1. Transforming learning with Technology a Portfolio by Natalie Rotar created in Edl 325 Instructional Technology Spring 2010 As a teacher it is important that I understand and can demonstrate the teacher standards As a teacher in Wisconsin I must also continually improve on the Wisconsin 10 Teacher Standards. Wisconsin 10 Teacher Standards ISTE Teacher Standards ISTE Teacher Standards ISTE Student Standards ISTE Student Standards DPI 10 Teacher Standards DPI 10 Teacher Standards DPI Academic Content DPI Academic Content 21 st Century Learning 21 st Century Learning

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3. Student Learning and Creativity 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 knowledge, skills, and attitudes identified in the NETSS. Teachers: 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. Teacher standards Teacher standards Retur n home Retur n home My Web Quest lesson dealing with the Oregon Trail meets these requirements

4. Digital-Age Learning Experiences and Assessments 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. Teacher standards Retur n home Retur n home My Wikispace fulfills this requirement. I will use it to communicate with both parents and students.

5. Digital Age Work and Learning 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: 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. Teacher standards Retur n home Retur n home I will also use my Wikispace for this. I will practice legal and ethical use of all digital information I put on my Wiki.

6. Digital Citizenship and Responsibility 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 students' 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. Teacher standards Retur n home Retur n home This standard can be met both on my Wiki and also by using Google Tools in the classroom.

7. Professional Growth and Leadership 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: 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. Teacher standards Retur n home Retur n home This standard is met partially by my Wiki, and can also be met by continuing education by taking online cources.

8. 21 st century 21 st century Retur n home Retur n home Teacher Standards Teacher Standards

9. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. apply existing knowledge to generate new ideas, products, or processes. b. create original works as a means of personal or group expression. c. use models and simulations to explore complex systems and issues. d. identify trends and forecast possibilities. Retur n home Retur n home Teacher standards Teacher standards An example of this could be my Digital story telling lesson. Students can either use existing pictures, or generate new ones using computers and internet resources.

10. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. c. develop cultural understanding and global awareness by engaging with learners of other cultures. d. contribute to project teams to produce original works or solve problems. Retur n home Retur n home Teacher standards Teacher standards Students will meet this standard doing the Web Quest on the Oregon Trail, another way students can reach this standard it by using Google Tools to work together.

11. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: a. plan strategies to guide inquiry. b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. d. process data and report results. Retur n home Retur n home Teacher standards Teacher standards Students will meet this standard by completing my Oregon Trail Web Quest.

12. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: a. identify and define authentic problems and significant questions for investigation. b. plan and manage activities to develop a solution or complete a project. c. collect and analyze data to identify solutions and/or make informed decisions. d. use multiple processes and diverse perspectives to explore alternative solutions. Retur n home Retur n home Teacher standards Teacher standards This standard is met by students doing my podcast lesson.

13. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: a. advocate and practice safe, legal, and responsible use of information and technology. b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c. demonstrate personal responsibility for lifelong learning. d. exhibit leadership for digital citizenship. Retur n home Retur n home Teacher standards Teacher standards Students can meet this requirement by making their own Newsletter and learning that they can use them to connect with people throughout the rest of their life.

14. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. understand and use technology systems. b. select and use applications effectively and productively. c. troubleshoot systems and applications. d. transfer current knowledge to learning of new technologies. Retur n home Retur n home Teacher standards Teacher standards Students can accomplish this by designing their own Wiki and putting all school work and assignments up on it.

15. 10 Wisconsin Teacher Standards 1. Teachers know the subjects they are teaching. The teacher understands the central concepts, tools of inquiry, and structures of the disciplines she or he teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils. 2. Teachers know how children grow. The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social, and personal development. 3. Teachers understand that children learn differently. The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities. 4. Teachers know how to teach. The teacher understands and uses a variety of instructional strategies, including the use of technology, to encourage children's development of critical thinking, problem solving, and performance skills. 5. Teachers know how to manage a classroom. The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. Retur n home Retur n home 21 st century 21 st century DPI 6 - 10 DPI 6 - 10

16. 10 Wisconsin Teacher Standards continued… 6. Teachers communicate well. The teacher uses effective verbal and nonverbal communication techniques as well as instructional media and technology to foster active inquiry, collaboration, and supportive interaction in the classroom. 7. Teachers are able to plan different kinds of lessons. The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals. 8. Teachers know how to test for student progress. The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil. 9. Teachers are able to evaluate themselves. The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on pupils, parents, professionals in the learning community and others and who actively seeks out opportunities to grow professionally. 10. Teachers are connected with other teachers and the community. The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support pupil learning and well-being and acts with integrity, fairness and in an ethical manner. 21 st century learning 21 st century learning DPI 1-5 Retur n home Retur n home

17. Framework for 21 st Century Learning Home Teacher Teacher standards Teacher Teacher standards Student Student Standards Student Student Standards DPI 10 Teacher Standards Standards DPI 10 Teacher Standards Standards

18. Learning for the 21st Century -- Key Elements http://www.21stcenturyskills.org/downloads/P21_Report.pdf http://www.21stcenturyskills.org/downloads/P21_Report.pdf 1. Emphasize core subjects NCLB: English, reading/language arts, mathematics, science, foreign languages, civics, government, economics, arts, history, and geography 2. Emphasize learning skills Information and communication skills – Information and media literacy skills – Communication skills (oral, written, multimedia) Thinking and Problem-solving skills – Critical thinking and systems thinking – Problem identification, formulation and solution – Creativity and intellectual curiosity Interpersonal and self-directional skills – Interpersonal and collaborative skills – Self-direction – Accountability and adaptability – Social responsibility 21 st century learning 21 st century learning Retur n home Retur n home Key elements 3-4 Key elements 3-4

19. 3. Use 21 st Century tools to develop learning skills Information and communication technologies such as computers, networking and other technologies Audio, video, and other media and multimedia tools Ie. Spreadsheets, word processing, email, groupware, presentation, web development, Internet search tools, etc 4. Teach and learn in a 21 st Century context Make content relevant to students’ lives Bring the world into the classroom Take students out into the world Create opportunities for students to interact with each other, with teachers and with other knowledgeable adults in authentic learning experiences Learning for the 21st Century -- Key Elements http://www.21stcenturyskills.org/downloads/P21_Report.pdf http://www.21stcenturyskills.org/downloads/P21_Report.pdf Retur n home Retur n home Key elements 5-6

20. Learning for the 21st Century -- Key Elements http://www.21stcenturyskills.org/downloads/P21_Report.pdf http://www.21stcenturyskills.org/downloads/P21_Report.pdf 5. Teach and learn in a 21 st Century content Global awareness – Use 21 st century skills to understand and address global issues – Learn from and work collaboratively with individuals representing diverse cultures, religions and lifestyles in a spirit of mutual respect and open dialogue in personal, work and community contexts – Promote the study of non-English language as a tool for understanding other nations and cultures Financial, economic and business literacy – Know how to make appropriate personal economic choices – Understand the role of the economy and the role of business in the economy – Apply appropriate 21 st century skills to function as a productive contributor within an organizational setting – Integrate oneself within and adapt continually to our nation’s evolving economic and business environment Civic literacy – Be an informed citizen to participate effectively in government – Exercise the rights and obligations of citizenship at local, state, national and global levels – Understand the local and global implications of civic decisions – Apply 21 century skills to make intelligent choices as a citizen 6. Use 21 st Century assessments that measure 21 st Century skills Use standardized tests to measure both core subjects and 21 st century skills Balance standardized tests with classroom assessments to measure the full range of student skills in a timely way. Strengthen classroom assessments and integrate them with the instructional process to reinforce learning, provide immediate feedback and help students learn core subjects and 21 st century skills. Retur n home Retur n home

21. Wisconsin Academic Standards for 4 th Grade Social Studies Standard A--Geography Standard B--History Standard C--Political Science and Citizenship Standard D--Economics Standard E--Behavioral Sciences Home Retur n home Retur n home

22. Social Studies, Standard A: Geography Performance Standards - Grade 4 By the end of grade four, students will: A.4.1 Use reference points, latitude and longitude, direction, size, shape, and scale to locate positions on various representations of the earth's surface A.4.2 Locate on a map or globe physical features such as continents, oceans, mountain ranges, and land forms, natural features such as resources, flora, and fauna; and human features such as cities, states, and national borders A.4.3 Construct a map of the world from memory, showing the location of major land masses, bodies of water, and mountain ranges A.4.4 Describe and give examples of ways in which people interact with the physical environment, including use of land, location of communities, methods of construction, and design of shelters A.4.5 Use atlases, databases, grid systems, charts, graphs, and maps to gather information about the local community, Wisconsin, the United States, and the world A.4.6 Identify and distinguish between predictable environmental changes, such as weather patterns and seasons, and unpredictable changes, such as floods and droughts, and describe the social and economic effects of these changes A.4.7 Identify connections between the local community and other places in Wisconsin, the United States, and the world A.4.8 Identify major changes in the local community that have been caused by human beings, such as a construction project, a new highway, a building torn down, or a fire; discuss reasons for these changes; and explain their probable effects on the community and the environment A.4.9 Give examples to show how scientific and technological knowledge has led to environmental changes, such as pollution prevention measures, air-conditioning, and solar heating Standards Retur n home Retur n home

23. Social Studies, Standard B: History Performance Standards - Grade 4 By the end of grade four, students will: B.4.1 Identify and examine various sources of information that are used for constructing an understanding of the past, such as artifacts, documents, letters, diaries, maps, textbooks, photos, paintings, architecture, oral presentations, graphs, and charts B.4.2 Use a timeline to select, organize, and sequence information describing eras in history B.4.3 Examine biographies, stories, narratives, and folk tales to understand the lives of ordinary and extraordinary people, place them in time and context, and explain their relationship to important historical events B.4.4 Compare and contrast changes in contemporary life with life in the past by looking at social, economic, political, and cultural roles played by individuals and groups B.4.5 Identify the historical background and meaning of important political values such as freedom, democracy, and justice B.4.6 Explain the significance of national and state holidays, such as Independence Day and Martin Luther King, Jr. Day, and national and state symbols, such as the United States flag and the state flags B.4.7 Identify and describe important events and famous people in Wisconsin and United States history B.4.8 Compare past and present technologies related to energy, transportation, and communications and describe the effects of technological change, either beneficial or harmful, on people and the environment B.4.9 Describe examples of cooperation and interdependence among individuals, groups, and nations B.4.10 Explain the history, culture, tribal sovereignty, and current status of the American Indian tribes and bands in Wisconsin Standards Ret urn ho me Ret urn ho me

24. Social Studies, Standard C: Political Science and Citizenship Performance Standards - Grade 4 By the end of grade four, students will: C.4.1 Identify and explain the individual's responsibilities to family, peers, and the community, including the need for civility and respect for diversity C.4.2 Identify the documents, such as the Declaration of Independence, the Constitution, and the Bill of Rights, in which the rights of citizens in our country are guaranteed. C.4.3 Explain how families, schools, and other groups develop, enforce, and change rules of behavior and explain how various behaviors promote or hinder cooperation C.4.4 Explain the basic purpose of government in American society, recognizing the three levels of government C.4.5 Explain how various forms of civic action such as running for political office, voting, signing an initiative, and speaking at hearings, can contribute to the well-being of the community C.4.6 Locate, organize, and use relevant information to understand an issue in the classroom or school, while taking into account the viewpoints and interests of different groups and individuals Standards Retur n home Retur n home

25. Social Studies, Standard D: Economics Performance Standards - Grade 4 By the end of grade four, students will: D.4.1 Describe and explain of the role of money, banking, and savings in everyday life D.4.2 Identify situations requiring an allocation of limited economic resources and appraise the opportunity cost (for example, spending one's allowance on a movie will mean less money saved for a new video game) D.4.3 Identify local goods and services that are part of the global economy and explain their use in Wisconsin D.4.4 Give examples to explain how businesses and industry depend upon workers with specialized skills to make production more efficient D.4.5 Distinguish between private goods and services (for example, the family car or a local restaurant) and public goods and services (for example, the interstate highway system or the United States Postal Service) D.4.6 Identify the economic roles of various institutions, including households, businesses, and government D.4.7 Describe how personal economic decisions, such as deciding what to buy, what to recycle, or how much to contribute to people in need, can affect the lives of people in Wisconsin, the United States, and the world Standards Retur n home Retur n home

26. Social Studies, Standard E: Behavioral Science Performance Standards - Grade 4 By the end of grade four, students will: E.4.1 Explain the influence of prior knowledge, motivation, capabilities, personal interests, and other factors on individual learning E.4.2 Explain the influence of factors such as family, neighborhood, personal interests, language, likes and dislikes, and accomplishments on individual identity and development E.4.3 Describe how families are alike and different, comparing characteristics such as size, hobbies, celebrations, where families live, and how they make a living E.4.4 Describe the ways in which ethnic cultures influence the daily lives of people E.4.5 Identify and describe institutions such as school, church, police, and family and describe their contributions to the well being of the community, state, nation, and global society E.4.6 Give examples of group and institutional influences such as laws, rules, and peer pressure on people, events, and culture E.4.7 Explain the reasons why individuals respond in different ways to a particular event and the ways in which interactions among individuals influence behavior E.4.8 Describe and distinguish among the values and beliefs of different groups and institutions E.4.9 Explain how people learn about others who are different from themselves E.4.10 Give examples and explain how the media may influence opinions, choices, and decisions. E.4.11 Give examples and explain how language, stories, folk tales, music, and other artistic creations are expressions of culture and how they convey knowledge of other peoples and cultures E.4.12 Give examples of important contributions made by Wisconsin citizens, United States citizens, and world citizens E.4.13 Investigate and explain similarities and differences in ways that cultures meet human needs E.4.14 Describe how differences in cultures may lead to understanding or misunderstanding among people E.4.15 Describe instances of cooperation and interdependence among individuals, groups, and nations, such as helping others in famines and disasters Standards Retur n home Retur n home