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

Constructive projects are an enormous element of my computer lab curriculum. These projects provide meaningful learning experiences with their foundation of software application to content information which then evolves with the creativity the student injects. Applying math concepts can be a difficulty in the electronic environment and relying only on Type 1 tools can become repetitive. A real-world application of Google's Sketchup tool in an architecture design project makes for a more a meaningful learning experience. A published rubric provides them with structure for the finished product.

Another constructive digital tool for students is Flash. Students are required to develop a unique product and then a marketing strategy for the product. Part of the marketing strategy is an advertisement. The Flash advertisement is multi-tasked and requires planning to execute. Sequencing, looping, understanding frame speed and keyframing demand high level cognitive processing for the success of a project with Flash animation.

b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources

CyberFair is an international contest sponsored by Global SchoolNet. Students learn about other communities all over the world and share information about their communities by designing websites centered on their interaction with the community. Students in my eighth grade class questioned why our community did not have a recycling center, promoted the idea to the city council, and developed their CyberFair entry to share the ways they raised awareness about recycling. The end result to their work was a new facility being installed in our city and a Gold Award in CyberFair 2008.

Educating others about the dangers of the drug methamphetamine was an entry topic for research for CyberFair 2007. Although this subject seemed scary to the students, they quickly became vehicles of change for other students by sponsoring a poster contest, interviewing state legislature representatives and law enforcement about methamphetamine laws, and designing a website. Researching online and then sharing what they learned was an empowering and authentic experience for them.

c. promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes

Learning a new web-based collaborative tool such as Google Sites can immediately engage students if they are given freedom to meet guidelines and pursue information with teamwork. I challenged students to design and publish a website within five days using only online resources for knowledge of applications associated with Sites. Working in groups of two and three, they learned how to use support sites to gather application knowledge and apply it without instruction. Not only did they design Al's Place, a web site for our community, they developed cooperative learning skills that will increase their abilities to work towards a common goal with others.

Moodle, a course management system, is a powerful tool that provides a platform for student reflection and discourse to increase their understanding of content. As administrator of the school Moodle site, I can guide students as they use wiki tools and discussion boards to post their understandings and perspectives on coursework.

d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.

Skype, Windows Live Messenger, and Elluminate are free web-based tools that allow people to video conferences and file share. Students and I have engaged with all three tools as I mentor them outside the classroom. They provide means to synchronous and asynchronous learning, therefore making real-time and virtual time a unique blend of learning opportunities. Google Sites is another digital tool that my MU classmates and I used to create a web site about SchoolTube after we held synchronous discussions in Elluminate.

Through Moodle, teachers can work together in course design and content. Sharing instruction and using the instant messaging features of Moodle allows instructors to collaborate and support each other as content is developed throughout the year. Even though I share the content with another teacher and we converse on a daily basis, Moodle enables us to leave messages through the instant messaging feature. The blogging feature creates a distinct environment of trust and support within the safe network of learners, too.

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