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1. Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical.

2. Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.

3.  Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.

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1c - Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

6c - Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.

7b - Students use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.

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1)Students choose appropriate platforms for meeting desired objectives of their creation.

2)Select digital tools to plan and manage design process that considers risks.

3) Students use technology to seek feedback that improves their practice to demonstrate their learning in a variety of ways.

-Ethan Wagner

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Empowered Learner - Set personal learning goals
Innovative Designer - Choose appropriate platforms & tools to meet objective
Global Collaborator - Explore local & global issues

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1. Students cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world. (DC)

2. Students use collaborative technologies to work with others, including peers, experts, or community members, to examine issues and problems from multiple viewpoints. (GC)

3. Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts, or solving authentic problems. (ID)

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2a.  Students cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world.
6b.  Students create original works or responsibly repurpose or remix digital resources into new creations.
6d. Students publish or present content that customizes the message and medium for their intended audience.

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1. Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.

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1. a: Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.

3 b Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources. 3.c Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.

6. a Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication. 6.b Students publish or present content that customizes the message and medium for their intended audiences.

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1. Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
2. Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations. 3.Students publish or present content that customizes the message and medium for their intended audiences.

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1. Digital Citizenship is one we've been working on for many years. I feel it's important for the kids to understand how to use all the "power" and knowledge they get online. There are so many ways for it to wrong, so we need to teach and show them how to navigate in a responsible way.
2. Creative Communicator would be a goal. I am trying to have the kids learn how to speak to each other in a respectful, responsible way. My kids are 10 years old and that is a sketchy age where their emotions are running the show. To teach them how to use their emotions, and their words to communicate is paramount to their future.
3. Computational Thinkers are hard to come by. In a world where all the knowledge is given to them online, it's easy to let the internet world do your thinking for you. Sometimes we should put the devices down and let the kids think out of a situation or problem with their own creative thoughts.

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Standard 2
Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical.

Standard 6
Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.

Standard 7
Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.

# data[].attributes.body
1. Students publish or present content that customizes the message and medium for their intended audiences.
2. Students explore local and global issues and use collaborative technologies to work with others to investigate solutions.
3. Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.

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Students collaborate via Google platform to share their understanding on a topic and present new ideas in a group. (7C)

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Students collaborate via Google platform to share their understanding on a topic and present new ideas in a group. (7C)

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1. Students create original works or responsibly repurpose or remix digital resources into new creations.

2. Students build networks and customize their learning environments in ways that support the learning process.

3. Students cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world.

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Research a topic of interest by accessing a variety of resources to share their understanding of a topic. We have used this for students to research and write from the perspectives within that topic. (3A, 3C)

# data[].attributes.subject
Research a topic of interest by accessing a variety of resources to share their understanding of a topic. We have used this for students to research and write from the perspectives within that topic. (3A, 3C)

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3 ISTE Standards for the G/T Classroom (Mollicone)

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3 ISTE Standards for the G/T Classroom (Mollicone)

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1c. Empowered Learner- Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
4b. Innovative Designer- Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.
7b. Global Collaborator- Students use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.

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1b Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

5c Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.

6c Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.

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1. Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits
2. Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.
3. Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.

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Research, goal setting, and choosing a natural platform

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Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.

Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.

Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.

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3 Standards for my ELA AP Literature, GT English IV, & Dual Credit (12th/College Freshman)

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3 Standards for my ELA AP Literature, GT English IV, & Dual Credit (12th/College Freshman)