gives me a shortened web address as well as a QR code. I just copy and paste the QR code into whatever document I want the students to use for the codes. 

Pedagogical uses:

12 Ways to Use QR Codes in the Classroom

49 Ways to Use QR Codes

I personally will use QR codes for my students to have a quick way to get to a website. My students will also be generating QR codes for reports and to share their sources. It will take a lot less time for my students to get started on a webquest if they can use Ipads to scan QR codes. Students will think its fun that they get to use Ipads to do worksheets! However, my students will scanning the QR code for the worksheet and then doing the work on a whiteboard. QR codes can allow you to go paperless in your classroom if so choose. 

My favorite thing about QR codes is how easy they are to scan and how it saves you time typing in a website. 

QR codes are accessible everywhere. There are businesses that have started to put QR codes on their products. Students could go on a QR scavenger hunt to see how many QR codes they can find in their everyday lives. 

Plus, QR codes are a fun way to implement technology into a classroom setting. There are a lot of resources on the internet with QR codes already generated. 

Goo.gl shortner with QR code generator

Location of the tool:

The QR code generator I used is an extension of Google Chrome. You can find the extension in the Chrome store at https://chrome.google.com/webstore/category/apps?utm_source=chrome-ntp-icon. If you look online, there are numerous websites that will create QR codes for you. You just have to find the right one that works for you. As for QR readers, you can find them in the app store. Again, you have to find the right QR reader that works for you. Some readers save where you have been, others do not.
https://www.the-qrcode-generator.com/
http://www.qr-code-generator.com/

Why you want to learn this tool:

QR codes are easy to generate and they will save your students time. Students can use an Ipad or phone to snap the QR code instead of taking the time to type in the website. QR codes are a great way for students to share information with you or each other. They do not take a long time to generate and they are fun to use. Plus, if you get the right QR reader, the reader will save the QR codes you have snapped so you don't have to write down websites you have visited. QR codes are a great way to incorporate technology into your classroom and a great way to use less paper in the classroom. 

Sources:

Barrett, T. (n.d.). 49 Interesting Ways to Use QR Codes to Support Learning. Retrieved July 27, 2015, from https://docs.google.com/presentation/d/1ujQ_jnrGc5BE9oEA47CBkpgwjLXjN6IlIjrDlXUJvFs/embed?slide=id.i0

ISTE Standards. (2015). Retrieved July 22, 2015, from http://www.iste.org/standards

Miller, A. (2011, December 5). Twelve Ideas for Teaching with QR Codes. Retrieved July 27, 2015.

ISTE Standards:

Teacher:

1. Facilitate and inspire student learning and creativity
1. promote, support, and model creative and innovative thinking and inventiveness
2. engage students in exploring real-world issues and solving authentic problems using digital tools and resources
3. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
4. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environment
2. Design and develop digital age learning experiences and assessments
1. Design or adapt learning experiences that incorporate digital tools and resources to promote student learning and creativity
2. 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
3. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
4. 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
1. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations
2. Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation
3. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats
4. Model and facilitate effective use of emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning
4. Promote and model digital citizenship and responsibility
1. 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
2. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources
3. Promote and model digital etiquette and responsible social interaction related to the use of technology and information
4. N/A
5. Engage in professional growth and leadership
1. Participate in local and global learning communities to explore creative applications of technology to improve student learning
2. 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
3. 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
4. Contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community

Students:

1. Creativity and innovation
1. Apply existing knowledge to generate new ideas, products, or processes
2. N/A
3. Use models and simulations to explore complex systems and issues
4. N/A
2. Communication and collaboration
1. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media
2. Communicate information and ideas effectively to multiple audiences using a variety of media and formats
3. N/A
4. Contribute to project teams to produce original works or solve problems
3. Research and information fluency
1. Plan strategies to guide inquiry
2. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
3. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks
4. N/A
4. Critical thinking, problem solving, and decision making
1. Identify and define authentic problems and significant questions for investigation
2. Plan and manage activities to develop a solution or complete a project
3. Collect and analyze data to identify solutions and/or make informed decisions
4. Use multiple processes and diverse perspectives to explore alternative solutions
5. Digital citizenship
1. Advocate and practice safe, legal, and responsible use of information and technology
2. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity
3. Demonstrate personal responsibility for lifelong learning
4. Exhibit leadership for digital citizenship
6. Technology operations and concepts
1. Understand and use technology systems
2. Select and use applications effectively and productively
3. Troubleshoot systems and applications
4. Transfer current knowledge to learning of new technologies

Ipads

Ipads in Education

Description of tool:

Ipads are used in technology for many reasons. Ipads can be used for an assessment by you. You can test the students on their fluency, comprehension, or reading ability. You can also have students use the numerous education apps found on the app store. A lot of apps are free; you just have to dig for the ones you want. AppsGoneFree is a great way to find apps that are free for the day or week. It is also helpful to follow users on Twitter that are familiar with Ipads. The tweeters can suggest apps that may be good for education. 

I personally use Ipads in my classroom for IXL which is a practice program for Math and Language Arts. My students also use Ipads for apps to practice their spelling words. I use Spelling City. I have used Ipads in the past for Google Earth and Google Maps. The students LOVE finding their homes and walking on their streets. In previous years, students could earn free time on the Ipads. They played games that were educational or school appropriate. I would love to expand the use of Ipads and include QR codes and reading apps.

Pedagogical use:

There are numerous uses for Ipads. First, you can use Ipads to check for students' reading comprehension, accuracy, and retell ability using an app. You can also give quizzes to the students using Ipads. You have the ability to see exactly what your students are doing on their Ipad using an app called Classkick. You can also assign them problems to do on their Ipad and watch them as they do it. Students can use Ipads to work on Math, Science, Social Studies, or Language Arts. Students can also go on a photo scavenger hunt or use Ipads to go to websites using QR codes. The uses of Ipads for students are endless. 

Pedagogical Use for Ipads

 Holland, B. (2013, July 11). IPads: From Pedagogical Crutch to Education Innovation. Retrieved July 23, 2015, from http://www.edutopia.org/blog/ipads-pedagogical-crutch-education-innovation-beth-holland

Long, J. (2013, June 11). Why use ipads in education? Retrieved July 23, 2015, from https://www.youtube.com/watch?t=26&v=f_6TcE4-65E

Plan for Ipad use in classroom for the year:

Students will use Ipads to:

• go on a QR code scavenger hunt
• to practice their math skills we have been working on in class using Front Row and IXL
• to practice their Language Arts skills we have learned in class using IXL
• to find locations using Google Maps
• find locations using Google Earth
• read news articles daily from News-O-Matic
• create videos using various apps
• create presentations using various apps
• create project using various apps

My plan for how I will use Ipads will change throughout the year. I am always learning about new apps and I love trying out new things in my classroom.

Apps for Bloom's Taxonomy

 Darrow, D. (2011, October 25). K-5 iPad Apps According to Bloom's Taxonomy. Retrieved July 23, 2015, from http://www.edutopia.org/ipad-apps-elementary-blooms-taxonomy-diane-darrow 

Ipad Projects for Students

 Bosch, K. (2013, March 19). Easy iPad Projects for Elementary Students. Retrieved July 23, 2015, from http://www.slideshare.net/kbosch/easy-ipad-projects-for-elementary-students 

Location of tool:

You can find apps for Ipads at the Apple App Store. https://itunes.apple.com/us/genre/ios/id36?mt=8

Cost of tool:

The cost of apps vary. A lot of apps are free for the lite version. If you want the full version, you will have to pay for it. IXL costs the school money for a license. You will also have to have an Ipad in order to use Ipads in the classroom. It pays to follow tweeters on Twitter who use Ipads in their classroom. The tweeters can give you ideas on where to find great apps. I am constantly learning about new apps to use in my classroom due to developers always coming out with new apps. 

Why you want to use Ipads in your classroom:

Ipads are great to use in a classroom. The students fully enjoy getting their hands on an Ipad. Students, in my classroom, are more engaged when they have some form of technology in their hands. However, there needs to be a balance. If I constantly used Ipads all day long, the Ipads would lose their sparkle. Students use Ipads for maybe an hour in my classroom a day. It all depends on the activity I want them to do and how engaged they will be in the activity. If students start to lose focus on the task using the Ipad, I know it is time to move on to the next activity. 

Ipads are a useful tool to help engage students using technology. There are millions of apps that you can use depending on what you want to do. Students are growing up with technology and Ipads are a great way to incorporate that technology piece into your classroom. However, remember that there needs to be a balance. Students should not be using Ipads all day long. Even in one-to-one classrooms, students should be doing activities without the Ipad or computer. Having a balance between technology and instruction can help students more than just using the Ipad or computer all day long, 

Sources:

Bosch, K. (2013, March 19). Easy iPad Projects for Elementary Students. Retrieved July 23, 2015, from http://www.slideshare.net/kbosch/easy-ipad-projects-for-elementary-students 

Darrow, D. (2011, October 25). K-5 iPad Apps According to Bloom's Taxonomy. Retrieved July 23, 2015, from http://www.edutopia.org/ipad-apps-elementary-blooms-taxonomy-diane-darrow 

Holland, B. (2013, July 11). IPads: From Pedagogical Crutch to Education Innovation. Retrieved July 23, 2015, from http://www.edutopia.org/blog/ipads-pedagogical-crutch-education-innovation-beth-holland

ISTE Standards. (2015). Retrieved July 22, 2015, from http://www.iste.org/standards

Long, J. (2013, June 11). Why use ipads in education? Retrieved July 23, 2015, from https://www.youtube.com/watch?t=26&v=f_6TcE4-65E

ISTE Standards:

Students: 

1. Creativity and innovation
1. Apply existing knowledge to generate new ideas, products, or processes
2. Create original works as a means of personal or group expression
3. Use models and simulations to explore complex systems and issues
4. N/A
2. Communication and collaboration
1. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media
2. Communicate information and ideas effectively to multiple audiences using a variety of media and formats
3. N/A
4. Contribute to project teams to produce original works or solve problems
3. Research and information fluency
1. Plan strategies to guide inquiry
2. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
3. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks
4. Process data and report results
4. Critical thinking, problem solving, and decision making
1. Identify and define authentic problems and significant questions for investigation
2. Plan and manage activities to develop a solution or complete a project
3. Collect and analyze data to identify solutions and/or make informed decisions
4. Use multiple processes and diverse perspectives to explore alternative solutions
5. Digital citizenship
1. Advocate and practice safe, legal, and responsible use of information and technology
2. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity
3. Demonstrate personal responsibility for lifelong learning
4. Exhibit leadership for digital citizenship
6. Technology operations and concepts
1. Understand and use technology systems
2. Select and use applications effectively and productively
3. Troubleshoot systems and applications
4. Transfer current knowledge to learning of new technologies

Teachers:

1. Facilitate and inspire student learning and creativity
1. promote, support, and model creative and innovative thinking and inventiveness
2. engage students in exploring real-world issues and solving authentic problems using digital tools and resources
3. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
4. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environment
2. Design and develop digital age learning experiences and assessments
1. Design or adapt learning experiences that incorporate digital tools and resources to promote student learning and creativity
2. 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
3. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
4. 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
1. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations
2. Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation
3. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats
4. Model and facilitate effective use of emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning
4. Promote and model digital citizenship and responsibility
1. 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
2. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources
3. Promote and model digital etiquette and responsible social interaction related to the use of technology and information
4. N/A
5. Engage in professional growth and leadership
1. Participate in local and global learning communities to explore creative applications of technology to improve student learning
2. 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

Participation Application

GoSoapBox 

Description of the tool:

Getting Started with GoSoapBox - September 2013 from gosoapbox

Gosoapbox is a tool to assess students in the classroom using a personal device. In my classroom, students would use Ipads. The teacher sets up a poll and students give their input. Once you set up an event, you get a class code. The students go to app.gosoapbox.com and input the code. Once the code is in, the student see the event title, and a confusion barometer. They can choose that they are getting it or that they are confused. On the teacher side, the teacher can set up quizzes, polls, and discussions. The teacher can also see who is confused and who is getting it. Once the poll, quiz, or discussion is set up, the you need to unlock it so the students can answer. You can choose how you want the information graphed as well as if the students see it. Once all the students answer, you can see how the students answered in a graph.

New GoSoapBox Event

You can create polls or discussions and see who's online.

You can create quizzes and see how many students are online. 

Student code once you have created the event

Teacher start page

Example of GoSoapBox in a lesson:

lesson plan for lesson on Mexican culture 

Activities for lesson 

type in this code and you can participate in the discussion

discussion question 

Pedagogical uses:

Students can create polls, quizzes, and discussion questions for other classmates. You can assess students based on what they have been learning in class and see how they match up to the rest of the class. You can know who needs more help on an assignment without the student getting embarrassed. Students can answer questions to let you know if they understand a concept without showing their names so lower students don't have to be scared to answer the questions. 

I personally really like the confusion barometer. In the past, students have used cards or even whiteboards. The confusion barometer is a great way for students to tell teachers that they need help without their other classmates knowing.  

Location of the tool:

https://app.gosoapbox.com/

Cost of the tool:

Free up to 30 students. If you need more than that, you need to contact GoSoapBox for pricing.

Why you want to use this tool:

This tool is a great way to assess kids and incorporate technology into the classroom. Students can tell you if they need help or not without drawing attention to themselves. You can also assess students using quizzes, polls, or discussions. GoSoapBox is great for elementary students up to college level students. The graphs are easy to read, and you can download activity and grade reports to show parents and other teachers. The students can be anonymous if need be. Students will be more engaged in the classroom when doing GoSoapBox because it is fun. GoSoapBox is able to be customized to whatever the teacher wants. You may want certain parts of GoSoapBox off and you have that option. Upper level students can vote on questions, so you can know exactly what is on your students minds. The tool is easy to use and will be a great addition to any level classroom.

Sources:

GoSoapBox: Hear What Your Students are Thinking. (n.d.). Retrieved July 22, 2015, from http://www.gosoapbox.com/ 

ISTE Standards. (2015). Retrieved July 22, 2015, from http://www.iste.org/standards

ISTE Standards:

Teachers:

1. Facilitate and inspire student learning and creativity
1. promote, support, and model creative and innovative thinking and inventiveness
2. engage students in exploring real-world issues and solving authentic problems using digital tools and resources
3. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
4. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environment
2. Design and develop digital age learning experiences and assessments
1. Design or adapt learning experiences that incorporate digital tools and resources to promote student learning and creativity
2. 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
3. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
4. 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
1. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations
2. Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation
3. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats
4. Model and facilitate effective use of emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning
4. Promote and model digital citizenship and responsibility
1. 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
2. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources
3. N/A
4. N/A
5. Engage in professional growth and leadership
1. Participate in local and global learning communities to explore creative applications of technology to improve student learning
2. 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
3. N/A
4. Contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community

Students

1. Creativity and innovation
1. Apply existing knowledge to generate new ideas, products, or processes
2. N/A
3. Use models and simulations to explore complex systems and issues
4. Identify trends and forecast possibilities
2. Communication and collaboration
1. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media
2. Communicate information and ideas effectively to multiple audiences using a variety of media and formats
3. N/A
4. Contribute to project teams to produce original works or solve problems
3. Research and information fluency
1. Plan strategies to guide inquiry
2. N/A
3. N/A
4. Process data and report results
4. Critical thinking, problem solving, and decision making
1. Identify and define authentic problems and significant questions for investigation
2. Plan and manage activities to develop a solution or complete a project
3. Collect and analyze data to identify solutions and/or make informed decisions
4. Use multiple processes and diverse perspectives to explore alternative solutions
5. Digital citizenship
1. Advocate and practice safe, legal, and responsible use of information and technology
2. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity
3. Demonstrate personal responsibility for lifelong learning
4. Exhibit leadership for digital citizenship
6. Technology operations and concepts
1. Understand and use technology systems
2. Select and use applications effectively and productively
3. Troubleshoot systems and applications
4. Transfer current knowledge to learning of new technologies