NETS*T 1.a. promote, support, and model creative and innovative thinking and inventiveness
NETS*T 1.b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources
NETS*T 1.c. promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
NETS*T 1.d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
NETS*T 2.a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
NETS*T 2.b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
NETS*T 2.c. customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
NETS*T 2.d. provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
NETS*T 3.a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations
NETS*T 3.b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation
NETS*T 3.c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats
NETS*T 3.d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning
NETS*T 4.a. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources
NETS*T 4.b. address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools and resources
NETS*T 4.c. promote and model digital etiquette and responsible social interactions related to the use of technology and information
NETS*T 4.d. develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools
NETS*T 5.a. participate in local and global learning communities to explore creative applications of technology to improve student learning
NETS*T 5.b. exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others
NETS*T 5.c. evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning
NETS*T 5.d. contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community
NETS*S 1.a. apply existing knowledge to generate new ideas, products, or processes.
NETS*S 1.b. create original works as a means of personal or group expression.
NETS*S 1.c. use models and simulations to explore complex systems and issues.
NETS*S 1.d. identify trends and forecast possibilities.
NETS*S 2.a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
NETS*S 2.b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
NETS*S 2.c. develop cultural understanding and global awareness by engaging with learners of other cultures.
NETS*S 2.d. contribute to project teams to produce original works or solve problems.
NETS*S 3.a. plan strategies to guide inquiry.
NETS*S 3.b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
NETS*S 3.c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
NETS*S 3.d. process data and report results.
NETS*S 4.a. identify and define authentic problems and significant questions for investigation.
NETS*S 4.b. plan and manage activities to develop a solution or complete a project.
NETS*S 4.c. collect and analyze data to identify solutions and/or make informed decisions.
NETS*S 4.d. use multiple processes and diverse perspectives to explore alternative solutions.
NETS*S 5.a. advocate and practice safe, legal, and responsible use of information and technology.
NETS*S 5.b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
NETS*S 5.c. demonstrate personal responsibility for lifelong learning.
NETS*S 5.d. exhibit leadership for digital citizenship.
NETS*S 6.a. understand and use technology systems.
NETS*S 6.b. select and use applications effectively and productively.
NETS*S 6.c. troubleshoot systems and applications.
NETS*S 6.d. transfer current knowledge to learning of new technologies.
ATLAST 1.1: identify key technologies associated with rapid-growth industry in Arizona.
ATLAST 1.2: understand the implications and impact of Arizona high-tech industry on regional economy, natural environment, and population.
ATLAST 1.3: identify and explain the basic concepts of research, manufacturing, applications, and markets of key technologies that drive regional industry.
ATLAST 1.4: outline the different academic and career pathways for students who wish to become science teachers, technologists, scientists, or engineers.
ATLAST 2.1: understanding of links between technology and the natural, social, and designed world.
ATLAST 2.2: knowledge of how technology affects the lives and wellbeing of all people.
ATLAST 2.3: knowledge of research on technological literacy and its implications for teaching.
ATLAST 2.4: ability to apply technological literacy standards to science and non-technical disciplines.
ATLAST 3.1: knowledge of how students use technology outside the classroom and how to channel these interests and motivation to the study of science and technology.
ATLAST 3.2: awareness of a broad range of Internet information and social interaction resources and how they can be tapped for technological literacy education.
ATLAST 3.3: ability to use Web tools to develop Reusable Learning Objects (RLOs) and eportfolios.
ATLAST 3.4: ability to maintain up-to-date knowledge on technology using Internet RSS news feeds.
ATLAST 4.1: define a model of technological literacy training for teachers.
ATLAST 4.2: explore methods to improve technological literacy via collaborative learning.
ATLAST 4.3: identify factors that increase and sustain interest in technology.
ATLAST 4.4: disseminate findings that benefit the improvement of technological literacy nationwide.
Concept 1: Knowledge and Ideas, AZ 1.1.1. Analyze, evaluate, and synthesize information to generate new ideas, processes, or products.
Concept 2: Models and Simulations, AZ 1.2.1. Predict and test the relationships amongst interdependent elements of a digital model, simulation or system., AZ 1.2.2. Propose or create a model, simulation, or system., AZ 1.2.3. Predict how one system operates by comparing it to multiple systems, digital models or simulations.
Concept 3: Trends and Possibilities, AZ 1.3.1. Analyze patterns and trends and their logical links to form inferences, and forecast possibilities providing novel insights.
Concept 4: Original Works, AZ 1.4.1. Create innovative products or projects using digital tools to express original ideas., AZ 1.4.2. Use digital collaborative tools to synthesize information, produce original works, and express ideas.
Concept 1: Effective Communications and Digital Interactions, AZ 2.1.1. Collaborate with peers, experts, or others in the global community employing a variety of digital tools to share findings and/or publish in a variety of ways., AZ 2.1.2. Communicate information and ideas respectfully and effectively to multiple audiences using a variety of digital environments.
Concept 2: Digital Solutions, AZ 2.2.1. Communicate and collaborate for the purpose of producing original works or solving problems.
Concept 3: Global Connections, AZ 3.1.1. Engage in a global community to contribute to a specific global issue.
Concept 1: Planning, AZ 3.1.1. Identify and defend effective key words, phrases, and strategies for conducting information searches., AZ 3.1.2. Evaluate diverse information sources.
Concept 2: Processing, AZ 3.2.1. Locate and synthesize information utilizing advanced search strategies including a variety of search engines, metadata search engines, deep web searches and databases., AZ 3.2.2. Defend the authority of primary and/or secondary sources used in research., AZ 3.2.3. Evaluate information identifying facts, opinions, bias, inaccurate and misleading information by analyzing multiple sources., AZ 3.2.4. Synthesize research information to create new understanding and innovative solutions., AZ 3.2.5. Apply ethical use of information and media by respecting the principles of copyrights, intellectual freedom and property rights, using information and media technology responsibly, and citing resources appropriately.
Concept 1: Investigation, AZ 4.1.1. Write essential questions to investigate a complex (multi-step) issue using digital tools and resources.
Concept 2: Exploring Solutions, AZ 4.2.1. Plan and manage an individual learning project that collects multiple data sets from diverse sources, creating planning adjustments and course corrections from the knowledge gained., AZ 4.2.2. Present defendable solutions and make decisions from multiple perspectives using collected resources and data.
Concept 1: Safety and Ethics, AZ 5.1.1. Determine when it is appropriate and safe to use various personal digital devices., AZ 5.1.2. Describe strategies to deal with cyber-bullying situations., AZ 5.1.3. Advocate and practice safe, legal, and responsible use of digital tools as defined by school board policy and procedures., AZ 5.1.4. Demonstrate safe online communication practices regarding personal information., AZ 5.1.5. Analyze and compare how web advertising influences consumer choices., AZ 5.1.6. Advocate and exhibit legal and ethical behavior when using technology.
Concept 2: Leadership for Digital Citizenship, AZ 5.2.1. Exhibit digital citizenship by consistently leading by example and advocating social and civic responsibility to others.
Concept 3: Impact of Technology, AZ 5.3.1. Develop a possible technological solution for a contemporary issue.
Concept 1: Understanding, AZ 6.1.1. Describe how the components of a system are integrated using appropriate terminology., AZ 6.1.2. Define and apply knowledge of various technical process terms., AZ 6.1.3. Choose technology applications appropriate for the audience and task., AZ 6.1.4. Recognize and demonstrate ergonomically safe and sound use of equipment., AZ 6.1.5. Investigate and evaluate physical risks of using digital technology.
Concept 2: Applications, AZ 6.2.1. Demonstrate speed and accuracy using appropriate data entry tools., AZ 6.2.2. Compose a multiple section document that applies the most appropriate media and advanced formatting., AZ 6.2.3. Use spreadsheets to calculate, graph, organize, and present data in a variety of real-world settings., AZ 6.2.4. Use database features to export, organize, compile, and output data., AZ 6.2.5. Compose media for the web with interactive capabilities., AZ 6.2.6. Create, evaluate and critique web structure and content., AZ 6.2.7. Use network protocols for moving files and secure web access.
Concept 3: Problem Solving, AZ 6.3.1. Identify and use online help and other support to learn about features of hardware, software, and connectivity as well as to assess and resolve problems.
Concept 4: Transfer of Knowledge, AZ 6.4.1. Transfer understanding of current technologies to new and novel learning situations.
ITEA Standard 1. Students will develop an understanding of the characteristics and scope of technology.
ITEA Standard 2. Students will develop an understanding of the core concepts of technology.
ITEA Standard 3. Students will develop an understanding of the relationships among technologies and the connections between technology and other fields of study.
ITEA Standard 4. Students will develop an understanding of the cultural, social, economic, and political effects of technology.
ITEA Standard 5. Students will develop an understanding of the effects of technology on the environment.
ITEA Standard 6. Students will develop an understanding of the role of society in the development and use of technology.
ITEA Standard 7. Students will develop an understanding of the influence of technology on history.
ITEA Standard 8. Students will develop an understanding of the attributes of design.
ITEA Standard 9. Students will develop an understanding of engineering design.
ITEA Standard 10. Students will develop an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving.
ITEA Standard 11. Students will develop abilities to apply the design process.
ITEA Standard 12. Students will develop abilities to use and maintain technological products and systems.
ITEA Standard 13. Students will develop abilities to assess the impact of products and systems.
ITEA Standard 14. Students will develop an understanding of and be able to select and use medical technologies.
ITEA Standard 15. Students will develop an understanding of and be able to select and use agricultural and related biotechnologies.
ITEA Standard 16. Students will develop an understanding of and be able to select and use energy and power technologies.
ITEA Standard 17. Students will develop an understanding of and be able to select and use information and communication technologies.
ITEA Standard 18. Students will develop an understanding of and be able to select and use transportation technologies.
ITEA Standard 19. Students will develop an understanding of and be able to select and use manufacturing technologies.
ITEA Standard 20. Students will develop an understanding of and be able to select and use construction technologies.
ED 1.1 Identify career options in education at the local, state, and national levels
ED 1.2 Identify specific requirements to become a certified teacher or a paraprofessional in a chosen area and level of education
ED 1.3 Examine the state job market for various types of education employment
ED 1.4 Develop a career plan
ED 1.5 Develop a résumé
ED 1.6 Examine various job application processes for paraprofessional and professional positions
ED 1.7 Demonstrate interviewing skills
ED 2.1 Demonstrate behaviors consistent with those required in education settings
ED 2.2 Demonstrate the skills needed to work with a diverse cultural climate
ED 2.3 Identify and demonstrate an understanding of professional codes of ethics
ED 2.4 Identify school employees’ responsibilities for the health, safety and welfare of students
ED 3.1 Recognize cultural differences and other barriers in communication
ED 3.2 Demonstrate the use of motivational and engaging communication to provide information and discussion
ED 3.3 Practice the use of clear verbal directions
ED 3.4 Apply active listening skills to enhance communication with learners
ED 4.1 Conduct formal/informal research to collect appropriate topical information related to lesson planning and preparation
ED 4.2 Develop research information and outlines for classroom presentations
ED 4.3 Construct written communication skills, using appropriate format for the situation
ED 4.4 Apply multiple technologies for written and presentation communications with students, parents and administration
ED 5.1 Explain the role of education in the economy: local, state, national and international
ED 5.2 Recognize the factors that contribute to an effective school.
Ed 5.3 Compare/contrast the financial advantages/disadvantages of public, charter, and private educational institutions
ED 6.1 Identify business and financial functions of an educational institution
ED 6.2 Explain how taxes impact the school district’s ability to meet objectives and state and federal mandates
ED 7.1 Determine personal characteristics of effective leaders
ED 7.2 Compare/contrast leadership and management styles
ED 8.1 Identify professional organizations related to education
ED 8.2 Explain the benefits of professional organizations
ED 8.3 Determine the roles and responsibilities that leaders and followers bring to an organization
ED 8.4 Evaluate characteristics of an effective team member
ED 8.5 Evaluate characteristics of effective teams
ED 8.6 Practice techniques to involve each member of the team
ED 8.7 Demonstrate teamwork
ED 8.8 Practice effective meeting management
ED 9.1 Outline the historical development of U.S. education
ED 9.2 Identify major philosophies of education
ED 9.3 Identify the roles of state and federal government in education
ED 9.4 Differentiate between private and public education approaches, including charter and alternative school approaches
ED 9.5 Examine current educational issues
ED 9.6 Compare education in the United States and in other countries
ED 10.1 Explain the role of the governing board in establishing policies and objectives for the school district
ED 10.2 Describe how schools carry out the governing boards’ policies and meet state mandates
Ed 10.3 Explain the roles and responsibilities of district and building administrators
ED 10.4 Explain the role of the district superintendent and his/her school administration and the board
ED 11.1 Describe the roles of certified support personnel (e.g., guidance and counseling, psychological services, librarians/media specialists, technology support, health care providers, etc.)
ED 11.2 Describe the roles of classified support personnel (e.g., food service workers, facility maintenance workers, transportation personnel, teacher aides, after-school program personnel, etc.)
ED 11.3 Describe the role of community resources in and out of the school to provide student assistance
ED 12.1 Examine instructional and supervisory roles for paraprofessionals
ED 12.2 Examine instructional and supervisory roles for teachers
ED 12.3 Identify the characteristics of the effective teacher and paraprofessional
ED 12.4 Evaluate self for characteristics that lead to success as a paraprofessional and/or teacher
ED 13.1 Comprehend the criteria and definitions related to exceptional learners, including children with disabilities and children who are gifted
ED 13.2 Comprehend the use of developmentally appropriate instructional interventions for cognitive, motor, self-help, social, and language activities
ED 13.3 Identify the components of an Individual Education Plan (IEP) including medical needs, student goals, present level of development, etc.
ED 13.4 Identify the legal responsibilities associated with student Individual Education Plans
ED 13.5 Apply the knowledge of accommodations and modifications for an exceptional learner in adapting activities for individual student’s goals
ED 14.1 Identify the characteristics, the challenges and the opportunities for learning in a diverse classroom
ED 14.2 Explain the role of teacher expectation on student performance and its impact on teaching and learning in a diverse classroom
ED 14.3 Describe the needs of multiple-language learners
ED 14.4 Describe how cultural and ethnic differences affect interpersonal interactions and communications within a group
ED 15.1 Identify the relationship between effective instructional strategies and classroom management
ED 15.2 Identify discipline strategies needed in various classroom situations
ED 15.3 Analyze the relationship of instructional strategies, learning objectives, and learner involvement, and their impact on student behaviors
ED 16.1 Identify the stages of physical development through adolescence
ED 16.2 Recognize cognitive development from birth through adolescence
ED 16.3 Recognize psychosocial development theory
ED 16.4 Recognize emotional development theory
ED 16.5 Recognize character development theories
ED 17.1 Investigate various methods of instruction
ED 17.2 Identify teaching methods that accommodate various learning styles
ED 17.3 Describe strategies for addressing the needs of unmotivated students and students from challenging environments
ED 17.4 Identify different assessment techniques for feedback to students and/or guiding instruction
ED 18.1 Develop objectives that are aligned with state and district standards
ED 18.2 Integrate the components of a lesson plan with activities and instructional materials
ED 18.3 Implement a lesson and a planned learning activity
ED 18.4 Conduct a reflective evaluation of the implemented lesson plan
ED 19.1 Evaluate lessons to determine how technology could improve the teacher's ability to address different learning needs
ED 19.2 Investigate a new technology application that can be used to improve teaching and/or learning
ED 19.3 Identify digital resources that help teachers in planning instruction, classroom management, and communication
ED 19.4 Apply knowledge and skills of technology to integrate content areas with interactive student learning activities
ED 19.5 Integrate technology relevant to lesson planning, teaching, and classroom management and assessment
ED 19.6 Identify the ways that virtual cyber learning may impact the future of education