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Of no fault of anyone, the rapid changes in the tools we use will always put us behind. What we can strive for are the ideals of a growth mindset versus fixed, and look for strategic opportunities to explore new technologies. In addition, give voice to those people who are using what is new. Administrative support is key. Will there be dollars? Do we have flexibility to try new things? Can we share what we've learned?

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Falls within the PK portion of TPACK, but is pretty common sense. Does our district need to offer guidelines of what our digital citizenship standards are? Professional Development need? I feel most teachers would/could/and will incorporate this regularly with additional guidance.

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This component relates to a teachers TK, PK, and CK skill. It's a good compass for districts to gauge where professional development opportunities may lie. As teachers collaborate to put together great learning opportunities for their students, this is where administration can really support the teacher's learning as well.

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ISTE Standard 2 hits along all components of the TPACK Model. It's through collaboration creativity, content knowledge, pedagogy in which teachers can put together powerful learning experiences, and student exploration.

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Standard 1 of the ISTE correlates with the (CK) component of the TPACK Model. Inspiring and questioning students is at the heart of what we do. Our knowledge of content drives the heart our our student inquiry, and puts them in the captains chair of their learning.

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For Teachers

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The lifelong learning aspect of this standard speaks to the importance of ongoing PD in regards to technology (devices, resources, research, etc.) and support for teachers to feel empowered to try new things, share their knowledge with colleagues, and reflect openly on successes and challenges.

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Continually assessing and developing a pedagogy which reflects education in a digital age aligns with the TPK portion of the TPACK model.

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This standard mostly falls within the PK portion of the model. Teachers blend digital citizenship and societal issues within their pedagogy.

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If teachers are able to use their PK and develop the TK needed to effectively teach and assess CK in real world context through meaningful learning opportunities, then the full TPACK model will be implemented through this standard.

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Teachers need time to collaborate as grade level teams and share assessments and lessons they have designed. Why reinvent the wheel!?

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As we work toward facilitating experiences that advance student learning, it is important to understand the difference between incorporating and integrating tech into a lesson/unit. PD, resources, and coach support are essential throughout the school year and beyond.

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Much of Standard 2 falls within the TK portion of the model, but a few of them move into the TPK.  I think it is absolutely essential that our teachers are given access to a device of their own to use prior to their students having them. You may have all the CK and PK in the world, and also may be comfortable with the TK, but you still need time to dabble and play.

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ISTE Standard 1 Literally IS the "sweet spot" in the center of the model. 

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ISTE Standard 1 Literally IS the "sweet spot" in the center of the model. 

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Substandards A-D lay out a set of directives to accomplish teaching in the "sweet spot". All of them "exist" in the center areas of one or all of the Venn overlays. The key for teachers will be to get to that spot at an acceptable pace. One major component of our DT initiative is going to be the LOA rubric. I think this will help guide them there.

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5. Engage in professional growth
and leadership

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5. Engage in professional growth
and leadership

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Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources.

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4. Promote and model digital citizenship
and responsibility

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4. Promote and model digital citizenship
and responsibility

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Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.

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Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.

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2. Design and develop digital age
learning experiences and assessments

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2. Design and develop digital age
learning experiences and assessments

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Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the Standards.

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1. Facilitate and inspire student learning
and creativity

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1. Facilitate and inspire student learning
and creativity

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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.