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In video 7b, students were able to "travel" to Africa through technology. This engaged students and helped students interact with each other, the teacher, and the researcher/professional on the other side of the screen. Their questions were answered and this helps students feel seen and validated.

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In video 6d, a teacher helped special education students understand job skills through the Growing Hope project. This is important because it helps the students feel engaged and involved in the school. It also is important because it creates an environment where everyone feels welcome and creative because they can use their own special techniques and do what works for them.

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In video 5a, the students worked together and created steps to program into a computer to create a dance for a robot. This helped students understand what an algorithm is and encourage students to work together into making a plan.

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In video 4d, it is similar to Knowledge Constructor video 3d because they are also trying to solve problems. In video 4d, I love how the educator provided materials that the students needed in order for them to succeed in solving the problem. These projects help students exhibit patience and perseverance because solving problems won't always work on the first try and takes work and change to solve them.

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In video 3d, I love that students are creating and designing prosthetic limbs for people in their community. I think it is important that student's are being shown other people's problems in the world and trying to figure out ways to help them. It is also helping students figure out if that is something they are interested in doing in the real world for a career.

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In video 2a, I thought it was important that educators are showing students the importance of a digital footprint. It wasn't something that was taught early on for me because technology wasn't as big of a deal as it is today. However, now that technology is more prominent in today's society, it is important to show that actions have consequences in person as well as behind a screen. I think it is a good thing that this is being instilled in children because once you say something about someone on the internet, it is out there for everyone to see forever.

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In video 1b, I thought it was important that students were allowed and enabled to choose their own group and own project to work on. I think this helps empower students into making their own decisions and makes them feel confident that their choice matters and is important.

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In video 7d, the student standard to investigate local and global issues and utilize collaborate technology to find solutions manifests in the students' collaboration with conservationist organizations to help find solutions and contribute to the conservation of sloths in the rain forests. I believe that this is a great application of a very important standard (I am very much for real-life applications in student learning) as the students became very engaged and connected with this issue due to teacher facilitation in finding outside organizations willing to collaborate with students.

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In video 6c, the student standard to communicate complex ideas through visualization manifests in the recreation of historical landmarks from their studies in Minecraft, in which students can first-hand understand concepts which may more difficult to grasp without this immersion, such as the architecture (and how architecture changes over the course of history). As an art history nerd, I love this example of this student standard, because from an art history perspective, an important things to understand about architecture is how a historical space would have been navigated during its time, a concept that is difficult to understand with pictures alone.

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In video 5b, the student's ability to collect, analyze, and represent data through digital tools manifests in the student creation of a biological laboratory experiment, in which they have to ensure that their variables are controlled and their data is able to be reproduced. I believe that such student-led experiments are a great way to teach this standard because the scientific method helps to facilitate this computational thinking, and such standards in the scientific method like the ability to reproduce one's results create a strong emphasis on the collection, selection, and analysis of data.

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In video 4d, the student standard of having tolerance to ambiguity and the ability to work on open ended problems manifested in the introduction of an open ended problem to the children (through a story), after which the children were given real-life materials to collaborate and create a functional solution. This use of real life material also permitted for the introduction of other difficult concepts for young children (money and budgeting), which helped to achieve several learning outcomes.

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Standard 3b is something I am especially passionate about, as I believe navigating and evaluating information is an very important digital skill to have, especially in this age of misinformation. In the 3b video, this standard manifests through student investigation of a very controversial topic (vaccination), which I believe is a great idea given that such issues provide great examples of real and false information on various outlets. As well, teachers brought in other school resources to discuss the usage of very important and underutilized outlets of information- databases- which will be incredibly useful in one's academic future.

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In video 2a, the ITSE standard of managing digital identity and having awareness of the permanence of their action in the digital worlds manifests in classroom conversations of how one's actions have consequences both in and out of a screen and the practice of good digital citizenship online through the establishment of their own digital rules (which can also tie back to 1b) and digital interaction with their peers. I believe that these are great methods to help instill good citizenship at a young age, as it allows students to become immersed in those realities directly through technology rather than simply being told what is right and wrong (aka the digital citizenship lessons I had as a child).

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In video 1b, the standard of students creating their own learning environments in ways that support their learning process manifests in the students shown having complete independence over their choice of project, allowing them to learn in a manner that is interestiung and meaningful to them, while also having regular meetings with their teacher to further measure and support this independent progress.

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The teacher started teaching about the rainforest and let the students pick a specific animal. They then went on to do research on this animal, which led the teacher to find an instituion about this animal. This gave the students the opportunity to collaborate with the institution for the specific animal.

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Students take the original work and repurpose another item or digital resource. For these students, they create a doll that has a different meaning. Although they had inspiration, every student created a different doll.

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This video was passed on morality and how people go through different stages of it. The teacher gives the students the opportunity to model their understanding in a creative way. The goal is for the students to extract the key ideas of the topic of moral reasoning.

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Students use real life items to copy and cooperate it into the story or activity they are doing. The teacher explained the more they make it real for the kids the better they will learn. They worked together with this, so there could be different roles in the activity. The quote at the end really stuck with me- "give them the tools they need, and they will succeed".

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In this video 3b, students learn how to look at both sides of things and why people have different views- an example they gave was why some people get vaccinated and why others don't. This gave students the opportunities to look at pros and cons within resources instead of always just looking this up on google and believing the first thing you read.

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In 2c we learn and see how teachers give students the opportunity to give credit when using someone else's work. teaching them the responsibilities to give credit to whos work they are using helps them learn how to share properly with others. This gave students manners and taught them the importance on why you should share and be respectful to your classmates.

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While watching 1b customizing learning environments, we learned how Students may develop networks and customize learning environments inside this educational standard to help them study more effectively. By letting students take leadership of their projects, create their own circle of friends, and select assignment types that fit with their skills and preferences, teachers play an essential part in helping students succeed. This method encourages individuality in learners while also creating a sense of maturity. I thought the "task sheet" that the teacher made help give responsibility for each student with what they were working with to achieve their goal.

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Students are able given a task and use teamwork to accomplish the common goal and learn more about themselves and each other through the process.

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The students in one of the videos were encouraged to collaborate and ask questions regarding animals that they saw in a livestream. The had to practice patience and were validated when their questions were answered seriously by a professional.

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In one of the videos, the teacher had the students create dolls designed around religion. While doing this project, the students referenced other peoples' art work in a respectful way. They were encouraged to create their own original artwork while referencing what others had done, but without stealing or copying.

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The students in these videos were able to break down the steps necessary to solve problems using algorithmic thinking. In one of the videos, the students had to develop and use algorithmic thinking to test an automatic solution. They used trial and error to solve the problem that they needed to solve.

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Students are able to create and follow design processes that produce the best learning environment for themselves. In one video, the students conduct an experiment and use deliberate design process to solve the problem at hand.

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Students show interest in a subject and want to do further research into the topic. The teacher in the video explains how it's important for students to be able to differentiate what's a reliable source and which ones are unreliable, especially regarding controversial material.

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This indicator focuses on the importance of internet awareness and safety. In one video, a teacher goes over how students can be safe online. In another, the teacher explains copyright, the importance on intellectual property, and how to avoid plagiarism.

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Throughout these videos, students are encouraged to be "empowered learners" by having more freedom with their work. In one case, the teacher designs a lesson that allows her students to pick what they want to do their project on and who they want to work with. In another, the students worked alone and set goals for themselves, creating a sense of independence that builds a positive work environment for students.

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Being able to use the internet to create connections globally is important for an educational setting. In video 7b, the class was able to go to Africa virtually. This creates a good visual for the students. It also allows for connections to be made. This intrigued the class and allowed for questions and comments to be made.

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In the Creative Communicator standard 6a, Students are to be able to choose the appropriate platforms for being able to meet the desired objectives given. Students were able to choose what media they wanted to use for a literature assignment. I wish this was a thing for when I was in school. Having the choice to choose what source to use, really makes students think. Group collaboration is also seen by students being able to reflect and comment on the their peers work.

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In the Computational Thinker video 5a, students format problems suited for algorithmic thinking in exploring solutions. The students were able to make realizations while seeing a plan and steps. They created a dance and steps. The teacher then tied it into what an algorithm is. This is a great way to get the class engaged, and see the similarities between the two.

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In the Innovative Designer 4b video, students are given the instruction for a project. The students have the freedom on how they want to express themselves, with using the teachers guidelines. I wish I had this option when I was younger. Being able to pick how you want to create the project is very important. It allows for creativity and brainstorming.

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In the Knowledge Constructor 3b video, the idea of evaluating the accuracy of data, media, and other resources are shown. Classrooms need to be taught how to find reliable data. This is very important since a lot of websites might give the wrong information. Having the school's librarian show the students sites that provide accurate research is very important.

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In the Digital Citizen 2a video, students are taught about if you hurt someone's feelings online, it will be online forever. I really liked how the teacher implements students to make a rule for themselves on how to keep a clean digital footprint. I also like how she ended the lesson with each student, being able to comment, and interact with their peers. This allows for more ideas and connections to be made.

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In the Empowered Learner 1A video, students are shown setting personal learning goals. After the lesson the children get to vote using a technology based poll. They vote on what they understood in the lesson, and what they struggled in. The class also gets to reflect together as a group, on what they learned. This implements both individual work and group work.

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In video 7b, the indicator (using collaborative technologies) is shown in the virtual fieldtrip to Africa. The students are able to ask questions to the safari guides and see their questions on the board. This is a way for the students to interact with experts in the field who they would otherwise not be able to interact with. The students are also learning how to use this technology and how it works on a basic level to be able to use it later on.

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At second 46 in video 6d, Daniel says that he thinks of his audience and how they would feel when making his videos. He is demonstrating the indicator, which is customizing the message, for his audience. He is thinking through his work and how best to reach his intended audience.

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In video 5c, the students went through a process step by step to understand larger topics, like morality in this video, and connect it to the real world. The students break down the assignment, ask questions, and extract key information that allows them to understand the concept fully before moving forward. Natalie said that by finding the key concepts, she was able to chose an individual who showed morality in their life.

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In video 4a, the students create and perform an experiment with a specific design process (the indicator) to simulate the potential benefit of estrogen in Parkinson's patients. These students use the design process of the experiment to ask questions and collect data, as a way to learn how to problem solve within science.

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In video 3c, the students use an online platform to use digital storytelling as a way to communicate what they learned about the type of dance and culture it's from. The indicator is shown with the students producing a digital artifact using their acquired knowledge. At the end of the video, the teacher said that parents came in and could go around and see the work their students did and ask questions. Being able to see the final product in action helped the students and made them feel proud of the work that they were able to do.

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In video 2b, the teacher mentions how they are teaching students how to use positive feedback, because they have noticed that this generation tends to look at the negative, rather than the positive, when on social media. This practice helps students learn in a safe and monitored environment how to be a good digital citizen, along with the benefit of helping younger students learn how to address the community they are researching. Both of these practices are helping these students become good citizens in general, as well as digitally.

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In video 1d, Technology Operations, student Ismaiel says that he is happy because he and his classmates, who are all kids, can now do these tasks with technology that they have had to rely on adults for. His sentiment, which is shared by his classmates, show that they are more confident in themselves and what they have learned and what they can now accomplish. This is the definition of an empowered learner, as they feel more confident and willing to learn because their skills have been broadened in a way that is benefitial.

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Using the internet to connect with our peers around the world is a great way to explore the world from our classrooms. In video 7b the students were able to virtually go to Africa and they were able to use interactive educational programs to spark questions and see things from a different viewpoint.

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Students are allowed to choose to guide their own education, in video 6a they were able to choose which form of literary element they want to focus on. This allowed students to create and become more passionate in their school work, giving the students choice has meaning to them. I believe this is how we spark imagination and creativity in our students.

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Computational thinkers is a great way to break down steps for students and helps analyze with visual tools. In all of the videos they use visual and physical tools to experiment or to physically see problems. This ISTE standard is wonderful especially for visual learners, it breaks down complex systems.

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Innovative Designer allows students to learn work and learn in an environment that is beneficial for them. They can create a design process that is actually beneficial for them, and they do not feel limited. In Video 4b the teacher gives them a broad topic and the students are allowed to use their own tools and processes to create something for this specific topic.

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Knowledge constructor helps students plan and employ effective research strategies. It also guides them on how to do proper research on the internet, they can't just believe everything they see on the internet and know that it is valid. In Video 3b they brought in a professional to help the students use the schools database and how they can find proper sources.

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Digital Citizen focuses on digital safety and how they can stay safe, and protect their digital footprint. In video 2a the teacher said " I never thought I would have to be teaching this." It is very important and to teach these safety protocols to our new generation because social media is progressively growing. In video 2d the teacher is actually teaching her students the laws of being a digital citizen and how it can get difficult.

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I noticed the teachers empowering their students through individualized learning.  One student said in video "Empowered Learner 1b: Customized Learning Environments" "through this learning, I feel like an adult." Giving your students control allows them to become an empowered learner.

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all indicators showed that world views and different perspectives are so important to see and collaborate with. the indicator 7a really showed and world view of how people in Africa take garbage and make it into purses or other essentials. if it wasn't for this worldview activity, children would never take the time to see what other countries are doing and its so important to be educated on the different perspective of other countries than their own.

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Each indicator shows students having creative freedom. indicator 6a really spoke to me because I can see this being represented in our class now. the teacher gives students option to explain what they read and their work through, a video, slideshow, pamphlet etc. the teacher goes on in the video to say its important to give them option on how they want to show their work because it becomes more meaningful to them if they have that creative freedom

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all of the videos showed similarities of "breaking down" what they are doing in 5a, algothrithm, which is such an abstract word the students don't understand, had an activity that explained what a algothrim is by creating dances and putting their dances into "algotrhm" and getting a better understanding by showing a visual of what it means and what it is. other indicators like 5c showed breaking down problems and writing down what the key information is

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each indicator showed gave students a problem or something to find and it was on the students to create directions for themselves on how to build or find the solution. for example, in indicator 4d, the students had to build a bridge but only had so much money to buy materials to make the bridge, so as a group, they had to problem solve and find a creative way to organize their money on how much they have , what they can buy, and what they have to buy in order to make their bridge.

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in Knowledge constructor 3b, its important for all students to be using creditable sources for accurate research. not everything online or not every website has accurate answers so using the school library resources and other creditable sites will be able to provide accurate research on anything you are learning. I also think 3d is important to be able to do lessons or activities that involve real-world issues like how they are making prosthetics for people outside of the classroom who are in need of it. its giving students real-world applications of what they are learning in the classroom a and how it relates to the world

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digital citizen focuses on digital privacy awareness, giving credit for other work, and how to be smart and positive digitally. in indicator 2a and 2b, it showed a lesson on how to be kind and positive digitally and talking about the consequences if not. In 2b, they showed upperclassmen giving positive criticism and feedback on lowerclassmen's papers and in 2a it showed students takeaways of the lesson on how to be positive and smart digitally, creating a positive digital environment

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The teacher in 7a did a great job teaching the students how other cultures and people in different countries are living through the media. I thought it was great how the student in 7b were able to "be" in Africa through technology. Being able to see videos and Skype with people in Africa (collaborating with experts) is much more interesting to the students than reading a textbook.

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In 6a, the teacher demonstrated the ISTE standards well because the students were allowed to choose what elements they wanted to discuss from what they were learning and their own media source. I thought it was important that the students in 6b were learning how to build off of the ideas they see online, and not just copy them. It allows them to learn another perspective and see how someone else decided to go about it, while also making it their own in the end.

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Students were given the freedom to create their own algorithm (something they were learning in class) in a fun way which I believe is more beneficial than simply taking a test. In 5c, the students were able to use what they've learned from class, "extracting ideas", and build their presentation using what they know from the previous lessons.

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The teachers in these videos really let the students go in the directions they felt drawn too, yet also they were still learning from it. Additionally, there were directions given and students were expected to take it from there and kind of just see what happens. They were encouraged to make the mistakes and learn how to correct them with their peers.

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In 3b, it's important that the students learn that not everything online is true information and something they should include in their school work. I liked how the teacher brought in a media specialist to show the students what valuable resources look like, and how to find them in the school database. I remember learning that in elementary school, and it's still something I do at CofC today.

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In video 2a, the teacher made the very crucial point to students on the steps that need to be taken in order to stay safe on the internet.  It seemed that many of the kids already knew the online rules too which is a good surprise.  It's also important that the students are learning how to give credit to a author or creator online(2c).  This is something that will be forever used in their education, and it's good that they are being taught the importance at a young age.

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I noticed that students are given much more independence when it comes to what they want to learn. It seems to make a difference because as a student stated, she felt more like an adult which is a big attraction for middle grade-high school students. This also leads to them being more involved in their learning because they're actually interested.

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in the Empowered Learner 1c video, the indicator of instant feedback to improve practice was shown through a online game where they had to find the correct slope in order for the "plane" to land safely. if they're answer was wrong, they were receiving instant feedback on what went wrong in their problem. the Teacher is also receiving instant feedback on the problems for each student to see what is challenging the students and what is not.

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This by far the easiest standard to reflect on are what the teachers are doing is very straight forward with the standard. With all the teachers that were able to use technology in a way  allowed the students to connect with other people across the world. Whether it was video calling, videos, and etc. Students were able to be given information that wouldn't always be readily available to them creating that connection how valuable it is to work the others locally or globally.

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The purpose is to allow students to learn by expressing themselves in a way that works for them but also improves communication skills. all done in an appropriate manner that works for whatever the goal is like how in 1.6.b the teacher taught how to do original works and how to use other people's work the right way when using it for your own thing.

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For this one, I was pretty lost on what to do with all the talk about algorithms. 1.5.c was what allowed me to understand the processes that go with this standard. The project they had on morality in how they have to use other tech or sources to get info. Then there's the process of actually breaking the info down to where you can understand and use it while also telling it to others. In the end, this helps with problem-solving and using technological methods.

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I feel like 1.4.a sums up the standard the best. The reason I say that is because in the video showed students using a microscope and other things to help test an experiment in different ways. This allows students to process info making them have to think about why they might've gotten said outcome. Which in the end forces the students to reshape their processes showing emphasis on the designer aspect.

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In the video for 1.3.a was nice because it brought attention to how not everything on the internet is going to help you even though it relates to what you're trying to find.

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With the digital age growing rapidly there's a lot of stuff that gets ignored like stuff about privacy. I like how 1.2.d brings up the notion of learning how to manage your own personal data/privacy. Like how in the description of 1.2 responsibilities are mentioned, law and regulations can only do so much. So this falls on the person take that action to decide what they're okay with. Reason why the teacher had the students take out their phone and actually take a closer look on what's allowed like apps tracking your location or having the ability to track what you do with other apps.

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These videos showed teachers using technology to show students areas around the world. One teacher was teaching her class about rainforests and the animals and forests, and the class became really into sloths. The teacher had her class reach out and collaborate with the Sloth Institute to help save endangered sloths.

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These videos showed teachers allowing students to be creative through technology. One teacher allowed students to create their own movies in a gardening-based class. This allowed the student to be a communicator to other students, when he showed them his movie.

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Teachers used technology to teach students problem-solving through formulas. One teacher used sphere codes to unlock the correct answer to allow students move forward in a math game.

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In these videos, teachers used real-world examples through technology to help students solve problems. One teacher used real money for students during an activity where the students were building bridges. Students had to work together to decide what to buy with their limited money supply.

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These videos showed teachers using technology to allow the students to make collections and demonstrate meaning connections. In one of the videos, a teacher let her students use digital storytelling when learning about different dance styles and cultures. She let students show the different shoes and outfits that were worn for different dance style in their online storybooks.

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One of the teachers in these videos did a copyright lesson and shared the importance of plagiarism, and giving credit for someone else's work. The teachers in these videos are demonstrating the importance of online safety for students.

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These videos showed the teachers encouraging independent work for each student. This is a good example of an empowered learner because it allows students to take control of their own learning and prompts a positive environment for the students.

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In the video for 1.1.d, the teacher is having the student's work in groups learning how to take apart and put back together computers and I thought embodied empowered learner the best. In today's age kids are growing up with tech, so having them in taking these everyday tools apart alone teaches practical and vocational skills. Then having them work in groups allowed for other to have input with one another allowing them to achieve a variety of learning goals. My favorite part was the end where they challenged the student's to repair computers with no info whatsoever. That forces them to demonstrate what they've learned, which in turn empowers them in the process.

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In these videos, teachers expanded the minds of their students, showing them and introducing them to areas around the world, and what problems they face. One teacher used her own experience to teach her students about waste problems around the world. And her and her students' problem solved ways to reuse trash. She then was able to record her students making jump ropes out of plastic bags, and was able to share that to high school students in Senegal Africa. I think it is super empowering for students, because it plants the seed of being helpful and collaborating with people around the world. And expands children's minds.

Catherine Mellichamp

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In these videos, teachers used technology to allow students to think creatively and out of the box. I saw one teacher work together with their history teacher on places they will learn in history class. The teacher allowed her student to use minecraft as a creative outlook to build and learn about the place that will be taught in history class. This collaboration with the teachers allowed the students to learn and expand their knowledge in two classrooms, making greater understanding and success for their students.

Catherine Mellichamp

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In these videos, teachers are using technology to teach their students formulated problem solving. One teacher used robots and a map as a way to show algorithmic teaching. She broke the project down into steps and this taught her students to not only problem solve, but showed patterns and strategies to look for and use.

Catherine Mellichamp

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In these videos, the teachers opened the door for students and used technology to build problem solving in the real world. One teacher used real world problems like submarines and underwater technology to promote problem solving and calculated skill for students. While another teacher encouraged students to have more questions about their projects and promote positive growth.

Catherine Mellichamp

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In these videos, the teachers want to demonstrate the importance of online, and how to use it safely and responsibly. One teacher set up learning activities for her students where they understand the consequence of their own actions in the real world. One teacher did a copyright lesson, explaining to her students the importance of the rights using and sharing intellectual property.

Catherine Mellichamp

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In these videos, the teachers used technology to support healthy communications as well as using technology to work with companies outside of school. One teacher allowed older students to work with younger students. This sets a positive example for younger students, also allowing them to build confidence and to ask for help when needed. One teacher worked with a university to connect his students to real life patients. Allowing them to work on prosthetic limbs, and connect with really world issues. And opening doors and interest for students to explore.

Catherine Mellichamp

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In these videos, the teachers encouraged independent work for their students. One teacher designed units where her students could choose which projects they want to do, and even got to pick their own groups. This allows students to work hands-on in an interest that they love, and prompts a positive learning environment.

Catherine Mellichamp