Title: Standards Alignment
Course: Teaching Math with the SMART Board

1. Facilitate and Inspire 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. Teacher demonstrates this in showing that object transparency can be used for showing solution areas to inequalities
b. | engage students in exploring real-world issues and solving authentic problems using digital tools and resources. Teacher showed how excel or graphs in SMART Notebook can be used to input real-life data.
c. | promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes. Teacher promotes reflection through response and advice for students' SMART Board file assignments.
d. | model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments. Teacher demonstrated how students can learn and practice skills using Multiplication Grand Prix.

2. Design and Develop 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 NETS•S. Teachers:

a. | design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity. Students will create useful SMART Board files during the process of this unit, and will be able to use those in their classrooms.
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. This unit has no time restrictions and allows students to work at their own pace. It can be used as a unit as a whole to learn more about SMART Boards or it can be used as a refresher for how to do something. It incorporate several different Web 2.0 technologies and more will be incorporated.
c. | customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources. This units assessments allow students to work at their individual levels by letting them create the files to their needs and allowing feedback.
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. Students will be submitting a few assessments of varied content. Some will be to create a file, others will be to demonstrate they can find interactive media on the interenet.

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. Teacher does this in each video by walking students through individual tasks.
b. | collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation. Teacher collaborated with district members for material to use and teach in this unit.
c. | communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats. Teacher demonstrated ideas using videos and text in each step as well as links to appropriate web pages
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 utilized the SMART Tech website, tutorials, and forums.

4. Promote and Model 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. The teacher used properly retained materials and illustrated how to develop personal media.
b. | address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources. The teacher assumed that current students had Smart notebook and access to a SMART Board with SMART Math Tools. Teacher clarified what tasks were able to be undertaken with only SMART Notebook.
c. | promote and model digital etiquette and responsible social interactions related to the use of technology and information. The teacher demonstrated this by not asking students to sign up for programs that need to be paid for and give up personal 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. The teacher's unit is available to all students in the current district and is available for communication with the students.

5. Engage in 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. Teacher demonstrates this by introducing text recognition software to aid students in creating proper equations.
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. Teacher demonstrates this by showing writing tools can be used in Microsoft office programs.
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. Teacher demonstrates this by showing how interactive websites can be incorporated in SMART Board use.
d. | contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community. Teacher learned how to create screencasts of skills so as to visually demonstrate and narrate difficult processes.

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