NETS-T+Standard3

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.**

Teachers:

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

Brody Hamel - NETS-T Standard 3d: When students are using digital resources to locate research information they could use the Big 6 to help them through the research process to see if they are getting the most out of their efforts.

Thea Roessler - I am using the opportunity to utilize readily available technology to expand the accessibility of the materials, which vary widely in my advanced German course, and the communication between student(s) and teacher, which can be a challenge in an independent study course. Pages include their assignments, online links to a variety of original sources & media, and eventually an assignment checklist. Other uses may present themselves. By utilizing the technology myself and applying it in a professional capacity, the students will work with, learn from, and learn to manage up-to-date programs and technological approaches. I have no doubt that, within the process of setting up the resources they need, they will teach me a few things as well. This is primarily standard 3c: communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats

Becki Deater: d: I can use movie maker to create a slide show of videos and pictures of students while performing a specific skill in PE (i.e. serving in tennis) and show the slide to either individual students and/or the class. This way, they will SEE for themselves either the areas that need to be improved or the areas that have improved over the unit. Reggie Kennedy-Standard 3c- Using audacity would be a great way to proctor achievement test for those students with IEP's enable these students to listen to questions as many times necessary.

Brenda Petre- A google document could be used by teachers to share and collaborate. Teachers who teach the same grade level, but in different buildings would be able to communicate more efficiently and effectively. They could share ideas of what has been successful in their classrooms and share it with other buildings. During a PLC meeting teachers could communicate with other teachers in different buildings and discuss what they are teaching and what is working best. This would meet Standard 3- Model Digital Age Work and Learning.

Eric Pertiet: NETS-T Standard 3c: Use a wiki to collaborate with others in a related field to take advantage of a greater nowledge base for development of learning materials.

Frank Chapman Standard 3C: The wiki is a great way to have students collaborate with their teachers and peers. I am currently creating a wiki for my students to use for a WWI simulation. I am hoping this will alleviate a significant amount of class time for my students to discuss the various phases of the simulation.

Melissa Hinshaw- Using Google Docs to demonstrate the NETS-T Standards: I currently participate in using Google docs in a number of ways. Our school uses Google docs and groups to track our RTI tier one, two and three interventions. These documents are certainly not a substitute for formal documantation or group collaboration, but they provide us a community place to record, track and share the intervention process. A spreadsheet type form is used. Collaborators log on and enter information about dates, times, types of interventions, staff member responsible and students served. We use only initials to represent students as a way to protect confidentiality. These documents are shared at grade level only and are used only during staff intervention team meetings. They are not part of IEP Staffings, Annual Reviews or any other meeting at which parents would be present. I believe this practice is a way of meeting standard 3b: collaborate with students, peers, parents and community members using digital tools and resources to suport student success and innovation. Our staff also uses Google docs to collaborate on staff events such as Family Reading Night, Family Math Night, and author visits. The collaboration takes the place of necessary face to face meetings and allows faculty to catch up on plans and add their own thoughts on their own schedule. This works more efficiently than e-mail for our purposes. This practice meets standard 3c: communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats. A third way I currently use Google docs is through a 4th Grade Google Group established in our district. The group uploads activities, power points, smart board lessons and curriculum updates to the site. Every member gives and takes in the collabortation. It is an amazing way to save time and resources. This also meets standard 3b: collaborate with students, peers, parents and community members using digital tools and resources to suport student success and innovation.

Katy Ruppel- NETS-T 3.b would be very useful in communication between teacher and parents. Especially for specials classes. In a given week, we may see over 500 students, way to many to make copies or phone calls of all important information. Posting it in a blog would help to get the info out while still saving time and "going green." This would also minimize confusion of things like dates and expectations of grades and participation.

Patrick Haddock- NETS-T 3.c Google documents could be easily used to communicate with parents on a variety of different levels. It could be as simply as a monthly news letter or act as more of an open forum for questions and concerns. I could see the Wiki format being used for students and parents as an open line of communication as well. Perhaps homework helps Wiki that students could collaborate with one another as well as with the teacher being able to ask questions and post examples.

Carri Oslager 3c- This area could be greatly served through some tools already in place at our school: SchoolReach; PowerSchool parent portal; email; websites for individual departments and teachers. But the area I fee could offer some great chances would be the wiki- as we are doing now. Sharing information coud be so helpful for my students, especially if there is a project where they are working collaboratively. My Honors World History course could exchange information on primary documents they have found, collected and/or accessed to help the group as a whole. A shared paper with input by all students could provide a great chance for them to see how historians do this (although they do it the old-fashioned way)- bouncing ideas and theories off each other to gain further understanding through posts on a wiki. The school's website should provide links to data bases, that offer students legitimate information w/o resorting to wikipedia as a source! The fact that I just learned about the WonderWheel feature in Google is just a travesty!! This could have been something I told my students about last year... offering some level of decreased frustration!

Betsy Smith: NETS-T #3.c: communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats. I can see using the wiki to communicate with students and parents about homework and class activities. I can see a teacher posting about activities/discussions performed in class for students to use when at home working on homework. Also allowing parents to see this information will help them to help their student complete the work. The wiki could open lines of communication for students who are uncomfortable speaking in class, but still have questions about homework.

Scott Gaffke Standard 3C: I have often shown video clips from Teachertube, Youtube, and other educational websites in an effort to present concepts in fun, innovative ways to my students. Students enjoy watching these videos and seeing information presented in this format. They especially like it when teachers take on different personas or make things humorous. I could therefore see using the movie maker software to create clips that explain all sorts of educational concepts. Instead of showing an animated clip or a clip created by another teacher half way across the country, why not make a few clips of your own? I'm sure all our students would really be excited by seeing teachers from their own school presenting information in new and fun ways.

Carri Oslager Standard 3d- After going through the Big 6 and it focusing questions, I gave the chart to my Honors Freshman to teach them & help them focus on researching. This is the first time they will be using actual research and primary sources to gathering information on an invention from the Industrial Revolution. Since the culmination of the research is to write a paper, they will save themselves valuable time gathering the required materials and background information. The Big 6 will be used as they research their topic at home, as well as we research during classtime. Our media specialist/librarian will help guide them through our school's databases, which is going to offer them such a great chance to see how effective research can be... and not as painful and frustrating as they have experienced in the past. This will be a skill that goes far beyond social studies but can help them develop a more focused approach- which is going to make college a lot easier! I'm really excited about this- since I wish someone would have given me guidance early-on to make researching topics more effective.

Brody Hamel NETS-T Standard 3c: Teachers could use movie-maker to effectively communicate information to the "visual" learners in their classroom. In physical education we could use movie-maker to demonstrate proper movements and techniques in a sport setting.

Yesenia Sanchez NETS-T3c:c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats Audacity or MovieMaker can be used to communicate with students and parents. Teachers could make videos of important information that parents must know (project guidelines, field trip info, safety info, etc) and post them on their teacher website where students and parents can access them when needed.

Brody Hamel NETS-T Standard 3c - Creating visuals can help communicate relevant information to teachers, parents and peers in a way that might be more interesting and easier to understand. Many people are "visual" learners and might grasp a concept better if visuals were included in the description/explanation or instructions.

Brandon Daub 3c. I can also use movie maker to video tape myself going through demonstrations and reply them to my students so that I can stop or go to slow mo and rewind each part of a given skill. It is sometimes hard demonstrate and slow down parts of skills so that students can see each body part working together. I think this would help the visual learner make connections easier.