Week+2+-+Collaborating+on+Technology+Standards

[|Tsunami WebQuest[1.doc]][|Tsunami WebQuest[1.doc]]Wikis are great Web 2.0 tools for working together, collaborating and constructing new knowledge. For this activity on standards and to become familiar with using a wiki, we will each contribute to this chart about Standards and 21st Century Learning. As people add their thoughts and information you can see how wikis can be a powerful place for students in your class, in your school, in our district and globally to collaborate on projects.

//** For this activity, review the NETS-T National Technology Standards and the information from the Partnership for 21st Century Learning. Choose a technology standard at the objective level, align it with a 21st century skill and name a technology you have used or might want to try to help support the standard. **//

To ** EDIT ** the page click on the top right on the ** EDIT THIS PAGE **button. You will see an editor pop up and now you will be able to type on the page. It is just like a regular WORD editor, you can bold, italic, color and make hyperlinks! DON'T BE SCARED, you will not ruin anything--we can always pull a back up page!

To enter your information scroll to the bottom of the table and click in a blank row and type your information! Look at the table carefully. The table's borders are a light grey and a bit difficult to see on some computer screens. If all the rows have been used, click in the last row and then click on the table icon. Then, choose **Row**, **Add Row**, **Add below** to add another row for your entry. **__CLICK SAVE before leaving the page!!__**

//**__Be sure to check back to see what others have added...printing out this page at the end of the activity provides a great resource for you to use!__**//

Name/District ||~ Nets-T ||~ 21st Century Skills ||~ Technology || Cheryl/eTech ||< 2a design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity ||< the ability to think critically, problem solve, create, innovate, **communicate** and collaborate ||< Using Wordle http://www.wordle.net to show how vocabulary can be used to create innovative ways to communicate ideas. || Mary Jane Wolfe/Facilitator || 2d 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 || Life and career skills: Productivity and accountability skills || Example of creating a book trailer (provided in Alan November's Week 1 //Myths and Opportunities// video.) Students' understandings obtained from the book's content can be assessed by noting Diane Fox/Piqua Junior High || 2a design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity || Students have the ability to think critically, problem solve, create, innovate, and communicate and collaborate. || Using [] students can create safety situations for the science classroom. This will communicate how important safety is in the science classroom. Students could create lab situations where other students have to identify what safety rules are not being followed and which are. || Chris Walter/Mt. Healthy || 2a design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity || Ability to think critically, reflect, communicate and collaborate || Using the classroom wiki, students viewed an embedded video and selected links to reading about the Tuskegee Airmen (during Black History month). Students were then asked to think about the personality characteristics these heros would have had to overcome the discrimination they endured. They are then asked to post these characteristics on the wiki and reflect on their own personality characteristics that would enable them to do extraordinary things like these men. Students are asked to post their own reflection and then to comment on another student's post. || Scott Cameron Marion Harding High School || 2 b Develop technology enrich learing environments that enable all students to pursue their indivdual cuirousities and become active participants in setting their own educational goa, managing their own learing, and assessing their own progress || students have ability to think critically, problem solve, create, inoovate, and communicate and collaborate.
 * 1) the correctness of the alignment of the information in the trailer with the book's content
 * 2) students' ability to recognize and focus on the big ideas contained in the reading. ||

Let's see if it saves after the TENTH TIME! || The student will have the freedom to join a group in a webquest type project.They aren’t really given any information other than, there is an emergency, now get work done fast and get it done well.They may ask about what they could do, but this activity really makes THE STUDENT accountable for their learning, while really having to rely heavily on technology, programs, and maybe even technology users in the field. || Connie Miller Valley Middle School || 2d 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. || Life and Career Skills Productivity and accountability skills. || This year I along with every teacher in our building began using the Student Response System for formative assessment. We could quickly see what students still needed help with the indicator being tested. We then pulled those students in for reteaching. We were required to do these assessments twice monthly. We only have one set of clickers per grade level so planning and scheduling was sometimes a problem. I hope to be able to have my own set of clickers to use more spontaneously as needed. Although perhaps I could use a voicethread for acquiring responses from students. || Robin Kuhn/Oak Hill Middle/ High School || 2a design or adapt relevant learning experiences that incorporate digital tools and resources to promote students learning and creativity || Life and Career Skills: Initiative and Self Direction, Work independently, monitor, complete tasks without direct oversight. Collaboration || My eighth grade students were given a project beginning with selecting a sampling method, population, survey question, data collection, calculating measures of central tendency(spreadsheet encouraged but not required) and creating charts and graphs using Excel. Students began project working in groups and once data was collected, the rest of the project was completed independently. I can see now encouraging students to present their project using a power point instead of in printed form. || Pamela Scarfpin/Valley Middle School || 2.a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote students learning and creativity. || Life and Career Skills: Initiative and Self-Dierection. Work independently. Monitor, define, prioritize, and complete tasks without direct oversight. || Students would use Gmail and Google.docs to receive instructions, complete individual and group assignments, communicate with the teacher and each other, save data, edit group work, and presnt projects. || Sarah Luthy/Trimble Middle School || 2a - design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity || the ability to think critically and problem solve || Use real time data about a local stream from [|www.usgs.gov] along with any weather website ( [|www.accuweather.com], [|www.weather.com] ...) to determine the likelihood of flooding to occur and determine the affects on bus routes. || Casey Wright Valley Middle School || 4a advocate, model, and teach sage, legal, and ethical use of digital information and technology || Information, Media and Technology Skills / Information Literacy/ Use and manage info / apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information. || While teaching an 8th grade computer skills course the students learned how to refine their searches, analyze the content of the web page, determine if it is applicable to their topic, and review the web page author for purpose. || Cyndi Eickhoff Urbana Jr. High || 2d 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 || Life and career skills: Productivity and accountability skills || I would like to use Student Response System to check for understanding (formative assessment). This allows students to participate without being embarrassed if they get the answer wrong. It, also, allows me to see if the class understands the information //before// testing (summative assessment). I know Student Response Systems are not something we are learning about through Century 21 Skills class, but I have never used them and I think it would be a great way to see where students are before testing them over information they haven't yet grasped. || Kathy McClelland/Mt. Healthy || 4d develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools || Learning and Innovation Skills: Creativity and Innovation, critical thinking and problem solving, communication and collaboration || Use http://www.epals.com/ to communicate with a class in another part of the world. Students will create digital stories using PowerPoint. Students will use e-mail provided by the epals site to correspond with their epals. They will collaborate with each other on the process used to create digital stories. || Mariann McClelland/Mt. Healthy || 4a 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. || The ability to exhibit a range of functional and critical thinking skills including informational and media literacy as well as ICT (information, communications, and technology) literacy to enable the safe, ethical, and legal use of technology. || Use I-Safe [|http://www.isafe.org] to bring information to students, parents, school and community leaders about internet safety, ethical and legal use of technology. I-Safe does a pretest on students' knowledge of internet safety, copyrights, etc. Then lessons are taught and a post test is given to check mastery. || Stephanie Forson/Urbana Junior High || 1a. promote, support, and model creative and innovative thinking and inventiveness || * Create Use [|http://www.glogster.com] (free EDU version that allows teachers to monitor and edit what their students are writing. Downfall: can only sign up 100 students under one account name) to have students create a "glog" about and ecosystem covering my Life Science standards, presented from the point of view for an animal/plant in the biome they chose. This will enable students to demonstrate their understanding of the abiotic and biotic factors, resources of an area, overpopulation, and diversity of an area without standing in front of my classroom "boring" all of us to death. This enables them to use their creative ideas to present their ideas/knowledge and add "them" into what could be a robotic presentation. || Whitney Stolly/Urbana || 2b. 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 targets || * Personal responsibility Use Cmaps or another form of concept maps to have students create and modify goals throughout units/grading periods/year. This will allow students to be in charge of their own learning and allow them to assess themselves throughout a specific time period. I think this will work extremely well as I also am piloting a new reading program for my school next year. Many language arts indicators could also be reached by having them use this graphic organizing tool and written expression attached. || Tami Null, Trimble || 2d provide students with multiple and vaaried formative and summative assessments aligned with content and technology standards and use relulting data to inform learning and teaching || Life and Career Skills Productivity and Accountability Skills || I have used the SmartBoard with the pods to assess students and they love it! They feel like they are playing "Who Wants to be a MIllionaire". I like it because it gives me immediate results of their assessment without grading a single paper. || Paula Thomas || NETS-T STANDARD: 2c. customize and personalize learning activities to address student's diverse learning styles, working strategies and abilities using digital tools and rescources || apply existing knowledge to new ideas, plan and manage activities to develop new solutions, collect and analyze data to make informed decisions || use TI nspires and navagator system to develop an understanding of how slope effects the steepness of a linear function Jamie Oeters/ Mt. Healthy || NETS-T Standard :1a. promote, support, and model creative and innovative thinking and inventiveness. || learning and innovation skills: creativity, innovation, critical thinking, problem solving, communication and collaboration || To avoid emailling issues such as leaving names off the list and teachers not checking their email, I used google docs to create a discussion board for the teachers to have ongoing discussions on teacher-based-teams. This lead to using a journaling discussion board in my smaller classes. Using wiki spaces I set up the the topics and allowed the students to respond. The students had a difficult time responding to each others comments, but had no problem responding to my questions. The wiki was not the best approach for the discussion, but it has lead to a great many thoughts as to what 21st century skills could be utilized in the future. || Glen Schulte / Hughes Center || 2a design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity || the ability to think critically, problem solve, create, innovate, communicate and collaborate || I have created wanted posters for invasive plant species using Microsoft Word. They were always very basic and it was difficult for students to be creative. This year I did some research and found that I could use Powerpoint instead. I developed instructions for the students and told them that the best one would be printed and displayed in class. The results were much better than I could have hoped. The students found and incorporated good information as well as using creative designs and phrasing. || Andries van der Bent --> Hughes Center || NETS-T Standard 1b: Students create original works as a means of personal or group expression || the ability to think critically, problem solve, create, innovate,communicate **and collaborate** || 11th Grade Chemistry students are assigned a specific laboratory safety rule and asked to create a safety poster using Photoshop Elements. Students use Google and other Internet search engines to find images that match their safety rule. Then students must manipulate the images into a creative representation of their safety rule. Students must use a minimum of three images and a maximum of five images. Students must also reference any websites used to find images. Finally, safety posters are presented to classmates and placed randomly around the chemistry lab for all students to see throughout the school year. || Frank Sedgwick/Hughes Center || 2a design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity || ===Make Judgments and Decisions=== Interpret information and draw conclusions based on the best analysis
 * Ability to Think
 * Project Based Learning
 * Use/Apply existing knowledge
 * Communicate ||
 * Communication
 * Problem Solving
 * Flexibility and Adaptability ||
 * Choose this standard because I am scheduled to teach 3 classes of inclusion next year and will use the new TI nspire calculators and navigator system to differentate instruction and assesments. The navigator system will allow me to do this where the students will have no idea that they are not all completing the exact same questions or even the exact same activity.** ||

Solve Problems
Solve different kinds of non-familiar problems in both conventional and innovative ways || In my Probability and Statistics class this year, we obtained real-world data from the Cincinnati Zoo and Botanical Garden concerning visitor attendance at various outreach/informational presentations. My students used Microsoft Excel to calculate statistics of central tendency, statistics of variation, and confidence levels for these presentations, taking into consideration such variables as the type of animal being shown/discussed, the presenter, the time of day, the day of week versus the number of visitors in attendance. Hopefully, the Zoo can use our "number crunching" to make more informed decisions when scheduling and executing their outreach programs. || Scott Heflin,Mt Healthy Jr High || 3d - model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning || Utilize multiple media and technologies, and know how to judge their effectiveness a as well as assess their impact || I could have the class participate in a videoconference on a Smart Board with a person who conducts election polls to learn different sampling methods they use to get their results. The students can then use a method discussed in the videoconference to conduct a poll or survey of their own and use different software applications to present their findings. Ultimately, they can share their experiences and discuss the effectiveness of the video conference and/or the software used to present || Jason Kamp Mt. Healthy Jr High || 2a design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity || the ability to think critically, problem solve, create, innovate, communicate and collaborate || I am envisioning a character study assignment in which students participate in an online interactive interview or "press conference" with a fictional character. This would be an ongoing activity over the course of a novel study. Using a Wiki space or Google doc, students will submit a question(s) pertaining to an event or particular moment in the novel. The part of the fictional character can be played by the teacher who responds to the questions online. (This might be a tremendous time drain) Alternately, a teacher could assign certain students from each section, perhaps advanced readers), to act as the fictional character and provide the answers to the questions. || Diane Hobson/ Trimble Local Schools || Keri Higgins/ Trimble Local Schools || Critical Thinking Problem Solving Making Judgements and Decisions || I would like to pose a current problem, such as the on-going struggle over Palestine, to my students. I would then encourage them to use internet resources to research the history of the struggle as well as any current media on the subject. Then I would ask them to come up with a solution to resolve the issue. This would allow them to think for themselves as well as learn to associate the past with the present. It would also teach them how to use the internet to do research. || Nancy Fry/Oak Hill Local Union Schools || 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:  intellectual property, and the appropriate documentation of sources ||  A. Evaluate the accuracy, authority, objectivity, currency, coverage and relevance of information and data sources.  B. Use technology to conduct research and follow a research process model which includes the following: developing essential question; identifying resources; selecting, using and analyzing information; synthesizing and generating a product; and evaluate both process and product.  C. Develop search strategies, retrieve information in a variety of formats and evaluate the quality and appropriate use of Internet resources. || Introduce and use InfoOhio as a major resource in conducting research, preparing a presentation of findings and citing resources. INFOhio, a virtual K-12 library, transforms teaching and learning by connecting educational resources with the power of information technology. In addition, we will use Boolean logic to conduct internet serach for additional resources. We will use []  to check citations. || Carol Schottelkotte/Hughes Center || 2a - design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity || Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contexts. || I have students do a research project on emerging infectious diseases. They have used the internet to do their research and they develop several products, i.e. Powerpoints, research papers, brochures or newsletters using Microsoft. I can see the students utilizing podcasts and voice threads to present different aspects of their disease, Photoshop and maybe even a wiki. || Victoria Keller / Piqua Jr. High || 1a - promote, support, and model creative and innovative thinking and inventiveness || Students used existing knowledge to generate new ideas about the Indian removal act and Andrew Jackson. || Started with the text book, and an Indian written book about the subject. Pictures showed different things. Students then used goggle to look up facts. We used the SmartBoard to show everyone our findings on how the white man viewed the removal (soldiers journals) and how the Indian viewed it. Students then asked parents for information on famly history. Andrew Jackson was also investigated during this research. At the end the students viewed the DVD "The Trail of Tears" Cherokee Legacy. We then added the Wordle with characteristics about Jackson, positive and negative qualities. || Melissa Guffey Trimble Middle School || **5. Engage in Professional Growth and Leaderhip-** 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 || Focus on creativity, collaboration and decision making to improve instruction in the classroom. || Using a flip video to record teachers using instructional strategies effectively in their classrooms and then posting these videos to a Voice Thread. The Voice Thread would be available for teachers to watch the videos on their own time or during goal teams to post ideas, comments or reflections and continue their own growth as a teacher. || Philip Malone Oak Hill Middle/High School || 1b.engage students in exploring real-world issues and solvingauthentic problems using digital tools and resources. || Creativity, communication and collaboration, gather evaluate and use information to make decisions || I have students use local and national news websites and online newspapers to work on propaganda, stereotyping, fact and opinion, and cause and effect in Language arts. They can also use these sites for many science activities such as looking at the effects of an oil spill on a region. || Chris McAndrew Urbana JHS || 3c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats || Critical thinking Collaboration Communication Research, evaluate and construct meaning || I have students placed into collaborative groups to design a 2nd world environment with an avatar to guide them through the environment. The environment is constructed based off of essential questions posed in the beginning of the Unit. The environment is meant to be a 3D time line of sorts for a historic civilization that we study, where the groups take link you to events with videos, articles and voice-threads. These links provide student evaluations of events, theories and explanations in order to greater understand the influential civilization. || Jim Engel Hughes Center Cincinnati ||  || Julie Sasala Urbana Jr. High || 1.a. promote, support, and model creative and innovative thinking and inventiveness || - collaborate - creativity - critical thinking - problem solving - develop process || I use Classroom Performance System (CPS units - clickers) to formatively assessment my students. I have used the knowledge of math and the standards and have used this technology to see my students grow and remediate my students along the way. This technology gives the students the ability to learn and develop a process of thought without being afraid to learn and think critically the way they want to develop an algorithm. The students are engaged and continued to learn creatively before, during and after the chapter. The students will also get to develop a lesson on the CPS collaboratively. This give the students the ability to peer teach, take ownership of their work and think of new ways to teach and learn the information. || Author's Name Missing || ** D ** esign or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity || Demonstrate ability to work effectively and respectfully with diverse teams.  Be open and responsive to new and diverse perspectives; incorporate group input and feedback into the work || Teacher used visuword-online graphical dictionary (http://www.visuwords.com/) to demonstrate the varied number of synonyms, phrases and parts of speech associated with a single word  Another teacher used Microsoft Excel and had students generate different types of data and experiment with the different types of graphs that Excel generated. Students then had to present reasoning for their selection of a certain type of graph. <span style="font-family: Arial,Helvetica,sans-serif;"> || Ryan Fowble Oak Hill High School || 1 b engage students in exploring real-world issues and solving authentic problems using digital tools and resources || critical thinking adaptability self-direction managing complexity || I enjoy challenging my students with applicable math problems that may arise in the real world (i.e. packaging problems, shipping routes, search grids, etc.). I try to present the problem in an open-ended manner. I like to just list the technology available excel, virtual design tools, etc. My goal with these projects are that the students must decide what technology will work the best and what math is best suited to solve the problem efficiently. The students generally get very frustrated at first because I don't not specify what type of math we will be using either. It is always a topic we have covered already but usually not the most recent. This really stretches them to recall the math that they thought we were done with. || Shelly Williams Valley Middle School || 2a Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity. || Information Literacy-access and evaluate information Use and Manage information Apply Technology Effectively Manage goals and time be self-directed learners. || In the past my students chose a topic for research, such as their favorite athlete, to do research on and create a 'magazine'. In the magazine, each student included articles and/or stories covering various modes of writing, including biography, fiction, non-fiction, persuasive, etc. We used email as our technology, for the purpose of editing and revising the written work. Now I look forward to making this a better project for the kids and they can do all of the work to produce and electronic magazine, with embedded links, videos, etc. || Mindy Fulks Piqua JHS || 1C.Promote student reflection and clarify their thinking, planning and creative process || <span style="font-family: 'Times New Roman',Times,serif;">Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contexts. || In thinking about next year, I plan to have my students create a wordle to introduce themselves to the class. They can then create a voice thread to support their creation and bypass the terror of speaking to a group of strangers. I will be making my own to help encourage and model my expectations. I plan to use google docs to make a rubric available for their use. These will make an impressive display for parents coming to open house. || Josh Frame Harding High School Assistant Principal || 1b. Facilitate and Inspire Student Learning and Creativity. Teachers promote, support, and model creative and innovative thinking and inventiveness || <span style="font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;">Problem solving, critical thinking, creativity, and collaboration of real-world issues || The collective class can create a website specific to topic with a content area. This allows the students to specialize in a topic area as well as communicate their creative ideas via a variety of media formats. The world wide audience increases the relevance to all students. || Kelly Klosterman Academy of World Languages/Cincinnati Public Schools || 4d develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools || Communication and collaboration skills, problem solving skills, critical thinking || My students use e-mail and [|www.epals.com] to talk to students from their native countries and introduce their classmates to students from these countries. Students are then given math questions/topics to ask the other schools and all students discuss answers, compare what they know about the topic, and/or how it relates to real life in both cultures. || Chad Haemmerle Piqua Junior High School || 2a design and adapt relevent learning experiences that incorporate digital tools and resources to promote student learning and creativity. || * creativity We do an activity that pits the Spanish Conquestadors vs. the Aztecs in a legal battle to stop the conquest of the Americas. During the trial we utilize technology such as powerpoint for legal presentations, as well as talk about viewing internet websites critically to decipher fact from fiction. Additionally, we utilize various microsoft programs such as word, and publisher. || Kelly McGraw Valley Middle School || 2a Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
 * 1a****.** promote, support, and model creative and innovative thinking and inventiveness.;
 * 4c**. promote and model digital etiquette and responsible social interactions related to the use of technology and information ||
 * Information, Media and Technology Skills:** Understand both how and why media messages are constructed, and for what purposes; Access information efficiently and effective; Evaluate information critically and competently. ||
 * Video Journalism Unit:** Comparing and contrasting headline news stories from around the country and world using the associated press RSS feed at[| http://hosted.ap.org], and http://www.newseum.org/todaysfrontpages/flash. Discussion (in a small group collaborative session) of propaganda, slander and libel using videos from www.teachertube.com. Creation of a news broadcast containing hard news stories, local stories, sports and weather using digital video camera and using Visual Communicator software for teleprompting. ||
 * 1b.** engage students in real world issues and solving authentic problems using digital tools and resources. ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">4. Promote and Model Digital Citizenship and Responsibility **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">a. **<span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright,
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 8pt;">Standard 5 Technology and ** **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 8pt;">Information Literacy **
 * collaboration
 * communication
 * critical thinking ||

2d 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. || citical thinking, collaboration, communication, creativity, reflection || I would like to use Voice Thread next year as an extention of the classroom to further learning and understanding, allow for collaboration and as an assessment tool. I feel my students would ask questions more freely, learn from each other and be excited about learning again. || Adam Michael/Oak Hill || b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. || Use information accurately and creatively for the issue or problem at hand || A teacher in our building had students debate the treatment of Native Americans by settlers from the perspective(s) of that time period. I think this type of activity could be taken many different directions to include different audiences from different time periods. The teacher could have students write letters, create presentations, debate, blog, create a voice thread, etc. The students written opinions could be placed in a Wordle to show the key terms and ideas on both sides. The options for format would be endless. || Diana Limo/ Trimble || 1b. engage students in exploring real world issues and solving authentic problems using digital tools and resources || Creativity and communication || This past year I have developed a fondness for incorporating social issues/responsibility into my curriculum. My students created a wiki in which they published their research about teen social issues. I really like the idea of presenting students with the challenge of what can we do to solve it? There is a book by James Howe, called "The Misfits" and it inspired a whole movement: National No Name Calling [|http://www.nonamecallingweek.org/]there is a week and everything. That is inspriring because it makes me realize that change can happen in unexpected ways. || Johnathan Ogg/ Marion Harding High School || 2c. customize and personalize learning activities to address student's diverse learning styles, working strategies and abilities using digital tools and rescources || * Apply existing Knowldege to new ideas. I would have the class work with me to develop a research project that they themselves would be in charge of designing. We could have a multitude of differnt activites or presentations, depending on what is the most comfortable way to present information to the class for the specific group. Students would be able to first discuss what it is they think they know about a topic or subject that they have chosen. It would then be their job to research and collect information to share with the class. Students would also be the ones develping the goals and ways to assess the groups in the classroom. This presents the students with resposibility and accountability for the project as well as the expectations for everyone in the class. The amount of opportunitites to use digital tools in researching and presenting are limited only to whether or not the students can effectivly use the tools in an educational manner. || Kim Jones, Trimble || 1b. engage students in exploring real world issues and solving authentic problems using digital tools and resources || Ability to think critically, reflect, communicate and collaborate || Use digital resources to explore real world topics and work with a team to formulate solutions. Students then attend the Model United Nations, where they hear, consider, and critique other solutions and then collaborate to form new resolutions. The availability of digital resources greatly expands student access to resources to facilitate this process. ||  || Curt Moore Trimble Middle School 7-8 Science || 1b. engage students in exploring real world issues and solving authentic problems using digital tools and resources. || Ability to think criticaly, reflect communicate and collaborate.
 * Plan and manage activities to develop new solutions.
 * Collect and analyze data to make informed decisions. ||

Environmental literacy - design solutions and actions towards global warming || Students can work in teams and use google search and wordle to research various sources of global warming. Students can create a Wiki that displays both sides of the discussion. Students can then take a stand on the issue and create a voice thread that supports their research and decision. The goal would to collaborate with other schools. Afterwards students can view and discuss the voicethreads created by other students. Then they could end the assignment by writing a reflection paper. || Joachim LaValley Urbana Junior High School 8th Grade Technology || 2. A. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity || ability to think critically, problem solve, create, innovate, communicate and collaborate || Students would start off working individually to "research" a topic of national or international significance that occurred prior to their birth. An example of such event might be the Oklahoma City Bombing, since most junior high students were not alive when thing event occurred. The students would find pictures online and answer the who,what,why,when, where and how questions about the event. Next they would go to [|www.animoto.com] and upload their pictures. The students would have to arrange their pictures in such a manner as to be chronologically correct; the students would also have to pic a musical selection or upload one of their own which would fit the significant event. I would then ask each student to comment on their own video production. 1. Summarize your event in 2 or 3 sentences 2. What is it that you liked about your video? 3. What didn't you like? 4. What picture in your video best summarizes the event AND why?
 * Design and Develop Digital-Age Learning Experiences and Assessments**

Then each student would be asked to share their video with each other and comment on 2 other students videos - giving quality feedback, not just liked it, or it's okay. ||  || Jeff Rase Valley Middle School- School Counselor grades 5-8 || 2c. customize and personalize learning activities to address student's diverse learning styles, working strategies and abilities using digital tools and rescources || -Problem Solving -Communication Skills -Collaboration (using diverse learning styles) -Use existing Knowledge || Use BlackBoard to post assignment, instructions/expectations Give the students choices as to how they wish to learn and communicate ideas: a. They could use VOICE THREAD to share the work, or b. they could type responses in a wordle or, c. create a podcast || Bob Kelly Mt. Healthy Jr. High School Principal || 1.b. Engage students in exploring real-world issues and solving authentic problem using digital tools and resources 3.b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation || Use a wide range of idea creation techniques; develop, implement, and communicate new ideas to others effectively; set and meet goals; prioritize, plan and manage work to achieve the intended result. || We are establishing an official Student Council this year after taking 5 students to the OASC state conference in April. We need to develop a constitution (we have a model to work from) and then establish activities for the year that will be meaningful to the school and develop leadership among the members, especially within the seventh grade class, so that they can take over the key leadership next year. Since an active student council is new to the JHS, it would be beneficial for the representatives to establish communication with the other schools' representatives that they met at state conference and continue to obtain ideas for activities and generate input from schools that have tried activities that we are considering. It also would be beneficial for our students to comment on ideas that are generated in council meetings. Our reps would have to contact the advisors through other schools websites to obtain email addresses to add to a student council wiki. Then we would have to obtain email addresses from our own students in order to invite them to the wiki. Student Council minutes, surveys and general information could go out on the wiki and council members could access responses, though certain members of council would have a primary responsibility to see that surveys would be tabulated and key comments be brought to the attention of full council. || Jill Hecker || 2a. To relate current learning experiences and use technology in order for more comprehension to occur. || Have students collobrate, communicate, use imagination, process information in a systematic way to present. || While using the voicethread operation, students can create backgrounds for characters in stories that we have previously read. They would have to incorporate figurative languager terms such as setting, direct or indirect characterization, imagery, etc. || Kara Bakie || 3a.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 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 || Creativity and innovation, Critical thinking and problem solving, Collaboration with others, Initiative and self-direction, productivity and accountability. || I created a class website for students and parents to use and incorporated my website throughout the year. I posted assignments onto the website and created pages that the students could access and use for various class assignments. For group research projects, students would utilize the website to access assignment directions and various research links. The website also served as a venue for students and parents to stay abreast of class goings on. || Greg Stickel Urbana Principal || 2 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 || use technology as a tool to research, organize, evaluate and communicate information || Using CPS reports on individual students to help facilitate individual instruction and differentiation in the classroom ||