Empowered Learner C: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
Class Dojo provides the option to assign skills to the class. These can be behavioral, social, or academic. During class, I can provide this feedback to students. They can then view that information on their account and enact any changes to improve their performance for next time.
Digital Citizen B: Students engage in positive, safe, legal, and ethical behavior when using technology, including social interactions online or when using networked devices.
Twiddla is an online collaborative whiteboard. This app allows you to draw, insert images, add text, and have a chat on the side. A project where students are to create a visual representation of something would be useful for this platform. During this interaction students would be taught to be positive and ethical towards one another.
Knowledge Constructor C: Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
During an assignment focused on research and synthesis of information the final product could look like a collection of resources. To organize their resources, students would use Popplet. This simple tool allows students a variety of ways to present a collection of information. Students could embed photos, videos, audio, and text to show the connections and conclusions they made during their research.
Innovative Designer B: Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.
Students would use Audactiy to edit a longer recording to make a shorter podcast type audio file. They would need to design the interview process, create an outline for the theme of their episode, determine the appropriate free-use media to overlay, and make calculated risks while cutting and editing their large audio file.
Computational Thinker C: Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.
During a discussion of the tenets of justice. Students would create a presentation in which they break down this complex issue into small parts, find evidence of situations where there is and is not (was or was not) justice to describe the issue. They would use digital tools to present their information (such as Prezi).
Creative Communicator A: Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
The above presentation would be created with a specific audience in mind. That consideration would end with a decision of the most effective digital tools and presenting platform to communicate their findings and thoughts (Youtube is a viable option).
Global Collaborator A: Students use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning.
PenPal Schools is a website which provides lessons that can be taken on by any classroom around the world. There are dates associated with each project, so students can collaborate throughout the process. Each lesson is about 30-45 minutes per week, taking up to six weeks to complete a project. This would give students an opportunity to connect with classes a considerable distance away and learn together.
Ms. Robertson's Class 