Give an example from one of your lessons in your
1. Empowered Learner: Students leverage
technology to take an active role in choosing,
achieving and demonstrating competency in
their learning goals, informed by the learning
sciences. Students:
a. articulate and set personal learning goals,
develop strategies leveraging technology to
achieve them and reflect on the learning
process itself to improve learning outcomes.
b. build networks and customize their learning our thoughts on different things,
environments in ways that support the
learning process
c. use technology to seek feedback that
informs and improves their practice and to
demonstrate their learning in a variety of
ways.
d. understand the fundamental concepts of
technology operations, demonstrate the
ability to choose, use and troubleshoot
current technologies and are able to transfer
their knowledge to explore emerging
technologies
I did this in EDU 222 Practicum
(give examples)
Wrote reflections on TPACK,
SAMR, ACTEM, etc. and
choosing to be proficient or
beyond proficient in them
(setting personal learning goals).
We made blogs that had open
access to anyone on the internet
and allowed us a place to share
such as TPACK, SAMR, ACTEM,
etc.
In Edu 222, we have received
feedback on wikispaces to
improve our work in the
moment instead of waiting for
written feedback.
In EDU 222, we went through
some trouble shooting problems
and found alternatives to these
issues. Some trouble shooting
problems include having Word
Documents that do not require
internet, having extra printed off
handouts, or borrowing a dongle
or charger when forgetting your
own.
EDU 223 of what students will do to demonstrate that
they could meet this standard OR Describe what
students will do in a lesson you read about/heard
about that gives students a chance to meet this
standard (preferably from your content area)
Students in my unit will be able to choose the type of
technology to complete an assignment as long as it is
relatively the same (Google Docs, PowerPoint, Prezi,
etc.). Students will then be able to meet the standard
in a way that best suits them.
In the lesson that I made, students went to stations
related to their Multiple Intelligence. Students were
able to see other classmates that learn the same way
they do.
In my classroom, We will be using google classroom
or a class website to return classwork with edits. This
will provide immediate feedback for students to
produce revisions or ask questions outside of the
normal class period.
Students are able to understand how to use phones,
so when explaining how to use iPads in the
classroom, students would be able to transfer their
phone knowledge to use the iPads efficiently.
2. Digital Citizen Students: recognize the
rights, responsibilities and opportunities of
living, learning and working in an
interconnected digital world, and they act and
model in ways that are safe, legal and ethical.
Students:
a. cultivate and manage their digital identity
and reputation and are aware of the
permanence of their actions in the digital
world.
b. engage in positive, safe, legal and ethical
behavior when using technology, including
social interactions online or when using
networked devices.
c. demonstrate an understanding of and
respect for the rights and obligations of using
and sharing intellectual property
d. manage their personal data to maintain
digital privacy and security and are aware of
data-collection technology used to track their
navigation online.
3. Knowledge Constructor Students: critically
curate a variety of resources using digital
tools to construct knowledge, produce
creative artifacts and make meaningful
learning experiences for themselves and
others. Students:
I did this in EDU 222 Practicum
(give examples)
We talked about copyright and
were heald to copyright law in
grading.
We were heald to copyright law
in grading
We explored creative commons
and fair use to understand what
we can use in the classroom.
NONE
I did this in EDU 222 Practicum
(give examples)
Give an example from one of your lessons in your
EDU 223 of what students will do to demonstrate that
they could meet this standard OR Describe what
students will do in a lesson you read about/heard
about that gives students a chance to meet this
standard (preferably from your content area)
To meet this standard in my unit students will write
blog posts that they will post. Prior to them starting
their blog we discuss the repercussions of actions on
the internet.
In my unit on Latin American colonization we had
blog posts, and students had to interact positively
and safely on their blogs with each other. They also
had to share only things that were ethical and
relevant on their blogs.
On my rubric, I will include a section for citiations of
resoruces (online or physical). Each rubric will have a
point value for citations because I want to make sure
students are giving respect to the proper authors.
In this unit we use many technology platforms, all of
which are safe and secure. We will also discuss in my
unit how to insure that internet resouces students
use are secure, we will also discuss ways to stay safe
online and the importance of doing so.
Give an example from one of your lessons in your
EDU 223 of what students will do to demonstrate that
they could meet this standard OR Describe what
students will do in a lesson you read about/heard
about that gives students a chance to meet this
standard (preferably from your content area)
a. plan and employ effective research
strategies to locate information and other
resources for their intellectual or creative
pursuits.
b. evaluate the accuracy, perspective,
credibility and relevance of information,
media, data or other resources
c. curate information from digital resources
using a variety of tools and methods to create
collections of artifacts that demonstrate
meaningful connections or conclusions
d. build knowledge by actively exploring real-
world issues and problems, developing ideas
and theories and pursuing answers and
solutions.
4. Innovative Designer: Students use a variety
of technologies within a design process to
identify and solve problems by creating new,
useful or imaginative solutions. Students:
a. know and use a deliberate design process
for generating ideas, testing theories, creating
innovative artifacts or solving authentic
problems.
Finding useful WebQuest
resources and fittingly placing
them into the WebQuest for
optimal student help
The form for evaluating internet
information resources
-Jordan did this in the field with
his students when he had them
research colonial explorers
online and create a boat that
had the same things the
explorers carried on their ships.
-WebQuest resources
Our performance tasks are solid
examples of this
I did this in EDU 222 Practicum
(give examples)
-Solving authentic problems
through app exploration.
By using the graphic organizers and content notes
gathered for my unit, students will have choices for
how they want to complete their assignments.
Students will evaluate their resources before they
debate to gain an understanding of citing credible
sources to rebutt a point.
Constructing lesson plans, because they use multiple
material sources and must be connected to the lesson
topic, finding pictures for a collage that represents
the imagery in a text,
having students create their own performance task
that meets the ramifications of the task and is
orignally-created out of the resources.
Give an example from one of your lessons in your
EDU 223 of what students will do to demonstrate that
they could meet this standard OR Describe what
students will do in a lesson you read about/heard
about that gives students a chance to meet this
standard (preferably from your content area)
Students consistently writing in an journal on Google
Docs to reflect on their learning process, which allows
them to move on to addressing and solving personal
hurdles that hinder their understanding of content.
Students will recieve feedback on every journal entry.
b. select and use digital tools to plan and
manage a design process that considers
design constraints and calculated risks.
c. develop, test and refine prototypes as part
of a cyclical design process.
d. exhibit a tolerance for ambiguity,
perseverance and the capacity to work with
open-ended problems
5. Computational Thinker Students: develop
and employ strategies for understanding and
solving problems in ways that leverage the
power of technological methods to develop
and test solutions. Students:
a. formulate problem definitions suited for
technologyassisted methods such as data
analysis, abstract models and algorithmic
thinking in exploring and finding solutions.
b. collect data or identify relevant data sets,
use digital tools to analyze them, and
represent data in various ways to facilitate
problem-solving and decision-making.
Creating a concept sort on
Google Docs.
-Creating the first drafts of the
WebQuests and creating
student samples.
Performance task products for
webquests provide a real word
scenario and leave open
interpretation for handling these
situations while applying
content.
I did this in EDU 222 Practicum
(give examples)
Google Docs Spreadsheet, Excel
Excel, Google Docs Spreadsheets
Students will use word document software to record
their brainstormed ideas, and analyze the drawbacks
or advancements of their ideas.
Students always have the opportunity for revision,
feedback, and reflection when creating summative
assessments, such as blogs, podcast, digital posters,
prezi etc. Another lesson idea for a STEM or science
class would be working with CAD programs (like
sketchup) to design a prototype for a boat.
Students create an iMovie as a team that responds to
a theoretical question.
Give an example from one of your lessons in your
EDU 223 of what students will do to demonstrate that
they could meet this standard OR Describe what
students will do in a lesson you read about/heard
about that gives students a chance to meet this
standard (preferably from your content area)
In Tabby's history class - the lesson topic being the
Civil War - students will need to imagine themselves
as generals needing to decide which paths/routes to
take in order to attack their opponents. An Excel
spreadsheet will be used to organize data and
calculate risks.
From the formative and summative assessments, I will
use this data and insert it into a spreadsheet. Once in
the spreadsheet, I will use what I have collected to
inform decisions and projects.

c. break problems into component parts,
extract key information, and develop
descriptive models to understand complex
systems or facilitate problem-solving.
d. understand how automation works and use
algorithmic thinking to develop a sequence of
steps to create and test automated solutions.
6. Creative Communicator: Students
communicate clearly and express themselves
creatively for a variety of purposes using the
platforms, tools, styles, formats and digital
media appropriate to their goals.
a. choose the appropriate platforms and tools
for meeting the desired objectives of their
creation or communication
b. create original works or responsibly
repurpose or remix digital resources into new
creations.
c. communicate complex ideas clearly and
effectively by creating or using a variety of
digital objects such as visualizations, models
or simulations.
In Joe's health class students will create personal
health goals to live a healthier lifestyle. Students will
track their progress using a spreadsheet or a log or
graphing software, etc. as they make improvements
Student Sample towards their overall goal.
In Ben's science class, each student will create their
own infographic of the sequence of steps used to
Weebly identify trees of Maine.
Give an example from one of your lessons in your
EDU 223 of what students will do to demonstrate that
they could meet this standard OR Describe what
students will do in a lesson you read about/heard
I did this in EDU 222 Practicum about that gives students a chance to meet this
(give examples) standard (preferably from your content area)
Steffon: In my unit about identity, I use flipgrid (video
creator) to get students engaged and able to display
their work for the class and is transferrable to the
Google Classroom. Students are recording how they
want to be treated in society and this platform resticts
SAMR Model their access to distracting online material.
Kelly: My students are building a digitail model using
Weebly, Webquest, Student hyperlinks and sound files and building an interactive
Samples video game.
Our lesson plans include fillable graphic organizers on
the class page and Webquest assignments. Kelly: My
Weebly, Webquest, Student students will look at population changes by using
Samples online simulations and digital models.

d. publish or present content that customizes
the message and medium for their intended
audiences.
7. Global Collaborator: Students use digital
tools to broaden their perspectives and enrich
their learning by collaborating with others and
working effectively in teams locally and
globally.
a. use digital tools to connect with learners
from a variety of backgrounds and cultures,
engaging with them in ways that broaden
mutual understanding and learning.
b. use collaborative technologies to work with
others, including peers, experts or community
members, to examine issues and problems
from multiple viewpoints
WikiSpaces, Blogger, Weebly
I did this in EDU 222 Practicum
(give examples)
In our iBook ACTEM presentation
and our Webquests, we collaborated
and reached a wide audeince to
engage them in learning various
topics.
In SED 220, we were to find an issue
in our community that exhibited non-
inclusive action and create a plan to
fix said issue. We posted these to
our class blog, and commented on
one anothers products. In SED 220,
we worked in small groups and
assumed various roles (Facilitator,
Notetaker, Timekeeper, etc.) while
working to solve a given prompt or
assignment.
Teacher portfolio containing standard (CCTS, ISTE,
etc.) Jamie: A lesson plan that I created in EDU 223
was about using an app for goal setting for nutrition
and physical activity. The app will require the
students to record digitally and the students will then
proceed to blog their experience.
Give an example from one of your lessons in your
EDU 223 of what students will do to demonstrate that
they could meet this standard OR Describe what
students will do in a lesson you read about/heard
about that gives students a chance to meet this
standard (preferably from your content area)
As Social Studies and English concentrations, there are
copious opportunities to use Skype to facilitate and grow a
classroom where global collaboration prospers. Along with
that, in Danielle's Civil Rights Unit she created a summative
assessment where students record a podcast with an
individual alive during the Civil Rights Movement.
In McKayla's third lesson she is having her students create a
podcast debate on The Great Gatsby. Students will role play
and debate a topic surrounding a theme or symbol that will
be revealed in the sixth and seventh chapters. They will
debate on who committed the crime, if someone was lying,
and if they believe, and who, should be held accountable or if
they should be left to live their life regularly. In a human
rights class students will blog about their views in a google
classroom on the readings or films and other students would
have to comment on at least two of other students posts in
response to what they wrote. This allowed for constructive
conversations about global issues as well as human rights
issues.

c. contribute constructively to project teams,
assuming various roles and responsibilities to
work effectively toward a common goal.
d. explore local and global issues and use
collaborative technologies to work with
others to investigate solutions.
In EDU 223, we were split into three
teams where we collaborated in
creating blog posts, where each
person had a specific role and set of
responsibilities. Along with that, in
EDU 223 we assumed the roles of
presentor while presenting our
lesson and critiquer while critiquing
other peers lesson plans.
In SED 220, we were split into
groups of two and created online
"posters" that highlighted the issues
and solutions to inclusive education.
In McKayla's fourth lesson she has an iMovie where students
have the option to utilize technology to its full capacity or role
play. Each group of students has to participate effectively
and contribute constructively to reach their goal of
completing their iMovie. In Haley's first lesson, Ancient
Greek Politics, students are creating an iMovie that highlights
the Peloponessian War. The rubric highlights the various
roles each student is to take on in contributing to a thorough
and creative iMovie.
Students will be using outside sources to gather knowledge
on the civil rights movement and the Stone wall riots. By
looking at articles and scholarly texts, students will recieve
more information on the content.