1. Transforming Learning with Technology A Portfolio by: Lauren Behnke

2. As a teacher it is critical for me to demonstrate mastery of teacher standards – ISTE-NETS Teacher Standards ISTE-NETS Teacher Standards It is also critical for me to plan instruction that allows my students to master their standards – ISTE_NETS Student Standards As a teacher in Wisconsin, I must continually improve on the 10 Wisconsin Teacher Standards – http://dpi.wi.gov/tepdl/stand10.html http://dpi.wi.gov/tepdl/stand10.html And, I must align my work to the Framework for 21 st Century Learning – 21 st Century Framework

3. Teacher Standards 10 WI Teacher Standards 21 st Century Framework Science Standards

4. 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 Student Standards Example: WebQuest, Web Page, About Me PowerPoint, Newsletter

5. 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. Student Standards Example: WebQuest

6. 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. Student Standards Example: WebQuest, Multimedia, Copyright/Fair Use

7. Critical Thinking 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 Student Standards Example: WebQuest

8. 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. Student Standard Example: Copyright/Fair Use Brochure

9. 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. Student Standards Example: Web Page, WebQuest, Newsletter, Copyright/Fair Use, About Me, Multimedia

10. Student Standards 10 WI Teacher Standards 21 st Century Framework Science Standards

11. Student Learning and Creativity 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 Example: WebQuest

12. Digital Age Learning Experiences and Assessments 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 Example: WebQuest

13. 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. Teacher Standards Example: WebQuest

14. Digital Citizenship and Responsibility 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 Example: Fair Use/Copyright Brochure, WebQuest

15. 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 Example: Newsletter

16. 10 WI Teacher Standards (1-5) 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.

17. 10 WI Teacher Standards (6-10) 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. Student StandardsTeacher Standards21 st Century Framework Science Standards

18. 21 st Century Framework Student Standards Teacher Standards 10 WI Teacher Standards Content Standards

19. Life and Career Skills Today’s life and work environments require far more than thinking skills and content knowledge. The ability to navigate the complex life and work environments in the globally competitive information age requires students to pay rigorous attention to developing adequate life and career skills. 21 st Century Framework

20. Learning and Innovation Skills Learning and innovation skills increasingly are being recognized as the skills that separate students who are prepared for increasingly complex life and work environments in the 21st century, and those who are not. A focus on creativity, critical thinking, communication and collaboration is essential to prepare students for the future. 21 st Century Framework

21. Information, Media, and Technology Skills People in the 21st century live in a technology and media-suffused environment, marked by various characteristics, including: 1) access to an abundance of information, 2) rapid changes in technology tools, and 3) the ability to collaborate and make individual contributions on an unprecedented scale. To be effective in the 21st century, citizens and workers must be able to exhibit a range of functional and critical thinking skills related to information, media and technology. 21 st Century Framework

22. Core Subjects and 21 st Century Themes Mastery of core subjects and 21st century themes is essential for students in the 21st century. Core subjects include: English, reading or language arts – World languages – Arts – Mathematics – Economics – Science – Geography – History – Government and Civics 21 st Century Framework

23. Standards and Assessments 21 st century standards, along with a balanced system of assessments hat measure 21 st century skills is critical. 21 st Century Framework

24. Curriculum and Instruction Instructional material and practice should support student mastery of 21 st century skills. 21 st Century Framework

25. Professional Development Teachers should be provided with effective 21 st century skills training and support for integrating these skills into the classroom. 21 st Century Framework

26. Learning Environments Where students learn affects what they learn- today’s learning environments must support the teaching and learning of 21 st century skills. 21 st Century Framework

27. Grade 4 Science Standards Science, Standard A: Science Connections Performance Standards - Grade 4 By the end of grade four, students will: – A.4.1 When conducting science investigations, ask and answer questions that will help decide the general areas of science being addressed – A.4.2 When faced with a science-related problem, decide what evidence, models, or explanations previously studied can be used to better understand what is happening now – A.4.3 When investigating a science-related problem, decide what data can be collected to determine the most useful explanations – A.4.4 When studying science-related problems, decide which of the science themes are important – A.4.5 When studying a science-related problem, decide what changes over time are occurring or have occurred

28. Grade 4 Science Standards Science, Standard B: Nature of Science Performance Standards - Grade 4 By the end of grade four, students will: – B.4.1 Use encyclopedias, source books, texts, computers, teachers, parents, other adults, journals, popular press, and various other sources, to help answer science-related questions and plan investigations – B.4.2 Acquire information about people who have contributed to the development of major ideas in the sciences and learn about the cultures in which these people lived and worked – B.4.3 Show how the major developments of scientific knowledge in the earth and space, life and environmental, and physical sciences have changed over time

29. Grade 4 Science Standards Science, Standard C: Science Inquiry Performance Standards - Grade 4 By the end of grade four, students will: – C.4.1 Use the vocabulary of the unifying themes to ask questions about objects, organisms, and events being studied – C.4.2 Use the science content being learned to ask questions, plan investigations, make observations, make predictions, and offer explanations – C.4.3 Select multiple sources of information to help answer questions selected for classroom investigations – C.4.4 Use simple science equipment safely and effectively, including rulers, balances, graduated cylinders, hand lenses, thermometers, and computers, to collect data relevant to questions and investigations – C.4.5 Use data they have collected to develop explanations and answer questions generated by investigations – C.4.6 Communicate the results of their investigations in ways their audiences will understand by using charts, graphs, drawings, written descriptions, and various other means, to display their answers – C.4.7 Support their conclusions with logical arguments – C.4.8 Ask additional questions that might help focus or further an investigation

30. Grade 4 Science Standards Science, Standard D: Physical Science Performance Standards - Grade 4 By the end of grade four, students will: PROPERTIES OF EARTH MATERIALS – D.4.1 Understand that objects are made of more than one substance, by observing, describing and measuring the properties of earth materials, including properties of size, weight, shape, color, temperature, and the ability to react with other substances – D.4.2 Group and/or classify objects and substances based on the properties of earth materials – D.4.3. Understand that substances can exist in different states-solid, liquid, gas – D.4.4 Observe and describe changes in form, temperature, color, speed, and direction of objects and construct explanations for the changes – D.4.5 Construct simple models of what is happening to materials and substances undergoing change, using simple instruments or tools to aid observations and collect data POSITION AND MOTION OF OBJECTS – D.4.6 Observe and describe physical events in objects at rest or in motion – D.4.7 Observe and describe physical events involving objects and develop record-keeping systems to follow these events by measuring and describing changes in their properties, including: position relative to another object motion over time and position due to forces LIGHT, HEAT, ELECTRICITY, AND MAGNETISM – D.4.8 Ask questions and make observations to discover the differences between substances that can be touched (matter) and substances that cannot be touched (forms of energy, light, heat, electricity, sound, and magnetism)

31. Grade 4 Science Standards Science, Standard E: Earth and Space Science Performance Standards - Grade 4 By the end of grade four, students will: PROPERTIES OF EARTH MATERIALS – E.4.1 Investigate that earth materials are composed of rocks and soils and correctly use the vocabulary for rocks, minerals, and soils during these investigations – E.4.2 Show that earth materials have different physical and chemical properties, including the properties of soils found in Wisconsin – E.4.3 Develop descriptions of the land and water masses of the earth and of Wisconsin's rocks and minerals, using the common vocabulary of earth and space science OBJECTS IN THE SKY – E.4.4 Identify celestial objects (stars, sun, moon, planets) in the sky, noting changes in patterns of those objects over time CHANGES IN THE EARTH AND SKY – E.4.5 Describe the weather commonly found in Wisconsin in terms of clouds, temperature, humidity, and forms of precipitation, and the changes that occur over time, including seasonal changes – E.4.6 Using the science themes, find patterns and cycles in the earth's daily, yearly, and long- term changes – E.4.7 Using the science themes, describe resources used in the home, community, and nation as a whole – E.4.8 Illustrate human resources use in mining, forestry, farming, and manufacturing in Wisconsin and elsewhere in the world

32. Grade 4 Science Standards Content Standard Science Standard F - Life and Environmental Science By the end of grade four, students will: THE CHARACTERISTICS OF ORGANISMS – F.4.1 Discover how each organism meets its basic needs for water, nutrients, protection, and energy in order to survive – F.4.2 Investigate how organisms, especially plants, respond to both internal cues (the need for water) and external cues (changes in the environment) LIFE CYCLES OF ORGANISMS – F.4.3 Illustrate the different ways that organisms grow through life stages and survive to produce new members of their type ORGANISMS AND THEIR ENVIRONMENT – F.4.4 Using the science themes, develop explanations for the connections among living and non-living things in various environments

33. Grade 4 Science Standards Science, Standard G: Science Applications Performance Standards - Grade 4 By the end of grade four, students will: G.4.1 Identify the technology used by someone employed in a job or position in Wisconsin and explain how the technology helps – G.4.2 Discover what changes in technology have occurred in a career chosen by a parent, grandparent, or an adult friend over a long period of time – G.4.3 Determine what science discoveries have led to changes in technologies that are being used in the workplace by someone employed locally – G.4.4 Identify the combinations of simple machines in a device used in the home, the workplace, or elsewhere in the community, to make or repair things, or to move goods or people – G.4.5 Ask questions to find answers about how devices and machines were invented and produced

34. Grade 4 Science Standards Science, Standard H: Science in Personal and Social Perspectives Performance Standards - Grade 4 By the end of grade four, students will: – H.4.1 Describe how science and technology have helped, and in some cases hindered, progress in providing better food, more rapid information, quicker and safer transportation, and more effective health care – H.4.2 Using the science themes, identify local and state issues that are helped by science and technology and explain how science and technology can also cause a problem – H.4.3 Show how science has contributed to meeting personal needs, including hygiene, nutrition, exercise, safety, and health care – H.4.4 Develop a list of issues that citizens must make decisions about and describe a strategy for becoming informed about the science behind these issues Student Standards Teacher Standards 10 WI Teacher Standards 21 st Century Framework