NETS for Teachers

1. News Headlines One – Meta Search Engines
Standard 3 – Mode l Digital Age Work and Learning
This task allowed students to demonstrate fluency in technology systems, in particular through the use of the blog, which made it possible to transfer current knowledge gained primarily through a digital internet research method, to an online resource (Student Blog), rather than traditional methods, such as a submitting a writing assignment. This assignment did support communicative efforts shared amongst other students, parents and peers, or just about anyone with access to the blog.
2. New Headline Two – Apple/Macbook Air
Standard 3 – Mode l Digital Age Work and Learning
This task allowed students to demonstrate fluency in technology systems, where the specifications of common technological products were described, such as the Blue-Ray and the thinnest laptop. Another common technological system presented was GPS navigation services available on Google Earth. Collaboration occurred among students when researching answers for the questions presented. Digital tools (the internet) were used to research and support the learning gained through this assignment.
3. Chapter 3 Summary
Standard 1 – Facilitate and Inspire Student Learning and Creativity
This assignment promoted, and modeled creativity by describing various software programs used to develop educational materials. It described common productivity software, such as applications available in the Microsoft office suite. It discussed software used for concept mapping, which relays the instructor’s creative expression, and is used to clarify conceptual understanding, thinking and planning to other students, colleagues and peers.
4. Introductory Video
Standard 3 – Mode l Digital Age Work and Learning
This assignment demonstrated fluency in technology systems, for one had to understand how to use the video recorder to store the personal recording, and transfer the file to the desktop for blog uploading. The video was placed on the blog which supported communicative efforts shared with other students, parents and peers, or just about anyone with access to the blog. This format is a more effective digital approach than trying to share a video of this size through email services.
5. Concept Map
Standard 1 – Facilitate and Inspire Student Learning and Creativity
This assignment promoted, and modeled creative expression through the use of the Inspiron software application which was used to express creative ideas and concepts in an educational format designed to impact students, colleagues and peers. The map was placed in a virtual environment once placed online.
6. Technology for Small Children
Standard 5 – Engage in Professional Growth and Leadership
This standard proved applicable for technology is in so many ways designed to improve upon creative applications tailored for small children. Promoting professional growth and leadership strategies used to educate small children, through the use of current and emerging is a responsible duty of educators today who realize that technology will become even more effective, and a vital part of the teaching profession, school and community.
7. Teacher’s Web Site, 8. The IPhone, 9. Second Life,
Standard 3 – Model Digital Age Work and Learning
Each of the above assignments was applicable to this standard for common knowledge systems such as student information and campus systems were incorporated in the Iphone. Secondlife is a collaborative tool designed to promote sharing among students, peers, and the community (although I was unsuccessful in getting my account to work, I understood its intended usage). The teacher’s web site was very productive in communicating effective ideas and collaborative content. This site listed information ordinarily found in a class syllabus available on a web site.
10. Go Green and Video
Standard 5 – Engage in Professional Growth and Leadership
This assignment allowed the student to take a lead in promoting responsible behavior in a campus environment that would have a positive and lasting impact on the profession, school, community, and environment. Project ideas and decisions were intended to be persuasive tools that would promote community building.
11 Cramberry
Standard 2 – Design and Develop Digital-Age Learning Experiences and Assessments
This standard is applicable for this is an online evaluative tool designed to help students prepare for examinations, by creative flash cards. The student would be able to set their own goals, and manage their own learning experience, and educational progress.
12. Children’s Stories and Video
Standard 1 – Facilitate and Inspire Student Learning and Creativity
This assignment promoted, and modeled creative expression through short story telling and the video served as additional visual support, for often static content on a site doesn’t sustain the interest of the visitor as animated content. Students used digital tools such as the video recorder and internet to create short stories for young students with moral content.
13. Google Group Sites
Standard 4 – Promote and Model Digital Citizenship and Responsibility
This was an applicable standard for students worked as teams and responsible behavior was necessary to promote good teamwork. The site enabled student to manage access to the group, based on membership criteria and assess to those outside the group was restricted. This assignment had social emphasis that encouraged dialogue and sharing among members.
14. Multiple Intelligences/Sexting/PBS Videos
Standard 4 – Promote and Model Digital Citizenship and Responsibility
The multiple intelligences applications provided tools for students to assess their personalities and understand their individual learning styles. This assignment also addresses social issues such as the sexting, and allowed students to consider the importance of safe, legal and ethical behavior in the digital environment.
15. The USM Football Game & Paper
Standard 5 – Engage in Professional Growth and Leadership
This standard was applicable for students could participate in the local community to explore creative applications of technology as used in the video recordings during a game, audio feeds, and common cellular technology.
16. Adaptive Technologies
Standard 2 – Design and Develop Digital-Age Learning Experiences and Assessments
This standard was applicable for it considered developing instructional material and learning activities for address varying learning styles, in particular for those with special needs. Adaptive technologies incorporate digital tools, for instance, the Webquests and Imovie, which are designed to promote creativity and stimulate curiosity for diverse student populations.
17. NETS for Teachers and Standards
Standard 2 – Design and Develop Digital-Age Learning Experiences and Assessments
This standard was applicable for it allowed student to assess the technological assignments of the class based upon applicable standards. It allowed the student to see why the various assignment approaches were given during the class, thus utilizing formative and summative assessments.
18. Exit Questions
Standard 3 – Model Digital Age Work and Learning
The exit questions allowed students to demonstrate fluency in technology systems by reflecting on activities introduced in the class. Students could then communicate relevant ideas effectively to students, parents, and peers using digital-age formats.