Comments on my PD Plan

Thanks to everyone who left feedback on my Professional Development Plan.  Your suggestions were greatly appreciated!!!

Professional Development Plan Revision #1

Dr. Cullen say's I am still making it too student oriented.  Any ideas and suggestions to make it more about me will be very helpful!! Thanks!

Professional Development Plan for Tracy Henry

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.  Goals: 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. Needs: I would like to use technology in my classroom by setting up a classroom WIKI in order for students to post discussion questions and answers, work on group projects, to make learning about Algebra relevant to better prepare my students for the Algebra 1 End of Instruction exam. Current Abilities: I currently have a 1:1 ratio of students to computers in my classroom and I am taking Technology and Online Theory and Pedagogy classes at the University of Oklahoma.  These classes are preparing me to set up and use a WIKI in my classroom while also giving me the background foundation to set up a dynamic, online, learning community in which my students can use higher level thinking processes in order to learn about Algebra. Short Term Plan: I will upload 1 group project onto my classroom WIKI by the end of the year. Our class is going to create a plan to put a fence around the High School Parking Lot. Your plan needs to include the following: 1. Is the parking lot a rectangle or a square? 2. What is the measure of the length and width of the parking lot? 3. Estimate the perimeter as if no gates or openings were needed. 4. Draw a picture of the area to be fenced. Our class will be divided into 2 groups. Each group will explain their plans and results to the other group. Post your results here.  Leave feedback for the other group.  Post your revisions based on peer feedback. By creating activities that require my students to use higher level thinking skills, I am allowing them to use skills and abilities that they have not previously gotten to use in my classroom to become better learners.  I am taking them outside of the textbook and letting them think through the goals and objectives of my lessons to come up with their own answers, to give each other feedback, which shows mastery of the concept, and to revise their previous knowledge with the newfound knowledge to help them relate and transfer classroom learning to real life situations. Long Term Plan: By the end of next year, I will have a revised group project from chapter 1of my book uploaded onto my classroom WIKI page.  I will begin preparing more group projects from the rest of the chapter so that I can begin collecting feedback to revise and update these projects for future assignments. Assessment: I will set reminders on my online calendar on the last day of school, and at each of the end of the nine weeks for the 2010 – 2011 school year to make sure I am meeting my goals of uploading one chapter group project.  I will monitor the progress of my students while completing the online projects to make sure that content is being learned.  I will then modify and revise my WIKI page to better meet my students’ needs based on the information I have collected.

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.  Goals: 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 recourses d.     Provide students with multiple and varied formative and summative assessments aligned with content a and technology standards and use resulting data to inform learning and teaching Needs: I would like to present literature to my students with special learning needs using a more Visual, Auditory, Kinesthetic, and Tactile manner by using PowerPoint presentations. Current Abilities: I have learned a great deal about putting audio and slides onto PowerPoint presentations this semester and I would like to put together Literature Units using this knowledge.  In this way, my Literature units can include sound, movement, and pictures to enhance my students’ interactions with written words. Short Term Plan: I will begin working on a template using sound, movement and pictures for my PowerPoint Presentations by the end of the school year. Long Term Plan: By the end of next year, I will develop 5 PowerPoint Presentations and Lesson Plans based on stories in my Elements of Language literature books. Assessment: I will be successful when I have completed 5 PowerPoint Presentations. As I teach the lessons using my PowerPoint presentations, I will note aspects that work and don’t work so that I will be able to modify and revise the lessons in order for me to teach the goals and objectives given me by the State of Oklahoma.  I will then be able to modify and revise these lessons based on the feedback I have been given.

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. Goals: 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 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 Needs: I would like to create an online environment in which my students can work independently or in groups to encourage my students to use higher level thinking skills and to make math relevant to their daily lives. Current Abilities: I have created an online classroom using Moodle, and I would like to incorporate it into my Algebra I class by setting up chats, forums, and blogs to help make learning relevant for my students. Short Term Plan: I will set up and teach 1 Algebra I lesson using blogs, forums, and WIKI pages posted on my online classroom on the Moodle site by the end of the year Long Term Plan: By the end of the next school year, I will have a complete Algebra I classroom set up on the Moodle site.  I will demonstrate how to use Moodle improve communication between school and home by providing a link to direct parents to it with my lesson plans and student grade book attached. Assessment: I will be able to monitor my students learning practices by watching their posts on the Moodle site.  I will be able to post further discussion questions as needed to guide them through the learning process.  By using this self, peer and teacher reflection process, and my students will be guided through using higher level thinking skills to help them learn and remember math concepts.

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. Goals: 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 Needs: My current need is to set up an online, classroom website using Schoolnotes.com in which lessons, grades, and plans can be accessed and viewed by my classroom parents and students. Current Abilities: I used Schoolnotes.com at a previous job, and found it to be easy to use for both myself, and my parents.  I would like to update that account with my current teaching information so that I have a website in which my parents and students, can check my weekly lesson plans and my students’ grades. Short Term Plan: I will demonstrate how to use Schoolnotes.com to improve communication between school and home by providing a link to direct parents to it with my lesson plans and student grade book attached.  I will begin posting my weekly lesson plans on the site. Long Term Plan: I will continue to add information to my Schoolnotes.com site to include class projects, testing dates, and other useful and relevant information that I feel will enhance my school to home communication. Assessments: I will be able to assess the successfulness of using Schoolnotes.com as a communication tool between school and home by monitoring the number of hits I receive on the website.  I will also be able to monitor whether or not the use of this website helps to keep my students current on homework assignments by documenting the decrease of late work.

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.  Goals: 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 Needs: I need to attend workshops and trainings so that I can stay updated on technology that can be used in my classroom.  Specific trainings will include Future of Education online courses presented at the University of Oklahoma.  Courses include: “Tech Talk Tuesdays: Learning Adventures" with host Anne Mirtschin. Adrian Camm from McGuire College will focus on the participation in learning adventures that are deep, rich, have inherent cross-curricular opportunities, “Beyond Slideshows: Influence Decisions With Effectively Planned And Delivered Web-Based Presentations”, and “Open Source: Intelligent Implementation." This webinar is designed for district leaders who are considering the use of Open Source in their school district. Current Abilities: I am able to log onto the University of Oklahoma website, and research the webinars that are being conducted in the area of Technology in the Classroom.  I can then choose webinars that will help me to increase my use of technology in my classroom. Short Term Plan: I will participate in one of the trainings organized by Future of Education so that I can stay updated on technology practices that I can use in the classroom. Long Term Plan: I will submit weekly lesson plans showing how technology can be used to improve teaching and learning skills.  I will have more contact with my school’s technology personnel so that I can stay current on what technologies are used within my district.  I will attend technology workshops and trainings sponsored by the Oklahoma Department of Education to learn new and innovative ways to use technology in my classroom. Assessment: I will start a teaching with technology blog so that I can document new things that I learn through trainings, workshops, conferences, and by speaking to other teachers in my building.  In this way I can create a Portfolio of technology tips, tricks, and ideas that I can use in my classroom.  I can also document how successful the lessons were using the technology, which in turn, will help me to revise the lessons to better suite the needs of my students.

Obsessively Stitching: First Quilt Ever

Obsessively Stitching: First Quilt Ever

Bio-Poem Feedback/Response

Dr. Cullen left some feedback on my Bio-Poem, so I thought I would share it with you. 


Dr. Cullen:  Comment:
How severe are your students?  I have two issues here.


1)  A whole 50 minute period for this.  You could take a day off here- and do this with time to work on Wednesday and Thursday.
2)  Is there an issue of having kids with IEPs featured on a web page?


Great Questions!


My Reply:  My students are not severe at all this year and all of my classes have between 2-6 students in them.  It will not take us more than five minutes to take everyone's pictures, 10 minutes to download the pictures, if everything works the way it should, and 5 minutes to upload the pictures onto their word documents for the rough draft, and then another 5 minutes to upload to their finished draft.


Revision of my Weekly Lesson Plan:


Monday:
I think that we can pre-write and have photos taken on the first day.


Tuesday:
Finish rough draft and photos, download photos onto the computer and upload onto their rough drafts.


Wednesday and Thursday:
Complete rough draft and begin peer review and revision process.


Friday:
Finish peer review, make revisions, begin posting onto Livejournal.com


Monday:
Finish posting completed projects onto Livejournal.com


I will have my Livejournal.com page password protected so that only students in my classes have access.  (I hope)  If not, our entire student body has signed internet release forms, so I already have parent permission to post my students work.


Dr. Cullen:  Comment:
Maybe have them attach a draft to the Self-Assessment/Peer Review Checklist.


My Response:
I created a packet for each student that includes a format sheet and the self-assessment/peer review checklist.  These packets will stay will the students work during the rough draft, review, revision, and final posting stage.


Dr. Cullen:  Comment:
In response to my PASS Instructional Technology Standards:  Standard 2:  The student will demonstrate knowledge of social, ethical, and human issues.


Be more selective here!


My Response:
Actually, racial and ethical comments always arise in my 9th grade English class.
I have one student who is of Mexican American/American Indian heritage and we spend a great deal of time talking about appropriate ways for him to express his feelings and appropriate ways for his classmates to express their feelings.  They are a very close group, and racial slurs fly throughout the day. I spend a lot of time trying to keep comments constructive!

Completely Unrelated! Selvage Blog Misprint!

I am an avid quilter, and have really become interested in selvage quilts.  I signed up to follow a quilting blog and the writer discovered a "misprint" selvage fabric.  I have entered into a drawing to win some of the misprint selvage, and one way to enter is to blog about her drawing.

So, here is the link to read about the misprint.

posted by Jill at cre8fmom quilts - 12 hours ago

In honor of being featured on The Selvage Blog about the selvage misprint, I will give away a Fat Quarter of this incredible Heather Ross fabric, VW Camper on Blue--

Tracy!

Professional Development Plan

Professional Development Plan for Tracy Henry

Current Abilities:

At this time, I do not use technology in my classroom for learning purposes.  I have an online grade book that I utilize and I print lessons off of a disc for students to use.  I am capable of turning on the computer and checking my e-mails.  I have used a computer, at my last teaching job, to post grades and lesson plans onto the school’s server so that parents and students could check grades. 

Needs:

I need to convince my administrators that technology will enhance my teaching.  I have computers in my classroom, but I need to find software and shareware to incorporate into my daily lesson plans.

Short Term Plan:

I plan on setting up a classroom Wiki, mainly because wiki’s are not blocked by my school’s protection software.  I am hoping that I can create an online learning community to help convince my administrators that the Internet is not as detrimental to learning as they currently feel that it is.

Long Term Plan:

The following is a Five Year Professional Development Plan designed to help me integrate Technology into my classroom.

Each of the activities described below are in alignment with the ISTE National Educational Technology Standards and Performance Indicators for Teachers.  These activities will:

·                Serve to deepen my knowledge in Technology and to sharpen my teaching skills in

            the classroom. 

·                Keep me abreast of new developments in Technology education.

·                Increase my ability to monitor students’ work so that I can provide constructive feedback to students

             and appropriately redirect my teaching.

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.  Goals: 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. Objectives: 1. Students will use an online word processing program to demonstrate the thinking, planning or creative process. 2. Students will submit an activity conducted on my classroom computers that are student- centered, incorporating problem solving, decision-making, and research skills. 3. Students will submit a picture taken with the document camera that demonstrates analysis of an authentic object (historical artifact, geometric shapes, animal dissections, plant matter). 4. Teacher will provide a link to a web-based application that my students collaborated on to add content related to a specific topic. 5. Teacher and Student will demonstrate that they have collaborated with colleagues in an online environment such as discussion boards and forums.

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.  Goals: 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 recourses d.     Provide students with multiple and varied formative and summative assessments aligned with content a and technology standards and use resulting data to inform learning and teaching Objectives: 1.     Students will submit a PowerPoint that they created demonstrating their flexibility to choose digital tools that allow them to complete the project. 2.     Students will reflect on their PowerPoint presentation based on teacher and peer review. 3.     Students will check daily lesson plans that will be posted on the classroom website located at SchoolNotes.com. Posting of assignments will allow students to review the lesson from any connected computer. 4.     Students will locate information using different search engines such as safari, Firefox, and Google, 5.     Students will write a narrative about how they have used LiveJournal.com to assess and improve a writing project using the originality reports.

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. Goals: 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 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 Objectives: 1. Teacher will write a narrative about how you are using Moodle as a tool for managing course content and delivering instruction. 2. Teacher will demonstrate how you use Moodle, a blog, or wikis to improve communication between school and home by providing a link to direct parents to it. 3. Teacher will show how you may have used a digital video camera to take still images and / or create short video clips to use in instruction in the following ways. 4. Demonstrate that you use online collaborative tools (Web 2.0) to create or update curriculum materials. 5. Teacher will publish lesson plans to my website or blog.

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.  Goals: 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 Objectives: 1. Teacher will create a lesson plan in which students are taught about the copyright and fair use guidelines. 2. Students will conduct an Internet search to discover Internet and Computer Safety guidelines. 3. Students will develop online blog and wiki participation rules. 4. Teacher will demonstrate how students are to cite resources in their own work. 5. Students will properly cite digital images, United Streaming Videos, and/or other instructional documents or presentation used in assignments.

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.  Goals: 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 Objectives: 1.     Teacher will submit weekly lesson plans showing how Technology was used to improve teaching and learning skills. 2.     Teacher will observe a technology rich lesson, designed and implemented by another teacher, and meet with that teacher to reflect on the lesson. 3.     Teacher will attend Oklahoma State Department of Education workshops and trainings intended to raise awareness of Technology in the Classroom. 4.     Teacher will join a Technology for Teachers organization to stay updated on Technology practices in the classroom. 5.     Teacher will participate in online Technology Blog’s, Wiki’s and Forum’s to stay updated on Technology practices in the classroom.

The following are the Oklahoma Priority Academic Student Skills for Technology Education

Standard 1:           

The student will demonstrate knowledge of basic operations and concepts.

1.  Use keyboards and other common input and output devices (including adaptive devices when necessary) efficiently and effectively.

2.  Discuss common uses of technology in daily life and the advantages and disadvantages those uses provide.

Standard 2:           

The student will demonstrate knowledge of social, ethical, and human issues, discuss basic issues related to responsible use of technology and information and describe personal consequences of inappropriate use.

Standard 3:           

The student will demonstrate knowledge of technology productivity tool.

1. Use general-purpose productivity tools and peripherals to support personal productivity, remediate skill deficits, and facilitate learning throughout the curriculum.

2.  Use technology tools (e.g., multimedia authoring, presentation, Web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom.

Standard 4:           

The student will demonstrate knowledge of technology communications tools.

1.  Use technology tools (e.g., multimedia authoring, presentation, Web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom.

2.  Use telecommunications efficiently to access remote information, communicate with others in support of direct and independent learning, and pursue personal interests.

3.  Use telecommunications and online resources (e.g., e-mail, online discussions, Web environments) to participate in collaborative problem-solving activities for the purpose of developing solutions or products for audiences inside and outside the classroom.

Standard 5:           

The student will demonstrate knowledge of technology research tools.

1.  Use telecommunications and online resources (e.g., e-mail, online discussions, Web environments) to participate in collaborative problem-solving activities for the purpose of developing solutions or products for audiences inside and outside the classroom.

2.   Use technology resources (e.g., calculators, data collection probes, videos, educational software) for problem solving, self-directed learning, and extended learning activities.

3.  Determine which technology is useful and select the appropriate tool(s) and Technology resources to address a variety of tasks and problems.

Standard 6:           

The student will demonstrate knowledge of technology problem-solving and decision-making tools.

1.   Use technology resources (e.g., calculators, data collection probes, videos, educational software) for problem solving, self-directed learning, and extended learning activities.

2.  Determine which technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems.

3.  Evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources.

Intermediate Level prior to completion of Grade 8

Standard 1:           

The student will demonstrate knowledge of basic operations and concepts.

1.  Apply strategies for identifying and solving routine hardware and software problems that occur during everyday use.

2.  Demonstrate an understanding of concepts underlying hardware, software, and connectivity, and of practical applications to learning and problem solving.

Standard 2:

The student will demonstrate knowledge of social, ethical, and human issues.

1.  Demonstrate knowledge of current changes in information technologies and the effect those changes have on the workplace and society.

2.  Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuse.

3.  Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems.

Standard 3:           

The student will demonstrate knowledge of technology productivity tools.

1.  Use content-specific tools, software, and simulations (e.g., environmental probes, graphing calculators, exploratory environments, Web tools) to support learning and  research.

2.  Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum.

Standard 4:           

The student will demonstrate knowledge of technology communication tools.

1.  Design, develop, publish, and present products (e.g., Web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom.

2.   Collaborate with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum-related problems, issues, and information, and to develop solutions or products for audiences inside and outside the classroom.

Standard 5:           

The student will demonstrate knowledge of technology research tools.

1.  Use content-specific tools, software, and simulations (e.g., environmental probes, graphing calculators, exploratory environments, Web tools) to support learning and research.

2.  Design, develop, publish, and present products (e.g., Web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to  audiences inside and outside the classroom.

3.   Collaborate with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum-related problems, issues, and information, and to develop solutions or products for audiences inside and outside the classroom.

4.  Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems.

5.  Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems.

Standard 6:           

The student will demonstrate knowledge of technology problem-solving and decision-making tools.

1.  Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum.

2.  Design, develop, publish, and present products (e.g., Web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to  audiences inside and outside the classroom.

3.  Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems.

4.  Demonstrate an understanding of concepts underlying hardware, software, and connectivity, and of practical applications to learning and problem solving.

5.  Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems.

Advanced Level prior to completion of Grade 12

Standard 1:           

The student will demonstrate knowledge of basic operations and concepts. And make informed choices among technology systems, resources, and services.

Standard 2:           

The student will demonstrate knowledge of social, ethical, and human issues.

1.  Identify capabilities and limitations of contemporary, emerging technology resources, and assess the potential of these systems and services to address personal, lifelong learning, and workplace needs.

2.  Make informed choices among technology systems, resources, and services.

3.  Analyze advantages and disadvantages of widespread use and reliance on technology in the workplace and in society as a whole.

4.  Demonstrate and advocate for legal and ethical behaviors among peers, family, and community regarding the use of technology and information.

Standard 3:           

The student will demonstrate knowledge of technology productivity tool.

1.  Use technology tools and resources for managing and communicating personal/professional information (e.g., finances, schedules, addresses, purchases, correspondence).

2.  Investigate and apply expert systems, intelligent agents, and simulations in real-world situations.

Standard 4:           

The student will demonstrate knowledge of technology communications tools.

1.   Use technology tools and resources for managing and communicating personal/professional information (e.g., finances, schedules, addresses, purchases, correspondence).

2.  Routinely and efficiently use online information resources to meet needs for collaboration, research, publications, communications, and productivity.

3.  Select and apply technology tools for research, information analysis, problem solving, and decision-making in content learning.

4.  Collaborate with peers, experts, and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works.

Standard 5:           

The student will demonstrate knowledge of technology research tools.

1.  Evaluate technology-based options, including distance and distributed education, for lifelong learning.

2.  Routinely and efficiently use online information resources to meet needs for collaboration, research, publications, communications, and productivity.

3.  Select and apply technology tools for research, information analysis, problem solving, and decision-making in content learning.

4.  Investigate and apply expert systems, intelligent agents, and simulations in real-world situations.

5.  Collaborate with peers, experts, and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works.

Standard 6:           

The student will demonstrate knowledge of technology problem-solving and decision-making tools.

1.  Routinely and efficiently use online information resources to meet needs for collaboration, research, publications, communications, and productivity.

2.  Investigate and apply expert systems, intelligent agents, and simulations in real-world situations.

3.  Collaborate with peers, experts, and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works.