Standard 1: Facilitate and Inspire Student Learning and Creativity
A teacher's primary objective is to inspire students to optimize their learning. Technology can spark student creativity and fire their imagination. When integrated appropriately, technology can engage even the most reluctant learners and promote innovative thinking and authentic problem solving. Technology can allow students to personalize their learning thus making it more meaningful and memorable.

Technologies can enhance learning by providing an added dimension of visualization, clarification, and demonstration of real world applications. Technologies to enhance creativity include Glogster, Tween Tribune,, Story Cove, PhotoStory, Movie Maker, and geoGreeting.


Technology can also inspire students by transporting them on a virtual field trip or connecting them to notable figures. Recently, the William and Mary Masters program blogged with local students about a writing book for young aspiring authors. As a culminating event, the elementary and graduate students gathered together for a Skype meeting with author Ellen Potter. This videoconference allowed the students to discuss questions about the writing process as well as specific books and proved to be a highly engaging and exciting activity that could not be duplicated without digital technology.

Standard 2: Design and Develop Digital-Age Learning Expectations
When appropriately integrated into instruction and assessment, technology is a highly effective means to enrich learning. Technology must be meaningfully and purposefully partnered with learning objectives. For example, I have recently integrated technology into two recent social studies lesson plans. A blog used as a research artifact served to augment instruction and in a separate lesson an online slideshow served as an assessment. Finally, the Animoto slideshow below demonstrates another use of images and audio that could provide students with an additional form of assessment.

Technology is also an effective means to differentiate instruction. For example, these Math Web Resources can augment standard classroom instruction for students who assimilate information more easily from a digital source.

Standard 3: Model Digital-Age Work and Learning
A fundamental aspect of teaching is modeling the skills that we want our students to know and learn. Modeling the use of educational technologies demonstrates their importance and relevance to learning for the students. That is, our incorporation of a technology into a lesson plan provides concrete real-life applications of a particular application, site, or tool and eases the students ascent up the learning curve. In my classwork at William & Mary, I have used communication technologies such as Ning and Blogger to share reflections on books with my colleagues. Such information-sharing could certainly provide a vivid example to my students about the immediacy and reach afforded by blogging. In addition, as seen below, VoiceThread provides a venue for multimedia reports that has extensive application across content areas.


Standard 4: Promote and Model Digital Citizenship and Responsibility
In order to model digital citizenship, teachers must understand and adhere to fair use rules and copyright laws in their classroom. Teachers show respect for intellectual property rights and copyrights and the appropriate methods and consistent documentation of sources. Specifically, we must be knowledgeable about what video, audio, and text content is permitted to be shown in the classroom and incorporated into teaching instruments such as power points, worksheets, and other classroom documents. In addition to being aware of their own responsibilities, teachers must also instruct their students about digital citizenship. is a useful site that explains copyright basics and rules that students must follow.

Standard 5: Engage in Professional Growth and Leadership
Technology is constantly evolving and teachers must be active and curious in order to maintain awareness of sites and applications that may serve to enhance their classroom instruction. A passive approach to technology does not benefit students. Teachers must have the intrinsic motivation to explore technology options and determine their appropriateness for the general classroom and specific lesson plans. In the William and Mary Masters of Elementary Education program, I have had the great opportunity to be introduced to an expansive range of educational technology and to engage in research about technology applications in the classroom. In collaboration with a colleague, I investigated the award-winning BrainPOP website and posted this report on Connexions, a valuable online resource for teachers. In addition, I also collaborated with a peer to evaluate current research on the impact of blogging on student writing. Finally, I created a model of a classroom wiki as a means to augment parent-teacher communications in my future classroom and have worked with a colleague to establish Think-Plan-Share wiki
where the William and Mary 2010-2011 Elementary Education cohort can share lesson plans.