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.

Because there are so many systems available, I would make sure to use different ones for different assignments. For instance, use different types of video software (cameras with iMovie or Movie Maker, Jing or Screencast-O-Matic, or Wideo.co or PowToon) for one assignment then presentation applications (PowerPoint, GoogleSlides, or Prezi) for another, then of course there are website and weblog creators available too (Wix, Weebly, GoogleSites, Blogger, WordPress, etc.). Early in the year, I would direct students to use a specific option and model their proper use to ensure students understood. But as the year went on, students would be able to select any one of the options, or one not covered specifically, to use to complete their assignments; the only requirement would be that it must fit the assignment (they couldn't create a video if I ask for a website or a slideshow). (Will Smith)
 * Show them how**

This would be a good activity for the beginning of the year. I would create a list of technology systems that I plan to have my students use for various projects throughout the year. Then I would assign groups of students to research and experiment with each system. They will become the experts on each system and create a presentation to teach the class how to use them. That way, when someone has a question down the line, they can ask the expert team for help! (Christine Caranante)
 * Technology Systems How-To**

Since technology comes in many forms, implementing this standard could be done in many ways. I would teach the rules of Powerpoint because it is commonly used in the real world. Students will use their knowledge of PowerPoint to create a presentation on how to use other technology or apps. For example, a student would make a Powerpoint over how to create a Facebook page and how to use the different aspects of Facebook. Students should use animations, transitions, and use audio of their own voice explaining each step of their topic. Why not use technology to teach about technology? Students could even make a presentation on how to use their smartphones, and what different things their smartphone can do. I could probably learn from that one myself. (Christy Washington)
 * Application**

With the amount of technology available to a lot of students, and with many of today’s students having a high degree of technological literacy, I think there is a tendency to forget that there may be students with more limited access to technology.and a more limited grasp on how to use it. I don’t think we can assume that they know how to use technology for academic purposes. For this reason, it is key for teachers to make sure that any technology that they are going to include in their lessons is understood by all of the students who will be using it. By developing some how -to- videos demonstrating the use of a program and walking students through the process of using new technology tools. Teachers need to exercise clarity and use step-by-step processes to ensure that students understand what is expected of them. For example using Plickers in the classroom might be relatively simple, but it is possible that not all students have done it previously. The teacher could hold some simple question and answer classroom trivia games, modeling how to use the tool to submit answers and then play some games to familiarize them with the tool prior to having them use it for tests and assignments. (Theresa Dezellem)
 * Technology Operations and Concepts**

Implement webquests that involve using different applications correctly. Students could use their existing knowledge of apps on their phones / tablets and apply that to using different computer apps. Since few students take computer applications at our school, I could teach my students how to use the information gathered in webquests and manipulate it between a word processing program and a presentation program. We could even use an app like Minitab and create some simple spreadsheets. As a language arts teacher, I am responsible for making sure my students can use the technology required for their standardized testing. If I incorporated technology year-round, students will be familiar with it and the technology won’t be a barrier to their success on their testing. (Sarah Dugger)
 * Webquests and app usage:**

In order to meet our graduation requirements our students have to take 1 semester of a computer class. It is preferred that they take this course within their freshman year because so many of our courses offered at the school use computers (even #|photography class uses computers). By taking the course their first year of high school they learn how to properly operate the computer and then can #|continue to take computer courses to improve their use of technology throughout their years in high school. -SC-
 * Freshman Computer Basics:**


 * Technology operations and concepts:** In my art classroom, I will use the computer as a modeling tool. Students will be required to learn and use SketchUp when designing the “mock-ups” for their projects. SketchUp will allow the to work out any kinks in their design, give them a visual guideline to use during their creation process, as well as give me a visual rubric to grade their level of #|completion. SketchUp will allow my students to generate a model that will help them during all stages of the art making process. -Kathryn Suzanne Schumann

Students will use the computer to create a monster that has never been created before. Students may use paint or any other program. Students will then write a paragraph describing their monster. After they have wrote the paragraph they will email it to other class members. When a student receives another students description they will then try to duplicate it based of off the description provided. Students will experience how powerful language can be first-handed.
 * Ugly Monster-Heather Erickson-Wallace**

**Technology Operations and Concepts - Selecting output Programs:** Part of my instructional plan for next year is to allow my students more freedom and creativity in researching, completing, and presenting their work. I think this standard will fit in perfectly. The way I see myself using this standard is in the work completion aspect of assignments. Rather than having students read a story and answer questions on a test or create a book report, I want them to find their own way of deciding and sharing the information they learned. For example, if that week we are focusing on Fact and Opinion in the story, they should research the differences between fact and opinion and how to identify each and then they choose how to share what they have learned, most likely with technology. This would require them to find and choose the most relevant program or #|website to help them complete their assignment, depending on how they want to present it. One student may choose to use Prezi while another may just search for a diagram that they can fill in using Paint. Another student may choose to create a comic strip where characters share the information; the point is that as long as they meet the relevant points of the assignment, they can choose the method to fulfill those requirements. This will expose students to a wider variety of computer programs and useful websites, especially as they see what other students use, and trying out new programs will allow them #|to apply what they know to using and working their way through those programs, even if it means asking help from a more experienced classmate. **Stacie Wilson**

I teach my students how to access the sites they love by placing a large icon on the desktop and iPad for them to select. This strategy helps them to effectively navigate to different sites and tools within technology. Also, I have placed an icon on the iPad for each individual student to touch on the main screen. This icon has apps that meet each student's IEP goals and academic programs. This strategy allows each student to gain an independence when using technology. This strategy has also helped me organize and collect data when technology applications are individualized for each student.-Chassie Combs
 * es, I know a thing or two about a computer!!** As with any classroom with a computer center, basic computer skills need to be taught. I have taught my students the proper protocal on how to turn on/off a computer, to ONLY go to the websites that are Icons on the main screen, as well as to trouble shoot before calling me or another teacher over. I have made "cheat" sheets for every computer as well as a poster board that is on the wall above the comuters. Every so often I give a "pop" quiz just to make sure that they are remembering what needs to be done as well as what they should never do. I have also been known to ask central office for a printout of what sites each computer has visited. I keep a log of what student, time, etc was at which computer. This helps me to ensure that all students are doing what they need to be doing as well as how long they are spending on assigned websites for in class assignments. **Janelle Clemons**
 * They ask..."What is an icon?"**

My students demonstrate a sound understanding of technology concepts, systems, and operations through the daily use of a home practice online resource called "Smart Music". They are fluent with the specific use of the "Smart Music" system, select and use the varied "Smart Music" applications effectively and productively, at times theymust troubleshoot "Smart Music" applications, and transfer current knowledge of negotriating through the "Smart Musc" system to the learning of new technologies. "Smart Music" has given my students a most effective and meaningful use of technology on a daily basis which I believe has expanded their techological compentencies in all "digital" areas of operations and concepts.
 * __Technology Operations and Concepts__ - Kevin Poe**

This standard ties into the others pretty easily and is something that is less complex for the more creative students. When given a task and analyzing what the final product will look like, most of my students don’t have any problem in deciding which digital tool they will use according to which is more appropriate. Will this look like a compilation of photos? A video? Both together? They can then take what they already know (in terms of the content and the digital tool itself) and then put it all together. We help guide them through this in explaining the final product of the assignment, showing them student examples, etc. Instruction is differentiated by default if they are given the choice as to what digital tool to use. For example, with personal characteristic adjectives, students are to compile nonlinguistic representations to accompany the adjectives and they can choose how to do this. Some put clipart with text into a Power Point; others take and alter pictures of themselves to put with the text according to the photo characteristic; still more construct a video and do the two together. This works well with IEP modifications, too, because they have the // choice // and aren't stuck with an assigned format that they may not like, know, etc.
 * Technology Systems: Decisions, decisons! - Meredith White**

Technology Operations and Concepts This standard would be the first technology lesson within my classroom. In order for students to use technology for research and produce products, they need to know how the internet can be used to collect information. They also need to know which software would be most Teproductive in producing a product. As they progress through their educational career these skills can advance with them. ~Stephanie Davis

Technology Operations and Concepts: Katelyn McFadden
This is a necessary standard in first grade because it builds the foundation for the upcoming and more difficult tasks the students will complete as they continue in school. At the beginning of the year we talk through the different programs and which would be conducive to the activity we are trying to complete. As the year goes on the students are given activities and the corresponding program that they are expected to use. Finally, the students are given an activity and a list of suggested programs to use. An example of an activity that the students complete at the end of the year is they create a web for a character analysis lesson. The students are given the choice to use TuxPaint, Kidspiration and PowerPoint because these are all types of programs that we use on a weekly basis. The students are then expected to pick the appropriate program. The class discusses why the other programs would not work (for our abilities) to complete the lesson. Students are also expected to attempt to troubleshoot any issues that they may have through the following steps: try two things to fix your problem using your knowledge of the program, ask a friend for help, ask one more friend for help, ask the teacher for help. This is a great way to help students gain independence and believe in their abilities!

Since I teach 5th grade, I would keep this activity pretty basic as far as teaching students how to navigate common software programs used in the classroom. I would create a scavenger hunt for students to learn basic system's vocabulary, navigate through a few of the options, and do some simple troubleshooting to help them if they get stuck. For example, I would use the applications Word, Excel, Powerpoint, and Firefox for an internet browser. Students would follow directions from the scavenger hunt doc to find the spell check option on Word, insert/delete a cell on Excel, add a slide to a powerpoint, and what to do if you are asked to update a program while completing an online search. This would be a good activity to use at the beginning of the year to access student's technology skills and introduce them to the programs that they will need to become familiar with during the school year.
 * Technology Systems Scavenger Hunt**

Technology Operations and Concepts The school that my boys go to and I substitute at almost daily has a program called gaggle. This program is a combination of google and face book that only students at this school can use. Each student is given a password that was set up by the technology teacher. Students are monitored on this site by their teachers and any other authority figure at the school. It is very safe for the students to use. The students are able to work collaboratively and only view safe google sites. I would have my students set up a gaggle account and I have them explore topics and hold discussions on a discussion page. They would be able to collaborate with me as well.

One assignment I might give the students is to research the price of a road trip. They would have to research mileage, prices of gas, hotels and food. They would need to come up with a creative way of presenting the information in order to persuade their parents to take them to their desired destination. The students would have to provide photos and other documentation about the trip. - Dawn Artemis

Blogging

I would love to use blogging in my classroom. One way would be to have a class blog. Blogging could also be a good way to spark discussion in the classroom. I could split the students into groups of three of four and they could respond to each other opinions about what we read or did in class. We would have a rubric on how to respond to a blog appropriately. I think this would cause students to become more familiar with technology.

By: Sara Denson

Our school has a server set up for each school so that faculty and students may save and share information. I would have my students complete a writing prompt using Microsoft Word and they would choose one student to share their writing with. They would place the document in that student's dropbox for them to make comments and revisions using Word. This would enable the students to become better writers, Word users**,** and citizens.--Philip Authier =Technology Operations and Concepts:1st Grade Blogging= I love the idea of first graders getting into 3 or 4 groups and talking about what the learned at the end of each day and then putting it in a blog.This would enable them to understand and become familiar with technology. It would also expose parents to this world and its possibilities. I do see a not to distant future when a parent asks a child "What did you learn today?" and the child replying "Check my blog mom" Some would say that this really isn't appropriate or that its too early. Believe me the earlier you expose kids to technology the easier it is for them to grasp and use later on. - __**Dean Hook**__
 * Sharing Information using Servers**

Technology Concepts and Operations - Flower Power Part 6
(Part 1 in Creativity and Innovation, Part 2 in Communication and Collaboration, Part 3 in Research and Information Fluency, Part 4 in Critical Thinking, Problem Solving, and Decision Making, and Part 5 in Digital Citizenship) Throughout the project a running question and answer board will be used to help give instructions to the new technology that some students are using for the first time. Any person that knows the answer is able to respond. The last step in the project will be to share with other groups what you have learned about technology while doing this project. ~Amy Vaughn

=1 - 2 - 3 Things by Taylia Wallace= Working through the 23 things prompted me to think about how I could work with my students to improve their "techknowledgy". I would need to scale down on not only the number of concepts, but the levels of difficulty as well. That's how I came up with the 1 - 2 - 3 idea. The students will be taught 1 to (2) 3 things per week that will either be a new concept or an add on to previous knowledge. The students can keep an online journal or a written journal so they can have a balance of printed and hand written work. The number one thing will be taught by me. The second and third things can be learned from self exploration using the internet or peer collaboration. This will create a notebook of "techknowledgy" that the students can refer to as needed. =Technology Operations and Concepts:= When thinking of how this standard could be implemented, I couldn't help but think of an activity similar to APSU's, apsu23things. I just completed this activity and it was such an amazing adventure. I was a complete novice when it came to computers and computer applications. The "23 things" activity is an activity that allows you to become completely familiar with web 2.0. When looking at the standard for //Technology Operations and Concepts// "23 things" allows you to experience all of these. So, in saying this, I would like to set up an activity extremely similar to "23 things", possibly "10 to 15 things" using web 2.0. I would ask the students to develop their own blog, become familiar with certain social networking sites, create their own personal videos, etc. In doing this, you also learn your way around the computer and learn how to troubleshoot errors you encounter along the way. Upon completion, students will likely feel a huge accomplishment in looking back on their completed work.
 * Jill Blankenship**

=Technology Operations:= I think gaggle accounts are great for encouraging the use of technolgy as a communication tool. "Gaggle" is student email. While gaggle can be expensive, it is super safe for students and closely monitored by the IT and AT. I have seen gaggle used as a way to send questions and assignments to students. The students then have to use the appropriate computer programs to respond to the questions posed, save their work on their in their "my documents", then attach it to the email and reply to the teacher by a set date. The students could use kidspiration, inspiration, and power point for these tasks. They learned how to create various works, save their work, & even attach to email. One thing I love about these tasks is watching the kids work together. Kids are so eager to share their knowledge, especially on the computer. This use of email to communicate and share completed work demonstrates to students how individual programs relate to one another, how the computer systems are organized, and allows them to troubleshoot and problem solve together as they learn to manipulate these works.

Stephanie Raby
Implementation: Technology Operations and Concepts To implement technology operations and concepts I wanted students to be able to understand how to use the various programs in order to create their unique newscast. I used a technology rubric that required students to effectively use technology to complete a “short” newscast. I had various positions for each of the students to choose from: designer, camera person, editors, journalist, directors, and prompters. Students were grouped into groups of 6 which each student having a certain job. I then assigned each student to research what each person with that particular job should do, documenting their findings in a word document and saving it to a thumb drive. After finding out what their particular job was students then began working on newscast that were based on several content areas; students were to report on a topic in each content area. They were to use a PowerPoint application to present their findings during their newscast. In order to implement “a real newscast” I included the option of presenting the weather for that particular day. Groups that chose this option were able to use the internet to locate weather for a particular place (of their choosing), create a PowerPoint with clip art or choose to use Google Earth Weather option to present their weather using the projector. Most students chose to use the Google Earth Weather option; this was shown on a screen behind the students as they presented their weather. The students were to make a plan of how long each section of the newscast should last, how they were to present their topic, which order, what cues would be used, music if any would be added to their newscast. Using a video camera they recorded their newscast using the technology they learned to use during this project. The time it took to plan this lesson, the work involved, and the time to carry out this lesson was well worth it. Students who have never used technology (PowerPoints, video camera, software applications, projectors, computers and the internet) were able to complete a short newscast not only learning more about their content, but using technology as well. Jamie Foote

**Peer-to-Peer Tutoring** To implement the standard of Technology Operations and Concepts I would use a peer-to-peer tutoring program. For example: a fifth grade class would adopt a second or third grade class to assist them in learning new technologies. The fifth graders might be well practiced in the use of PowerPoint or Wikis and would plan to assist the younger class in their first attempts at using those technologies. I would break the fifth grade class into groups and have them design step-by-step tutorials for the younger grade using PowerPoint or a similar presentation software. They would also come up with a very simple practice assignment. After practicing their presentation they would present to the younger class and then provide one-on-one assistance as the younger class got started on their practice assignment. - Elizabeth Shepherd

Building Software For this standard my learners will take charge of building a new software program for a specific company. They will have to gather the information about the company, set up and interview with the manager of the company, and redo or improve the current system that they company is working with. The learners will be in charge of building the new system, and once the work is completed they will present the new and improved system to the company for review. The program that they will have to use is Microsoft Access. –Marcy Dickson

eBook Readers

I will ask my ESL students to explore a variety of digital eBook readers on the market. They will investigate the features of popular eBook readers such as Amazon Kindle, Sony Reader, or eBook reader application. Students will compare their choices of digital eBook readers in the categories of system functionalities such as storage, wireless network connection, and user interfaces such touch screen, etc. They will also find the number of available eBooks for each system, their pricing, and the method of delivery. Each student choose which system they would like to use and make a short presentation to emphasize on the most useful features such as index, bookmark, and search. Finally, students will reflect on the technology they have discovered. They will think about questions like:

(1) What features do you like but not in the current system yet? (2) How comfortable are you with buying an eBook through wireless downloading and saving it to the eBook reader? (3) Do you have any concern with the copyright when using the eBook? (4) Will the eBook reader eventually replace the regular book or it will be just an alternate way to read? - Ling Wang


 * Research Project**

To implement this standard, I would have students choose a topic for research. Once research was completed, students would have to create a series of presentations to display their results. Their first task would be to create a video discussing research findings. This could be done by using a video capture program on a computer, or the use of a hand held recording device like the Kodak Zi8. Next, students would create a podcast highlighting how they selected their research topic and discuss the process they went through in completing their research. Third, they would create a PowerPoint illustrating their research findings and sources. The last component would be students would create their research report using Google Docs and open it to sharing with their fellow students.

**Technology Operations and Concepts** I would implement this standard by instructing students on the use of several different technologies, probably throughout the first semester, and then have projects to test their understanding of the technology. One project they would have to complete would be one where they would need to decide which technology would be the best to use. For example, I would have one project be possibly to do a timeline of the founding of the town without using words. Obviously, they would either have to take pictures of the town or find historic pictures online and figure out how to import them into some sort of presentation. Another project I would have them complete would be to give them prepared projects from each technology that was studied but which had flaws or problems. The student would then have to figure out what was wrong and fix the problem. By doing these types of projects, the students would know the technologies inside and out and would be able to use them at any time if they needed to do so. - Sharley Ross

Helping One Another Students will spend several weeks learning the Microsoft program PowerPoint. Then 3rd grade students will spend time creating PowerPoint presentations over various math, language, and reading lessons for kindergarten and 1st grade teachers to use in class. Students will be given an assignment from state standards and will produce a 10 to 15-slide presentation about the standard for the appropriate grade level. Students will use photographs from class or appropriate websites. Each presentation will have a written description for each slide produced on Microsoft Word and saved in a PDF format for teachers to refer to. -Carla SensingPoetry ResponsesStudents write weekly poetry responses. After discussing blogging and how to use: students will create a poetry response blog. Students will create a link to the poem and add some visual aid (YouTube reading of the poem, a picture that illustrates the poem, a photo of the author, etc.) in their blogs. Students will then write a personal reaction to the poem they have read and studied that week. To foster a sense of community, students will be required to read another student's blog and make a meaningful comment in response to what the student posted about his or her poem.-Erica Coleman Technology Operations and Concepts

I propose a more detailed intro to operating systems component in high school. By then all students have been exposed to a computer at school or at home and use one on a regular basis but most have no clue about an operating system or what it entails. I think both Mac and PC operating systems should be introduced. This experience will enable us to build upon the other parts of this standard like troubleshooting and transferring knowledge and the applications that are a part of each.

-Barbara Tucker

=Technology=

Students should use techology in all classes. They should create one document in Word, Excel, and Powerpoint in each class. Each student should be required to perform research online from literary sources. Students should be introduced to various search engines and alloted 1-2 hours of computer time per week for educational purposes. Powerpoint, Excel and Word can be used for all classes. Stephanie Youngblood

This activity can be used when students attend a field trip. Students will be in groups if there are not enough digital cameras for all students. This activity will give students a chance to use their cell phones in class without getting in trouble. Students may use their cell phones to capture images while on their field trip. Students taking photos from a phone can email the photos while students using digital cameras can transfer the images by memory card. Students will use the pictures to make a creative video using Animoto. Depending on the field trip, teachers can specific what students need to capture (ex. evidence of environmental problems or issues or photograph scientific findings, plants, animals).**Brittany Adams**
 * Technology Operations and Concepts**

Debugging a Program (Jason Hatton)
This activity is intended for students with programming skills.

A computer application will be given to students. The program will have both logic and compilation errors. The students will need to find and correct both errors. Once the program is running, the students would need to focus on logic errors. These errors won’t stick out. It will require the student to really use the program to find all the flaws and make sure every part of the program is functioning as it should. This would be a very good group project since two eyes are more likely to find all the problems.

If elementary students are working on a research paper, instead of handwriting the paper like usual they can type it in Word. They can also create a picture PowerPoint to go along with the research paper to share with the class. When working with Word and PowerPoint, students will become much more familiar with how the operating system works. They will have to learn how to save, copy, cut, edit, change the font, click and drag, and change formats. This would be a fun and relevant way to teach this.
 * __ Technology Operations and Concepts (Carrie Ellzey) __**

Password Reset Procedures (Ryan Heady)
Every staff resource available to our employees is accessed with a username and password referred to as their netid. Although this sounds great, it only takes one time of forgetting your password to see what a show stopper this can be. We continually strive to improve employees understanding of this system and the processes used to reset, and maintain this password. The more we can teach users to use the existing reset procedures we will greatly reduce the work load and call volume experienced by IT support.

====**Subscribe to RSS feeds (Jake Peterson)**- As a class we will subscribe to a few different websites that release news. EX) MSN.com, CNN.com, and espn.com. I will show the class how easy it is to set up a 'reader' page through Google Reader. Letting them see how they can set up their own page and learn that news will automatically be updated to their 'reader page' will be a great way to incorporate technological operations and concepts into the classroom. They will be able to use this reader to keep up with current events going on around the world.====

**Tech Detective (Sara Rohde)**
=== Our school uses a variety of technology such as computer and internet programs (STAR Reading, STAR Math, The Scholastic Reading Inventory (SRI), Scholastic Reading Counts, RAZ-Kids etc.). With our school being on a military installation, it is not uncommon for our classes to get new students on a regular basis throughout the school year. Because we are consistently getting new students, classroom procedures for logging onto the computer and using other technology need to be reinforced and retaught throughout the school year. It is not always easy for the teacher to get to every student especially if they are working with a small group, so I would create a classroom job called the “Tech Detective”. Their job would be to assist new students or students having difficulty with technology (computers, internet, CD player, cassette player etc.) while the teacher was preoccupied. I would have any interested student submit a "resume” to the teacher as to why they should be the classroom’s "Tech Detective”. ===


 * Technology Scavenger Hunts and Tutorials**

I would create a technology scavenger hunt, giving students exposure to the various types of software and technology we use in my classroom through the year. The scavenger hunt would be created in the form of a website, and each type of technology would contain a link to a tutorial video I create. Following the tutorial video, students will have to complete an activity displaying their use of the technology. For example, my students use Weebly to create websites. I would have them watch the tutorial video that walks them through the necessary steps, then students would have to follow those steps to create a basic website about themselves. This would be a great introduction to the school year as well.

By: Whitney Joyner

Students will use Jing to create a tutorial video of one of the systems or applications we use in the classroom throughout the year. They would also complete a step-by-step tutorial handout. For example, a student would complete a tutorial video on blogging effectively about the Amazing Race, or creating a webquest about Europe, or creating an Animoto video about Canada. Then, students would post their video tutorials to the classroom blog. Each unit when students were given a tic-tac-toe board for choosing their unit project, students would be able to choose an activity and a tutorial to use.
 * Jing (Beth Austin)**

Starfall Computer Buddies My students use Starfall in the computer lab quite frequently. In this lesson I would have my students’ pair up with a fourth grade buddy. The job of the kindergartener would be to show the fourth grader how to navigate around in the Starfall website and explain how they are doing this. [|www.starfall.com] Lisa Nedow

**Application Experts (by Lisa Nixon)**
====I like to use expert groups (groups that learn all about one area and teach it to the rest) when teaching things, and I think this could work well for this. Each group would be assigned one application, and they would have to learn the ins and outs for it. They would then create a sort of cheat sheet of things they think are the most important, and least likely to be readily known, for the other students. They would also model how to navigate these “cheats” on the overhead. This lesson could take one day in planning and another in presenting since many students already have a good grasp of how to use many applications like Word and PowerPoint.====


 * Recordings (by Heather (Frost) Burkeen)**

Technology Operations and ConceptsStudents will record themselves playing a song on the xylophone or recorder. They will then post their recording on our class website anonymously. Other students in the class will post suggestions for improvement or compliments. They will also do so anonymously.

Technology In the Classroom I made a commitment at the beginning of the year to have my students use technology at least once a month. I incorporate this by having them complete online quizes, create PowerPoint presentations, make glogsters, type personal reflection papers, and complete research projects. Lacey Reed

__**IT Helps!**__ This lesson would be incorporated into a counseling group for students grades 9-12 who are into Information Technology and are having trouble making friends. Students will engage in group counseling on Mondays, Wednesdays, and Fridays after school. On Tuesdays and Thursdays, they will work as a team to repair Level 1 and Level 2 technical support from teachers regarding their laptops. Students will (Under supervision of the Technology teacher or school IT professional) respond to trouble tickets via the online system, track the repair process by entering progress notes and responding to inquiries from the teachers, and assist the technology professional with hands-on repairs. Students are to keep an online journal of their progress and growth experiences. **Christopher Richardson**

Students will be in groups of 3s to provide an overview of what they learned about the technology they are using. Each group will provide a presentation to their class on how to use Excel, Power Point, Microsoft, Internet, Icons on the computer, and Paint. Students will briefly demonstrate how to use each of these technology resources effectively and what they currently use it for. Jameeka Benford
 * __Overview on Technology__**

Technology Operations and Concepts

 * Allowing students the opportunity to understand technology concepts, systems, and operations is an important standard that will provide students with the skills necessary to acquire and share knowledge digitally. I am guilty of allowing those few students that come to me competent with the systems in place at our school to do all the troubleshooting and handling of the technology. To be honest, I have not thought much about teaching the programs that I use daily to present instruction because of the limited time I have to teach my specific subject standards and thinking that the students are being taught what they need to know in the computer lab. That being said, integrating the curriculum and introducing the programs I use daily will only increase their knowledge of the technology available. Making an effort to incorporate the teaching of programs and online applications will be incorporated and modeled in my lessons. Teresa Koons **

To integrate this standard, I would work it in with a science lab. While working through the steps of the scientific method, I would have them record their data in Excel. From this, they can analyze their results. They could also use the data to create graphs and present their findings. --Sarah Cost
 * Technology Operations and Concepts **
 * Have the students create a power point demonstrating the type of job they would like to have once they complete high school. The students will share their power point presentations with the class. The students will create false resumes, wear job attire, and determine the pay that they desire. **
 * Technology Operations and Concepts **

To get this lesson going, I would break students up into groups of three or four and give the students individual jobs. The jobs would be as follows: **1) Product developer**- this is the job that has the most creative part and either one or two students of the group would coordinate the creation of a product and consider the potential demand for the product, consider why people would need the product based on research criteria conducted. Next, the student(s) would employ sales techniques such as building the value of the product to potential customers- showing them how it immensely benefits their lives by makes things easier (for example), and also how to make the sale stick by arming and empowering those customers with the know-how of how to fully use the product for maximum effect. **2) Project Director**- the director would oversee the production and serve as quality control of the development and presentation of the product. Some criteria given would include: is this type of wording, or style of commercial lending itself well and fully capitalizing what the product is and what it can offer? Is this product and how its pitched plausible and realistic that people will buy into it and actually buy it? Is the tone of the commercial or pitch in keeping with the goal of the product and serve as a vehicle to excite people about the product? Lastly, is the voice exciting and engaging that verbally pitches the product? Is there a hook or a question that poises a problem to the listener and offers a viable solution in a limited amount of time with a limited amount of words? **3) Technical Director**- the technical director's job is to properly record the podcast commercial, be sure that the MP3 is recorded in the highest, most professional sounding fidelity possible, with the right person in the group doing the announcing and the pitching. Also,careful consideration should be given whether any part of the podcast need to be edited, sped up, or reworded to make it more audibly pleasing, both in terms of audio, rhyme, speech, as well as proper voice inflection to cause more emphasis or to bring out the points more forcefully. Next, the choice of music, or background cues to project an aura of the product that enhances and doesn't distract from it. Finally, is the podcast properly uploaded and available via podcast to be downloaded and listened to by the class and the teacher for evaluation? Adam Carter
 * ** Create a podcast commercial for a product created for a target audience and have student feedback ** ||

The Barbie Bungee project adapted from NCTM’s Illuminations site comes to mind here. Students gather data of Barbie’s safe bungee height based on how many rubber bands are used to tether her. Students use their choice of technology to investigate patterns in the relationships they see. They are extending current knowledge of linear regression to quadratic regression. Some methods they chose were Excel, various graphing calculators or researching similar scenarios. Students must use the technology to help them predict how many rubber bands to use to give Barbie the biggest thrill, i.e. getting closest to hitting the ground but not hitting it. We told the students the final jump would be from the staircase in front of the school and left it to the groups to decide what data they needed and what to do with it. Of course we tested everyone’s predictions at the end and discussed what could be done differently to do improve our estimates. Audrey Bullock
 * Barbie Bungee **


 * Create A Webpage**

Once students have completed a research project, have them create a webpage expressing their findings. Once the page is completed, present it to the class showing how to navigate through the various pages, how the information is organized, why pictures are relevant, and where you can go to find more information. This encompasses a wide range of technology that can be integrated in many ways. Students may choose to record and post a video explaining their project or page navigation, they may choose to place data into a graph to be placed on their webpage. In having an understanding of technology concepts, the possibilities are endless of what might be included in the design and it allows for students to explain their understanding through presenting their page and how it works. Kaitlyn Lindblad


 * Video, Web Page, or Flyer**

In 6th grade the science #|classes are required to complete a STEM project in which they design a thermal suit that will keep our military men and women from being detected while on the battlefield. But to take the project a step further in an ELA class, they students will work in groups of 3-4 to develop an advertisement that will sell the suit to our military. They can create a commercial, presentation, or web page to promote the suit. The students will have to produce a document using Google drive that lists the steps they followed to complete the project. They will present their project to the class, and the class will decide if the project was persuasive enough to convince them to purchase the suit for our military. Students will be scored using the rubric that was provided at the beginning of the project and based on whether the majority believed their presentation to be persuasive. **-Kimberlee Taylor**


 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">You’re the Tech **<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;"> - One of my classes requires daily computer time. Students would often come to me and say that their computers were not working or that they could not log onto the internet. After weeks of the same problems, I assigned the class the task of writing a troubleshooting manual. They first experimented with various fix-ups, like ‘control-alt-delete’, ‘escape’, or rebooting the system. Eventually they had developed a list of common problems and how THEY could fix them. They did the research when needed, tried the recommended fixes, and now they are the techs! Instead of asking me, they fix their own problems and love being the “experts.” - **VALERIE SHAW**

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">**Computer Basics -** <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;"> My students are super young. However, I do like to do many things with them over the computer. I like them to practice typing their spelling words each week to become better typers. They are also required to type their spelling words in complete sentences at the end of the year. Therefore, I will rent out the class set of lap tops, and practice teaching the students basic computer skills a few times a year. We practice using caps lock, shift, enter, spell check, and a few other basic things. They are still super slow typers by the end of the year, however, I am trying to help prepare them for the upper grades when they will be doing state tests online in the future. **- Jessica Allen**

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">This is the most important of the standards and would be the first I standard for technology I would cover in my class. It is vital that students understand technology and its uses and then build on their knowledge as the class progresses. Webquests would be a useful tool for this standard as well.- Michael Holt
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Technology Operations and Concepts- Michael Holt **

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Students work cooperatively via Google Docs on a mind-map detailing the components of the internet.
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Technology Operations and Concepts- What //is// the Internet? **

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Students begin by reviewing a list of web sites (curated by the instructor via Diigo) which detail the major components of the Internet, as well its history.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Students are introduced to new vocabulary such as


 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">backbones
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">web-server
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">domain name server
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">packets
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">routers
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">modems
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">nodes
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">protocols
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">ISP

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">With an open Google doc projected at the front of the classroom, students will take turns working from their PCs editing and adding pieces to the map until a complete image materializes that includes all of the major components necessary. Students will collectively decide (with input from instructor as needed) when the map is fully developed.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Students will save this document which has been developed collaboratively, and add a reflection statement concerning what they have learned, and what more they would like to learn about the Internet and related topics. **Brian Hampton**


 * Magic 8-Ball -** I'm a big fan of introducing mobile app development to the school system. I, myself, want to learn how to code Android Apps. App Inventor for Android was originally provided by Google, but eventually open-sourced and now maintained by the Massachusetts Institute of Technology (MIT). MIT hosts a site called [|Teaching with App Inventor] that offers lessons from the basics of coding to advanced coding. The first lesson I would bring to the classroom is called [|Magic 8-Ball] . Students will learn the basics of the App Inventor by creating their own app. **- Sam Xayarath**


 * Technology Operations and Concepts **

My students are well adjusted to technology operations because they all have been issued a MacBook to use for duration of the school year. To ensure that students are up-to-date with technology operations, I will take them through a basic orientation of things such saving a document, exporting/converting a file, uploading a file into an electronic turn-in station, making a screen shot, forced quitting, using Google Drive, basic word processing and presentation making etc. This will help students with the basics of the technology operations and concepts they need to be aware of in my classroom. Any requirements beyond that will be addressed along the way. I will also teach my students how to do their routine updates check on their machines. -- **HYKEEM CRAFT**

**Technology Operations and Concepts** -- 6th grade students struggle with technology access at school. It is never good to be the first teacher of the year to check out computers because you will spend the whole hour getting students to "log on." Students that are lucky enough to have the "computer" class that first nine weeks are extremely lucky. They are able to catch on to so many things that other students, unfortunately, are just not being exposed to. To support this standard, 6th grade science encourages use of the school laptops in some form for almost every unit taught. We have either found or created web quests for students to navigate and extend their learning. STEM also requires the use of technology. Students would still benefit from having a brief tutorial about logging on to the computer, acceptable use policies, and some useful shortcuts that would make their experiences easier and therefore save time so that they can enjoy more of their time online--actually learning. Having a common vocabulary is another necessary component. Students need to know common terms like copy and paste. Possibly, because of texting, typing is a lost art. Students could also benefit from being encouraged to type correctly at a very young age. -- Lisa Porter

**Technology Operations and Concepts: Scavenger Hunt** - After reading Keys to the Web and Internet 101 from Google for Education, students will participate in a scavenger hunt in which they will get used to using different pieces of technologies. The scavenger hunt will also help students get used to navigating online. Reading both of the articles and completing the scavenger hunt, students will be prepared to use different technologies and the internet for assignments. - Page Thompson

**Technology Operations and Concepts-** <span style="font-family: Arial; font-size: 15px; line-height: 0px; overflow: hidden; vertical-align: baseline;">I would have students complete a WebQuest. That was the best assignment I have ever done that includes technology.

<span style="font-family: Arial; font-size: 15px; line-height: 0px; overflow: hidden; vertical-align: baseline;">In the one I previously created, I had students going to interactive websites, internet games, places where they create their own Greek mythology characters,

<span style="font-family: Arial; font-size: 15px; line-height: 0px; overflow: hidden; vertical-align: baseline;">and etc. I loved creating it and am sure that my students will love exploring the internet in ways they never have before. They will come to new concepts and

<span style="font-family: Arial; font-size: 15px; line-height: 0px; overflow: hidden; vertical-align: baseline;">applications and will have to learn how to effectively navigate them to get to the answers or final product that is required.- Kelsea Keith

Technology Operations and Concepts: How to Guide
Students will prepare a “How to Guide” for a person who has never been on the internet. The guide will begin with basic computer vocabulary such as: mouse, power button, screen, work station, PC, laptop, etc. The guide will include how to turn on the computer and basic trouble shooting techniques if the computer will not turn on. The guide will continue with a description of the different icons on the desktop that can be used to access the internet. There will also be a troubleshooting guide if the internet will not load such as not being connected to the internet through a cable or router. The guide will discuss methods to perform an internet search. If there are different browsers loaded onto the computer, they will be discussed. Some basic safety rules should be listed. The shutdown process should be explained. - Amy Hale-Oglesby

For this standard, I would have students do a research project using Evernote where they would have to obtain multiple sources of information such as database articles, news stories/online articles from the web, a video, several photos, and possibly a podcast interview and combine all these into a project that they would do a presentation on. Evernote is a great way to organize and archive different sources of information. Monica Marshall

Technology Operations and Concepts I really like Amy's idea listed above-- the "How to Guide." I would like to do something similar. For example, at the beginning of the year I might introduce 3 or 4 programs, software, or apps that are going to be used frequently through out the year. Then, I would assign each student one of those programs to become an expert on. They would explore the major functions of their assigned program, software, or app and write out a helpful hints page to go along with it. Then, students could collaborate in groups to teach each other about the program, software, or app that they are an "expert" on. The helpful hints pages written by students, would be saved and can be used in the future if other students need a quick reminder about how to use a program. ~Judith Fleming

For a computer teacher this standard is central to everything I teach. I guess the big assignment that students do in my Computer Applications class is a huge mock job situation. The students type reports, prepare spreadsheets, analyze data, review resumes and cover letters, hire pretend candidates, and finally prepare a slideshow about their mock job. Students learn a lot about how the different applications work together in this assignment and I believe that is important for their futures with technology. - Robert Lanham

__**Technology Operations**__ When I am setting the expectations in my classroom at the beginning of the year I have a section on technology. In this section, I explain how to complete different task on different applications. The students are given a computer so they can practice completing different tasks. I have the students complete a Webquest on the tasks that they have been shown to ensure that they students can complete the tasks. Completing this at the beginning of the year build the students confidence in using the computer efficiently. Students are required to complete a writing test online so it important that they can manipulate the computer with ease. As I implement a new application or website, I have a lesson on how to navigate the website so they can complete assignments without running into problems that they cannot solve. This will build students confidence, technology skills and problem solving skills. -Lindsey Rittenberry

__**Computer Literacy 101**__ Understanding technology is the future of all of our students. The internet will never just disappear, so students must learn the operation of a computer. If the resources are available, I will make sure to teach my students on both Microsoft and Mac computers. By understanding the processing system on both, it will make students well rounded and more prepared for the future. I hope that my students form their own opinions and find a system that they prefer to use in the future when they buy their first personal computer!

I think there are many important aspects to computer literacy, but some of the most critical are Microsoft Office, Internet Browsers, and E-mail. After we learn about the essentials of each, I will create a assessment that will test their knowledge. For instance, in Microsoft Word, they would have to double space a paper, bold a title, and copy and paste an except. In Microsoft Excel, they need to create an "average" formula, conditional format a chart, and A-Z sort a list. Once they get to Powerpoint, they would need to insert a picture, choose a layout, create a background design. When it was time for the Internet Browser portion, they would need to search for a specific article, find a specific website, and answer A Google A Day! I would then have each of them create an email account with an address that can be used in the future for professional inquiries. They can practice by writing emails to each other about what they have learned! Through these activities, students will learn the ways to navigate and master computers! -Anna Phillips

I think an overall understanding of how computers work and their abilities to assist with certain tasks is very important. I would have students each choose a technology device or a feature on a Windows operating system, but no two students can choose the same one, and each would present their device and/or program. They would explain how to use the tool, the purpose of it, and the pros of cons of using it. They would also give examples of proper uses for the tools and how it can help them in their education. The class would take a vote on the best presentation of a device/program and the winner would receive a prize of some sort. Hopefully, the class would be exposed to enough tools that they will be able to incorporate some of them into their academics. – Tiffany Broadbent

Technology seems to advance over night and the younger generation is usually the first to master that technology. I would allow the students to research new developments in technology and present to the class how that technology is making the world better. I would give the students freedom to choose something they are interested in as long as it is within certain standards (school appropriate of course). I would have the students create and present to the class their new technology. I would then have the students vote on which new advancement they think is the most useful and which they think will be the new "fad". The winner of course will receive bonus points. -Lisa Cochran

Students will collect and organize data. Each student will be given a different topic to collect data on. They will have to create a survey to be given to their family, peers or community members. Surveys will be created through Office applications. After the data, has been collected, students will organize the data. The data will be put into excel and used to create a spreadsheet and two graphs. Students will have to decide which two graphs will best represent their data. – Kamesha Fullman
 * Technology: Collecting Data **

<span style="display: block; height: 1px; left: 0px; overflow: hidden; position: absolute; top: 9273px; width: 1px;"> I think an overall understanding of how computers work and their abilities to assist with certain tasks is very important. I would have students each choose a technology device or a feature on a Windows operating system, but no two students can choose the same one, and each would present their device and/or program. They would explain how to use the tool, the purpose of it, and the pros of cons of using it. They would also give examples of proper uses for the tools and how it can help them in their education. The class would take a vote on the best presentation of a device/program and the winner would receive a prize of some sort. Hopefully, the class would be exposed to enough tools that they will be able to incorporate some of them into their academics. – Tiffany Broadbent