Precertification+Teachnology+Standards

=Pre-certification Technology Standards=

Pre-Certification for Sharon Caine Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers: a. promote, support, and model creative and innovative thinking and inventiveness. b.engage students in exploring real-world issues and solving authentic problems using digital tools and resources. c. promote student reflection using collaborative tools to reveal and clarify student's 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.
 * 1. Facilitate and Inspire Student Creativity **
 * WebQuest that is used with students to investigate topics of choice || [] ||
 * Presentation Animoto. A multimedia way to show what they have learned.

Students to use QR CODES to present ideas for others || || Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the Teachers:
 * Reflection: While looking at WebQuests(a,b), I moved to looking at ways to facilitate student learning. Students explored topics of choice in-depth and collaborated with others as they analyzed the information or the data. WebQuest gave direction and resources while teaching skills for students to continue on their own with support. Getting past power points as a presentation tool was the next step. As students clarified their understanding, they found ways to present their findings and test them in virtual environments and with avitars. The Animoto and QR Codes gave students other ways to collaborate and present their ideas. (c,d) These were areas that students found engaging but the devices to accomplish these tasks and the time to learn them was lacking at this time. Grants are being pursued to provide the technology devices needed and to upgrade current computers. I am implementing the goal and objectives in a limited way so far. I will design a course that follows the standards and locate digital tools that expand on the lessons and activities. This will set the stage for student creativity. Many of our Emotionally Disabled Students excel in a more sensory setting so that’s where I want to design with them a learning environment. Simulations are also a way to pursue ideas but I need a way to support the students comprehension as they read directions or clues. Thought processing is also an area that has hindered the use of simulations. I need to see what digital tool will specifically support the student. I have more questions than answers but technology is changing so I have to keep investigating and work with students to adapt them to meet their own needs. ||
 * 2. Design and Develop Digital-Age Learning Experiences and Assessments **
 * a. || design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity. ||
 * b. || develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress. ||
 * c. || customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources. ||
 * d. || provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching. ||


 * Research site that I have been investigating for ideas and links || [] ||
 * CAST || [] ||
 * Financial Literacy lessons and games that match the core standard || [] ||
 * Reflection: As I researched Project Design, I looked into authentic learning experiences and assessments that engaged our students. I found these authentic scenarios in the areas of Practical Money(a) and Science. CAST(c) provided learning tools as a basis for creating environments that my students could operate in and be successful. As I looked at a program like Practical Money, I incorporated ways to support my students and allow them to assess and evaluate their own progress. This is a starting point. I find that the more I engaged the students in the design(a) and gave choices the less hassle to keep them motivated. I am incorporating ways for the students to analyze their own needs and then pursue learning activities as needed. The over-all goal and objectives have to be set first. As I look at types of assessments to demonstrate mastery, I will explore more ways for the students to check their own progress along the way, formative, and determine what else they need to learn. I want this to be linear for those who need organization but also fluid for those who process differently. This is an area that I still need to pursue by collecting information and digital tools. This environment will encourage and motivate students who have been disengaged and feel that there is no where for them to go. ||

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


 * Interactive SMARTboard lesson that was expanded upon || SB [[file:Citizen's Rights and Responsibilities.notebook]] ||
 * E-mail to parents with the excel attachment of sites for specific grade level interactives for their child || [] ||
 * Relfection: I have taken designed lessons and expanded(a) them, like the citizenship lesson, to have the students more engaged in higher level thinking skills. I applied the interactive technology lesson form from Thinkfinity to make sure that all components are in place to make an effective instructional lesson. The basic premise is to have students engaged and thinking about their choices in the lesson. I communicate with parents using e-mails to recommend sites(c), on an excel spreadsheet, for their students. Responses,positive, has been face-to-face at conferences or parent events. I am pursing more collaborative presentation digital tools, like Animoto and CUBE, and data collection tools(d), like DOJO, that can be used anywhere to direct instruction when dealing with students and teachers. It’s been helpful to follow some technology blogs(b) to determine which digital tools to investigate further and their possible benefits to learning. The computer lab in one building is used to develop the skills necessary for students to master before achieving higher level thinking activity. Locating and doing research is limited due to lack of enough computers.As a group we use the Smartboard to explore search engines and explore a topic together. Different students have roles, such as note taker, illustrators, to keep track of useful information for a presentation later. They then collaborate in designing a storyboard that will be turned into a presentation. These are areas I will continue to explore as I build my repertoire of resources and strategies. I started LiveBinders for different areas to have resources organized as I collect them. I need to move slowly and in small increments for others to feel confident enough to also implement new digital tools. ||

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:
 * 4. Promote and Model Digital Citizenship and Responsibility **
 * 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 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. ||

then sign into Cyber Bullying lesson ||
 * Cyber Bullying and being a citizen websites that include a lesson and also a game. The students and teacher are piloting this to see what other supports are needed. || [[file:Lesson on cyberbullying.docx]] ||
 * Smartboard Learning Spaces Cyber Bullying Program. This was covered in a teacher in-service and positive comments on how it will be used or implemented were taking back to schools. || []
 * Microsoft has tutorials on ways to help students access technology ( increase focus, ability to hear, etc). The goal is to identify a tool that would benefit a student and list on IEP. || [] ||
 * Reflection: The programs used, like Cyber bullying(a,b,c), with teachers and students addressed the importance of everyone to be responsible when it comes to cyber bullying. The lessons cover the basics and gives examples that all can relate to. The teachers can pursue the lesson independently. This led to different ways to present concepst to their students. The list of websites was a starting point of sites from other lessons to a game format. This had been a good starting point because it allowed the teacher to decide the approach that fit their students. The tutorials that Microsoft provides helped to approach all students diversity from those who need help in reading text, have hearing issues and so forth. I will continue to pull resources, like Twurdle(b), onto the list so that all students can be reached and participate to the best of their ability. The tutorial approach helps to make it self-directed. The overall effect has given educators the tools to keep lessons equitable and teach responsibility in a digital age. Communication and collaboration through digital tools needs to be better as we look for a way to implement this for all who want to participate. Most of our students and parents don’t have the technology readily available or the skills to use them. Some training might be made available during conference or parent fun night to those who attend. These and other areas will be looked into as I research more into these areas. ||

Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers:
 * 5. Engage in Professional Growth and Leadership **
 * 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. ||

Presentation at Kent State University Reading Literacy Conference Presentation to our Group who works with other schools || //Reading Conference KENT.]// ORC Thinfinity Resource Presentation to PEP ASSISST || //SB NB certificate// || The areas I will continue to work on will be to get teachers to continue to use these resources on their own when looking to find matches to standards and students. ||
 * Ohio Resource Center and Thinkfinity Ambassador Program
 * Smart (Notebook) Certified Trainer agenda and certificate that has been used in teacher in-services. || //SB NB Agenda[[file:chart SB sessions detailed.docx]]//
 * Reflection: By presenting at a conference, to a group of educators who consult with teachers, plus the teachers, I was able to encourage educators to use these resources and look for more resources that supported the specific standards of their content area. The two presentations showed the areas that were covered and the interactive resources that could be used in effective interactive lessons. The site, ORC, also has a group blog for conferring with others about the same topics or concerns. It’s been difficult to get them to continue to stay involved. I have to present what they can use immediately while increasing their awareness in how to determine the best resource to use in their lesson. Research in strategies and learning are also made available on these sites but I have to present them within a lesson by showing their application. As I train on the Smartboard, I use lessons to demonstrate how to create and adapt interactive lessons to meet the needs of their students. The staff need time to practice or they will forget what can be done to help engage their students.