Designs technology tasks that are gratifying, challenging and non-threatening. Models technology activities by explaining, naming task strategies and modeling explicit steps in how to use and evaluate the task. Uses instructional technology to connect pedagogy to effective practice Uses advanced technologies to significantly expand the scope and depth of curriculum. Uses distance learning, global satellite feed, television, phone or computer to move learning beyond the school or classroom. Uses feedback from professional colleagues to plan, manage and assess technology projects.
Students plan, manage and assess technology project in collaboration with peers.
Uses email, listservs to collaborate with peers to plan, manage and assess technology projects. Uses technology to require students to construct responses, to elicit higher order thinking in addition to basic skills. Assesses technology projects based on clear criteria of which students are made aware. Uses technology projects to identify strengths, weaknesses. Does not compare students to each other or rank students.