Educational Technology Toolkit.docx CUR/545 Educational Technology Toolkit University o

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Educational Technology Toolkit.docx CUR/545 Educational Technology Toolkit University of Phoenix CUR/545 To: [email protected] From: [email protected] Subject: ... RE: PLC Resource Proposal Dear Leadership Team, The focus of our PLC of late has been power standards and aligning grade-level expectations. A parallel discussion that has developed across grade-levels are the best-practices that support these goals. The power standards selected have been chosen for the 21st century skills and competencies they facilitate. I propose that we further that focus by developing technology integration professional development using the text, Understanding the Digital Generation. This book provides insight into the thinking and priorities of our students. This is a fundamental concept as it sets the purpose for intentional and beneficial technology integration. This text covers four key objectives: digital learners attributes, the hyperlinked mind, neuroplasticity, and educational models and methods. Developing an understanding of this content will support the ability of the educator to better understand students, what their priorities are, and how to best support them. This knowledge will promote intentional technology integration that supports student learning and the power standards identified by the PLC. Additionally, the text can be used to guide a PLC focus discussion as it includes reflection questions designed to improve practice and willingness to integrate technology in the . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . [Show More]

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