pbs teacherline capstone resource page nets•t 2000 ... · education technology standards for...

PBS TeacherLine Capstone Resource Page

NETS•T 2000 Standard Set

IA. Teachers demonstrate a sound understanding of technology operations and concepts.

tech•LEARNING http://techlearning.com/This Web site from Technology & Learning Magazine contains a wide variety of practical articles for educators and administrators about topics ranging from copyright to leadership to emerging technologies. This resource also contains tutorials, event information, reviews of software and Web sites, and information on applying for grants and receiving funding. The content of two other magazines, Educators' Outlook and Digital Video in the Classroom, is also available from this site.

ProfilerPro http://www.profilerpro.com/Produced by ALTEC (Advanced Learning Technologies in Education Consortia), ProfilerPro offers a set of Web-based tools for assessing and sharing technology knowledge and skills. Educators can create and join groups, complete surveys to assess the depth and breadth of their knowledge, and find peers and resources to help them develop their knowledge further. ProfilerPro also contains a library of previously created surveys and a learning resource center with a searchable database.

National Educational Technology Standards for Students http://www.iste.org/AM/Template.cfm?Section=NETSThe International Society for Technology in Education (ISTE) established its National Education Technology Standards for Students (NETS•S) to guide the design and implementation of K-12 lessons that develop technology literacy and proficiency among students. The standards address productive uses of computer and Internet technology in education as well as related social and ethical implications. In addition to viewing profiles for technology-literate students in each grade band, teachers can search a database of sample lessons designed to meet the NETS•S. These key standards for students run parallel to the ISTE National Education Technology Standards for Teachers (NETS•T).

PBS Teachers http://www.pbs.org/teachers/This site provides an index of online curriculum materials, lesson plans, and other teacher resources produced by PBS and its affiliates, organized by subjects and grade levels. In addition to cataloguing standards-based lessons associated with PBS films and multimedia content, the site also includes recommended books and links, technical tutorials, educational television programming schedules, teachers'

guides, and copyright guidelines. With free registration, the interface can be customized to highlight resources best suited for a particular teacher's profile.

CyberSmart Curriculum http://www.pbs.org/teacherline/portfoliobuilder/resource_list.cfm?standardID=1The CyberSmart School Program is a nonprofit organization that supports educators and students in smart and safe Internet use. Working with Macmillan/McGraw-Hill publishers, they have developed the free CyberSmart Curriculum. This curriculum is intended for K-8 students and is aligned with the ISTE National Education Technology Standards. The CyberSmart Web site contains an overview of the curriculum as well as lesson plans, activity sheets, printable posters, and related links for children.

Technology in the Classroom from Education World http://www.educationworld.com/a_tech/index.shtmlThe technology section of this general resource site for educators contains many practical resources, including articles on a variety of topics, software and Web site reviews, templates, and "Techtorials" with step-by-step instructions for using various applications in the classroom. The site, which can be browsed or searched, offers tips and resources related to project ideas, classroom management, computer maintenance, and many other aspects of technology integration.

PBS TeacherLine http://www.pbs.org/teacherline/Funded by a grant from the U.S. Department of Education, PBS TeacherLine provides online professional development opportunities for educators. Teachers can take standards-based online courses for graduate or professional development credits on a variety of topics related to K-12 teaching and learning. They can also access related resources, communicate with other educators, and create an online personal portfolio.

IB. Teachers demonstrate a sound understanding of technology operations and concepts.

Handhelds: Ubiquitous Computing http://www.concord.org/work/themes/handhelds.htmlThe handhelds section of the Concord Consortium Web site contains information on their research and development work with handheld and portable computers. This includes articles on handheld use, reviews of educational Palm software programs, and research on Probeware (portable probes for scientific measurements that can be connected to handheld technologies).

Office of Educational Technology (OET) http://www.ed.gov/about/offices/list/os/technology/index.htmlThis government office at the U.S. Department of Education establishes policies and recommendations for using technology to meet national educational standards and

goals. The site provides those standards as well as current research and news, ranging from a press release and Webcast about rural communities using technology to a report on "Exemplary and Promising Educational Technology Programs."


ProfilerPro http://www.profilerpro.com/Produced by ALTEC (Advanced Learning Technologies in Education Consortia), ProfilerPro offers a set of Web-based tools for assessing and sharing technology knowledge and skills. Educators can create and join groups, complete surveys to assess the depth and breadth of their knowledge, and find peers and resources to help them develop their knowledge further. ProfilerPro also contains a library of previously created surveys and a learning resource center with a searchable database.

R*TEC http://www.rtec.org/Funded by the U.S. Department of Education, the Regional Technology in Education Consortia (R*TEC) support educational institutions as they integrate technology into teaching and learning. Each regional consortium provides educators with up-to-date professional development resources, teaching tools, technology assistance, and lesson materials. For example, the WestEd RTEC (covering Arizona, California, Nevada, and Utah) offers information about the regional "Computer-Using Educators" conference, a "Knowledge Brief" on online learning for high school students (consisting of a literature review, interviews with national experts, and an evaluation of California's online learning program), a report on "Policy Options for Interactive Video Education," a multimedia resource titled "Technology Tips for Differentiated Instruction," and other useful resources for educators.

The Future of Networking Technologies for Learning http://www.ed.gov/Technology/Futures/index.htmlThis collection of white papers commissioned by the U.S. Department of Education's Office of Educational Technology in 1996 presents the provocative, forward-thinking ideas of some of the country's leading visionaries in the area of educational technology. One paper, for example, by Professor Chris Dede (currently of Harvard University's Graduate School of Education) considers different types of learning

devices and how they might become integral to new ways of learning, including smart objects, information infrastructure, and shared synthetic environments. The article explores the learning potential of these devices through illustrative vignettes set in the future. Other papers foreshadow possibilities for the future of schools that still have yet to be realized, though they offer useful guidance about where to invest time and resources.

Center for Innovative Learning Technologies http://www.cilt.org/themes/Founded in 1997 by a five-year grant from the National Science Foundation, the Center for Innovative Learning Technologies (CILT) sponsors research on technology-supported solutions to problems in K-12 science, engineering, technology, and mathematics learning. To further its work, CILT has brought together researchers, teachers, leaders, and analysts for workshops and conferences. CILT's projects have been organized around the themes of Visualization and Modeling, Ubiquitous Computing, Community Tools, and Assessments for Learning. The thorough resources section of the CILT Web site contains papers and presentations as well as links to CILT projects like the Design Principles Database and Knowledge Network.

Center for Technology in Learning http://ctl.sri.com/index.jspBased at SRI International, The Center for Technology in Learning (CTL) researches effective methods of learning and teaching and works to incorporate these discoveries into the design, use, and evaluation of interactive learning environments. The Center's research focuses on the following four areas: assessment, evaluation, learning environments, and technology development. The CTL Web site contains detailed information on current and past projects and links to project Web sites, publications, and further resources. The site also has a searchable database of CTL publications and reports.

Center for Applied Research in Educational Technology (CARET) http://caret.iste.org/An ISTE project, the Center for Applied Research in Educational Technology (CARET) organizes recent research in answer to frequently asked questions about technology and education. It also thoroughly and thoughtfully reviews educational technology research, keeping teacher interests and needs in mind. A CARET review summarizes a research article, assesses its importance for educators and educational researchers, identifies the major questions addressed in the study, determines the study's strengths and limitations, and suggests related articles and resources. These structured reviews make new education technology research easily accessible and readable.

Center for Children and Technology (CCT) http://cct.edc.org/

The Center for Children and Technology investigates and evaluates the roles technology can play in education. The Center works with other organizations to develop and implement education programs based on its research related to four themes: online communities, schools and technology, inquiry and design, and access and equity. Abstracts of all research and development projects are thematically organized and available on the Center's Web site, and projects and publications can be either browsed or searched. Also, the fourteen most common areas researched by the Center—ranging from Curriculum Development to Students with Disabilities—are presented in a topics section.

Technology to Support Learning from How People Learn http://www.nap.edu/openbook.php?record_id=6160The book How People Learn: Mind, Brain, Experience, and School, published in 1999 by the National Research Council, summarizes research and presents a framework for creating effective learning environments. Full of concrete examples, this chapter explores five applications of technology in education: New Curricula; Scaffolds and Tools; Feedback, Reflection and Revision; Connecting Classrooms to Community; and Teacher Learning.

Probeware: Developing New Tools for Data Analysis http://www.concord.org/work/themes/probeware.htmlThis section of the Concord Consortium Web site addresses all aspects of introducing probe sensor technologies in the classroom, including research on the use of probeware for learning. Sensor probes are easy-to-use, portable technologies, which are able to track and display real-time scientific data. These capabilities allow students to investigate temperature, velocity, and other variables through engaging, hands-on learning experiences. The ProbeSight pages include explanations of different probes, a supplier index, curriculum ideas, and information on new and upcoming developments.

IIA. Teachers plan and design effective learning environments and experiences supported by technology.

Blue Web'n http://www.kn.pacbell.com/wired/bluewebn/index.cfmBlue Web'n contains a searchable database of selected Web sites for teachers and students. This database can be explored by subject area, grade level, or format (lessons, resources, references, tools, activities, or projects). Blue Web'n rates these Web sites using an evaluation rubric that is included on the site and annotates the links in order to highlight features of particular interest. Every week five new sites are added to the database library, and these weekly updates are also available via e-mail.

E-Pals http://www.epals.com/

E-Pals Classroom Exchange gives teachers and students opportunities to interact with peers from around the globe. This multi-lingual site helps connect classrooms by providing chat room space, basic instant translations, and discussion boards. There are also group projects, suggested class-to-class projects, and a teacher's guide.


Virtual Architecture http://virtual-architecture.wm.edu/Virtual Architecture aims to assist educators in creating and facilitating effective distance learning experiences that align with curriculum standards. The site provides links to articles on bringing technology into the classroom. Virtual Architecture also recommends practices for telecollaboration, telepresence, and teleresearch, as well as links to successful projects that teachers can adapt for their classrooms.


Center for Children and Technology (CCT) http://cct.edc.org/The Center for Children and Technology investigates and evaluates the roles technology can play in education. The Center works with other organizations to develop and implement education programs based on its research related to four themes: online communities, schools and technology, inquiry and design, and access and equity. Abstracts of all research and development projects are thematically organized and available on the Center's Web site, and projects and publications can be either browsed or searched. Also, the fourteen most common

areas researched by the Center—ranging from Curriculum Development to Students with Disabilities—are presented in a topics section.

Universal Design for Learning from CAST http://www.cast.org/index.htmlThe Center for Applied Special Technology (CAST) is an organization that "works to create opportunities for all students, especially those with disabilities, by using technology to make education more flexible and accessible." The Universal Design for Learning (UDL) approach is the foundation for their work in technology research and development, calling for the creation of educational materials and practices that are responsive to individual learner differences. New technologies are central to the development of these types of flexible learning. The "Theories and Research" section of the CAST Web site contains an explanation of UDL's core concepts and links to CAST publications, including an online version of their comprehensive book, Teaching Every Student in the Digital Age: Universal Design for Learning.

Educator's Reference Desk http://www.eduref.org/The Educator's Reference Desk contains the resources formerly found at the AskERIC Web site, which was created as a clearinghouse for publications related to education research and practice. A searchable database includes lesson plans (more than 2,000), Web links (more than 3,000), and question-and-answer archives (more than 200) from the original AskERIC site. Resource guides provide thematically organized, annotated links for topics such as Educational Technology, divided into subcategories including Integrating Technology, Lesson Plans, and Privacy.

Kathy Schrock's Guide for Educators http://school.discoveryeducation.com/schrockguide/Kathy Schrock's Web site offers a subject-based index of annotated links related to curriculum materials, professional development, and other resources of interest to educators. The "Critical Evaluation Information" page provides articles, references, checklists, and examples to help teachers and students develop their ability to critically evaluate Internet resources. The "Assessment and Rubrics" page offers a wide selection of rubrics for assessing technology-enhanced projects. The site also includes slide shows, articles, and links related to Web searching strategies, WebQuests, and other useful topics.

Digital Edge Learning Interchange http://ali.apple.com/ali_sites/deli/Sponsored by the National Board for Professional Teaching Standards, AT&T, Apple Computer, and ISTE, this Web site contains an online library of exhibits of classroom practice from National Board certified teachers. Each exhibit contains correlations to National Board Standards, ISTE NETS, and state curriculum standards. Exhibits contain lesson plans, introductions, video clips, student work samples, assessment tools, resources, research, and teacher reflections. There are exhibits representing a

range of grade levels and subject areas, from "Around the World with Cinderella" to "Mitosis in Cyberspace."

4Teachers.org http://4teachers.org/This site, created by the Advanced Learning Technologies in Education Consortia (ALTEC), contains useful technology-related resources ranging from classroom tools to information about effective technology integration to professional development links. A suite of handy teacher tools includes RubiStar for designing rubrics, QuizStar for creating and managing online quizzes, TrackStar and Web Worksheet Wizard for building simple Web-based lessons, and Assign-A-Day for making an online class calendar.

Intercultural E-mail Classroom Connections (IECC) http://www.iecc.org/A free service offered by teaching.com, Intercultural E-mail Classroom Connections does exactly as its name suggests: it brings together teachers and classrooms from around the world. Registered teachers can post requests for partner schools and read other postings to find a good match. The Web site also provides guidance on creating and supporting intercultural exchanges.

iEARN http://www.iearn.org/The International Education and Resource Network (iEARN) facilitates connections among students and teachers from around the world. A pioneer in developing online educational collaborations, iEARN helps participants join established global projects related to the curriculum or collaborate with others to create new projects. All projects work towards building meaningful international communications, and they span all grade levels and subjects.

Filamentality http://www.kn.pacbell.com/wired/fil/Filamentality assists educators in creating meaningful Web-based learning experiences for their students without the need for Web authoring software. Teachers can use different formats (subject samplers, WebQuests, treasure hunts, hotlists, and scrapbooks) to create instructional materials through Web-based forms. This guided process leads to the creation of a simple Web page that can be accessed by teachers and students from any computer on the Internet.

Partnership for 21st Century Skills http://www.21stcenturyskills.org/The Partnership for 21st Century Skills is an alliance of public and private organizations committed to defining and integrating the skills that students will need to succeed in this century. These corporations and nonprofits are also allied with the United States government and its No Child Left Behind standards. The Partnership Web site includes a PDF of the report "Learning for the 21st Century," which further

articulates the alliance's vision. The resources section contains an online assessment tool for determining a school's technological progress and goals as well as a searchable database of resources. The Partnership is also developing a series of ICT Literacy Maps that illuminate intersections between digital literacy and content areas.

Kidlink http://www.kidlink.org/Created by a nonprofit Norwegian organization, Kidlink works to empower youth and motivate them to care about the world. Their multilingual Web site contains information for children, parents, and teachers about collaborative projects, cross-cultural communication, and service learning. Children are invited to answer questions and share thoughts about personal and global futures. They can communicate via chat forums and discussion boards, play games, publish artwork, and work together on projects ranging in topics from family genealogy to plant development.

The WebQuest Page http://www.webquest.org/index.phpWebQuests are inquiry-oriented activities involving Internet research. This site, developed and maintained by Bernie Dodge (of San Diego State University), an originator of the WebQuest model, contains readings and training materials for understanding, adapting, and creating WebQuests. It also links to the WebQuest Portal with "news and views" about WebQuests, discussion forums, and a searchable archive of models organized by grade level and subject.

OzBloghttp://www.tommarch.com/ozblog/Tom March, one of the developers of the WebQuest concept, offers articles, tools, and online courses related to creating effective WebQuests, as well as a collection of models evaluated using his rubric. The "WebQuests and More" section of this site contains helpful materials for understanding and developing WebQuests, including explanations of WebQuest elements, critical analyses of WebQuests, design and assessment advice, examples of successful WebQuests, and links to other useful content and tools.

The Power of the Internet for Learning http://interact.hpcnet.org/webcommission/index.htmThis 2000 report from the U.S. Department of Education's Web-based Education Commission looks at current educational use of the Internet and, based on this analysis, recommends actions and efforts that will allow for improved use of the Internet as a learning tool. The report includes vignettes that illustrate how technology can connect students and teachers to the larger world ("Breaching Canyon Walls: Bringing the World to Isolated Reservations") and otherwise enhance their learning experiences ("Co-Authors in Cyberspace").

Planning for Technology: Putting the Pieces Together http://rtecexchange.edgateway.net/cs/rtecp/view/rtec_str/9This toolkit from the WestEd Regional Technology in Education Consortium contains practical plans and suggestions for school and district planners about how to successfully integrate technology into K-12 learning experiences. Among other resources, the toolkit includes checklists and templates for technology planning, techniques for classroom management, links to academic standards, and rubrics for technology skill assessments.

The Internet TESL Journal http://iteslj.org/This online journal for Teaching English as a Second Language (TESL) contains a variety of materials for English language teachers and their students. Teachers can find articles, tools, curriculum materials, and other resources. English as a Second Language (ESL) and English as a Foreign Language (EFL) students can access a range of activities, quizzes, and games.

TeachersFirst http://www.teachersfirst.com/index.cfmThis directory of annotated links, created by Network for Instructional TV, includes "Classroom Resources" and "Professional Resources," which can be browsed or searched. Classroom resources are organized by subject and grade cluster and include a series of "instructional units" developed by TeachersFirst. Professional resources, organized topically, include links related to special education, mentoring, and "tech topics," among others.

Assistive Technology in K-12 Schools http://www.ataccess.org/resources/atk12/This page from the Alliance for Technology Access Web site, developed in collaboration with WestEd RTEC, offers resources related to assistive technology for learning. Resources include an assessment tool and a software evaluation checklist as well as "Best Practices" and "Success Stories."

KidsClick! http://www.kidsclick.org/Created by librarians, this Web directory for kids is organized according to the Dewey Decimal System. In addition to the directory of links related to all kinds of topics, the site offers lessons on Web searching as well as tools for locating images and sounds on the Internet.

Technology in the Classroom from Education World http://www.educationworld.com/a_tech/The technology section of this general resource site for educators contains many practical resources, including articles on a variety of topics, software and Web site reviews, templates, and "Techtorials" with step-by-step instructions for using various applications in the classroom. The site, which can be browsed or searched, offers

tips and resources related to project ideas, classroom management, computer maintenance, and many other aspects of technology integration.


IIB. Teachers plan and design effective learning environments and experiences supported by technology.

Handhelds: Ubiquitous Computing http://www.concord.org/work/themes/handhelds.htmlThe handhelds section of the Concord Consortium Web site contains information on their research and development work with handheld and portable computers. This includes articles on handheld use, reviews of educational Palm software programs, and research on Probeware (portable probes for scientific measurements that can be connected to handheld technologies).

Office of Educational Technology (OET) http://www.ed.gov/about/offices/list/os/technology/index.htmlThis government office at the U.S. Department of Education establishes policies and recommendations for using technology to meet national educational standards and goals. The site provides those standards as well as current research and news, ranging from a press release and Webcast about rural communities using technology to a report on "Exemplary and Promising Educational Technology Programs."


R*TEC http://www.rtec.org/Funded by the U.S. Department of Education, the Regional Technology in Education Consortia (R*TEC) support educational institutions as they integrate technology into

teaching and learning. Each regional consortium provides educators with up-to-date professional development resources, teaching tools, technology assistance, and lesson materials. For example, the WestEd RTEC (covering Arizona, California, Nevada, and Utah) offers information about the regional "Computer-Using Educators" conference, a "Knowledge Brief" on online learning for high school students (consisting of a literature review, interviews with national experts, and an evaluation of California's online learning program), a report on "Policy Options for Interactive Video Education," a multimedia resource titled "Technology Tips for Differentiated Instruction," and other useful resources for educators.

The Future of Networking Technologies for Learning http://www.ed.gov/Technology/Futures/index.htmlThis collection of white papers commissioned by the U.S. Department of Education's Office of Educational Technology in 1996 presents the provocative, forward-thinking ideas of some of the country's leading visionaries in the area of educational technology. One paper, for example, by Professor Chris Dede (currently of Harvard University's Graduate School of Education) considers different types of learning devices and how they might become integral to new ways of learning, including smart objects, information infrastructure, and shared synthetic environments. The article explores the learning potential of these devices through illustrative vignettes set in the future. Other papers foreshadow possibilities for the future of schools that still have yet to be realized, though they offer useful guidance about where to invest time and resources.

Center for Innovative Learning Technologies http://www.cilt.org/themes/Founded in 1997 by a five-year grant from the National Science Foundation, the Center for Innovative Learning Technologies (CILT) sponsors research on technology-supported solutions to problems in K-12 science, engineering, technology, and mathematics learning. To further its work, CILT has brought together researchers, teachers, leaders, and analysts for workshops and conferences. CILT's projects have been organized around the themes of Visualization and Modeling, Ubiquitous Computing, Community Tools, and Assessments for Learning. The thorough resources section of the CILT Web site contains papers and presentations as well as links to CILT projects like the Design Principles Database and Knowledge Network.

Center for Technology in Learning http://ctl.sri.com/index.jspBased at SRI International, The Center for Technology in Learning (CTL) researches effective methods of learning and teaching and works to incorporate these discoveries into the design, use, and evaluation of interactive learning environments. The Center's research focuses on the following four areas: assessment, evaluation, learning environments, and technology development. The CTL Web site contains detailed information on current and past projects and links to project Web sites,

publications, and further resources. The site also has a searchable database of CTL publications and reports.


Center for Children and Technology (CCT) http://cct.edc.org/The Center for Children and Technology investigates and evaluates the roles technology can play in education. The Center works with other organizations to develop and implement education programs based on its research related to four themes: online communities, schools and technology, inquiry and design, and access and equity. Abstracts of all research and development projects are thematically organized and available on the Center's Web site, and projects and publications can be either browsed or searched. Also, the fourteen most common areas researched by the Center—ranging from Curriculum Development to Students with Disabilities—are presented in a topics section.


Educator's Reference Desk http://www.eduref.org/The Educator's Reference Desk contains the resources formerly found at the AskERIC Web site, which was created as a clearinghouse for publications related to education research and practice. A searchable database includes lesson plans (more than 2,000), Web links (more than 3,000), and question-and-answer archives

(more than 200) from the original AskERIC site. Resource guides provide thematically organized, annotated links for topics such as Educational Technology, divided into subcategories including Integrating Technology, Lesson Plans, and Privacy.

Technology in Education from NCREL http://www.ncrel.org/tech/index.htmlThe Technology in Education section of the North Central Regional Educational Laboratory Web site includes a variety of resources for educators. Articles, tools, guides, and other materials can be found under specific topical headings, such as Planning, Policy, Research, Teaching and Learning, Professional Development, and Assessment and Evaluation. Pathway guides feature such critical issues as "Ensuring Equitable Use of Education Technology." NCREL is also working on a technology literacy rubric based on the NETS•S.

The Learning Return on our Educational Technology Investment http://www.wested.org/cs/we/view/rs/619Published by the WestEd Regional Learning Consortium (see Regional Technology in Education Consortia), this report reviews the research on technology integration in education. The report conveys "lessons learned," and insights about what these findings might mean for educators, policymakers, and the general public. While it offers no simple solutions, the report examines the research and, based on these findings, makes thoughtful long-term suggestions for successful technology investments and appropriate conditions for educational, worthwhile use of computers in the classroom, such as adequate training and access.

The Power of the Internet for Learning http://interact.hpcnet.org/webcommission/index.htmThis 2000 report from the U.S. Department of Education's Web-based Education Commission looks at current educational use of the Internet and, based on this analysis, recommends actions and efforts that will allow for improved use of the Internet as a learning tool. The report includes vignettes that illustrate how technology can connect students and teachers to the larger world ("Breaching Canyon Walls: Bringing the World to Isolated Reservations") and otherwise enhance their learning experiences ("Co-Authors in Cyberspace").

Technology to Support Learning from How People Learn http://www.nap.edu/openbook.php?record_id=6160The book How People Learn: Mind, Brain, Experience, and School, published in 1999 by the National Research Council, summarizes research and presents a framework for creating effective learning environments. Full of concrete examples, this chapter explores five applications of technology in education: New Curricula; Scaffolds and Tools; Feedback, Reflection and Revision; Connecting Classrooms to Community; and Teacher Learning.

Probeware: Developing New Tools for Data Analysis

http://www.concord.org/work/research/This section of the Concord Consortium Web site addresses all aspects of introducing probe sensor technologies in the classroom, including research on the use of probeware for learning. Sensor probes are easy-to-use, portable technologies, which are able to track and display real-time scientific data. These capabilities allow students to investigate temperature, velocity, and other variables through engaging, hands-on learning experiences. The ProbeSight pages include explanations of different probes, a supplier index, curriculum ideas, and information on new and upcoming developments.

Getting the Most from Technology in Schools http://www.wested.org/cs/we/view/rs/665This "Knowledge Brief" from the WestEd RTEC Web site reviews various studies on the integration of computer-based technology into K-12 learning. The concise report describes conditions that are conducive to technology benefiting students—planning, defining goals, coordinating curriculum, developing infrastructure, supporting programs, and training teachers—the same requirements that improve student learning in general. Among other useful points, the article distinguishes between "learning from technology" and "learning with technology" and discusses the implications of this distinction for teaching practice.

IIC. Teachers plan and design effective learning environments and experiences supported by technology.



Kathy Schrock's Guide for Educators http://school.discoveryeducation.com/schrockguide/

Kathy Schrock's Web site offers a subject-based index of annotated links related to curriculum materials, professional development, and other resources of interest to educators. The "Critical Evaluation Information" page provides articles, references, checklists, and examples to help teachers and students develop their ability to critically evaluate Internet resources. The "Assessment and Rubrics" page offers a wide selection of rubrics for assessing technology-enhanced projects. The site also includes slide shows, articles, and links related to Web searching strategies, WebQuests, and other useful topics.

Evaluating Online Resources from EDSITEment http://edsitement.neh.gov/reference_shelf_evaluating.aspDeveloped by the National Endowment for the Humanities (NEH), EDSITEment explains the six criteria NEH uses when assessing online resources: authorship, publishing body, point of view or bias, referral to and/or knowledge of the literature, accuracy or verifiability of details, and currency. Although intended for teachers, this page might also be helpful to older students doing research online.

Great Web Sites for Kids Selection Criteria from the ALA http://www.ala.org/ala/mgrps/divs/alsc/greatwebsites/greatwebsitesforkids/greatwebsites.cfmThe American Library Association (ALA) describes the four main standards it uses—authorship/sponsorship, purpose, design and stability, and content—when selecting its list of "Great Web Sites for Kids." These Web sites are divided into school subject areas, such as Sciences and the Arts, along with less typical categories, like Animals and Look It Up! Each Web site is briefly annotated and rated according to appropriate age levels.

Evaluating Internet Resources http://www.tomsnyder.com/enews/articles/2002-09-A.aspThis succinct article describes what domain names do and do not indicate about Web sites and gives striking examples that show how and why teachers and students should check the validity of every Web site.

Thinkfinity http://www.thinkfinity.org/Thinkfinity provides a searchable database of standards-based online learning materials for teachers and students. Lesson plans are created by recognized education partners and are reviewed and endorsed by Thinkfinity. All lessons meet national standards as well as many state standards. Thinkfinity's Web-based lessons are classroom-ready; teachers can bring these materials into their curriculum as complete lessons or adapt them to suit their needs.

Ozbloghttp://www.tommarch.com/ozblog/Tom March, one of the developers of the WebQuest concept, offers articles, tools, and online courses related to creating effective WebQuests, as well as a collection of

models evaluated using his rubric. The "WebQuests and More" section of this site contains helpful materials for understanding and developing WebQuests, including explanations of WebQuest elements, critical analyses of WebQuests, design and assessment advice, examples of successful WebQuests, and links to other useful content and tools.

CyberSmart Curriculum http://www.cybersmartcurriculum.org/home/The CyberSmart School Program is a nonprofit organization that supports educators and students in smart and safe Internet use. Working with Macmillan/McGraw-Hill publishers, they have developed the free CyberSmart Curriculum. This curriculum is intended for K-8 students and is aligned with the ISTE National Education Technology Standards. The CyberSmart Web site contains an overview of the curriculum as well as lesson plans, activity sheets, printable posters, and related links for children.

Applying Big6 Skills, Information Literacy Standards, and ISTE NETS to Internet Research http://www.big6.com/2008/05/27/new-ict-literacy-standards-how-does-the-big6%e2%84%a2-apply/Janet Murray, a technology coordinator, aligns the "Big6 Skills" to the National Educational Technology Standards for Students (NETS•S) and the Information Literacy Standards developed by the American Association of School Librarians. Murray offers examples of student learning activities framed by the "Big6 Skills" and correlated with both sets of national standards, embedding related links within her suggestions.



Technology in the Classroom from Education World http://www.educationworld.com/a_tech/

The technology section of this general resource site for educators contains many practical resources, including articles on a variety of topics, software and Web site reviews, templates, and "Techtorials" with step-by-step instructions for using various applications in the classroom. The site, which can be browsed or searched, offers tips and resources related to project ideas, classroom management, computer maintenance, and many other aspects of technology integration.

IID. Teachers plan and design effective learning environments and experiences supported by technology.


Planning Into Practice http://www.seirtec.org/P2P.htmlThis online book, published by the SouthEast Initiatives Regional Technology in Education Consortium (SEIR*TEC - see Regional Technology in Education Consortia), shares methods and tools that they have found to be helpful for schools and districts creating educational technology plans and for teachers integrating technology into their classrooms. Along with descriptions of these tools and methods, the report contains real-world examples of successful implementation.

Managing Students with Computers from Thirteen's NTTI http://www.thirteen.org/edonline/ntti/resources/workshops/managing_students/intro.htmlThis online workshop from WNET Channel Thirteen's National Teacher Training Institute explains how teachers can manage students' learning and behavior in a technology-enhanced environment. The workshop covers best practices involving whole-class presentations, computer teams, and independent work, as well as suggested activities, resources, tools, and a glossary of useful terms. Also addressed in the workshop are challenges specific to student computer use, such as different skill levels and at-home computer accessibility.

That's Not a Drinking Fountain, or How to Survive in a One-Computer Classroom http://www.ncrtec.org/tl/digi/onecomp/index.htmlWhit Anderson's brief article on the North Central Regional Educational Laboratory's Learning with Technology Web site suggests quick and efficient strategies for effectively using limited computer resources. These practical suggestions to avoid computer

"bottlenecks" include printing and distributing materials, setting up learning centers with computers at one or more stations, and creating alternate computer times.


Technology in the Classroom from Education World http://www.educationworld.com/a_tech/The technology section of this general resource site for educators contains many practical resources, including articles on a variety of topics, software and Web site reviews, templates, and "Techtorials" with step-by-step instructions for using various applications in the classroom. The site, which can be browsed or searched, offers tips and resources related to project ideas, classroom management, computer maintenance, and many other aspects of technology integration.

IIE. Teachers plan and design effective learning environments and experiences supported by technology.



Managing Students with Computers from Thirteen's NTTI

http://www.thirteen.org/edonline/ntti/resources/workshops/managing_students/intro.htmlThis online workshop from WNET Channel Thirteen's National Teacher Training Institute explains how teachers can manage students' learning and behavior in a technology-enhanced environment. The workshop covers best practices involving whole-class presentations, computer teams, and independent work, as well as suggested activities, resources, tools, and a glossary of useful terms. Also addressed in the workshop are challenges specific to student computer use, such as different skill levels and at-home computer accessibility.

That's Not a Drinking Fountain, or How to Survive in a One-Computer Classroom http://www.ncrtec.org/tl/digi/onecomp/index.htmlWhit Anderson's brief article on the North Central Regional Educational Laboratory's Learning with Technology Web site suggests quick and efficient strategies for effectively using limited computer resources. These practical suggestions to avoid computer "bottlenecks" include printing and distributing materials, setting up learning centers with computers at one or more stations, and creating alternate computer times.


IIIA. Teachers implement curriculum plans, that include methods and strategies for applying technology to maximize student learning.


tech•LEARNING http://techlearning.com/This Web site from Technology & Learning Magazine contains a wide variety of practical articles for educators and administrators about topics ranging from copyright to leadership to emerging technologies. This resource also contains tutorials, event information, reviews of software and Web sites, and information on

applying for grants and receiving funding. The content of two other magazines, Educators' Outlook and Digital Video in the Classroom, is also available from this site.

PBS Teachers http://www.pbs.org/teachers/This site provides an index of online curriculum materials, lesson plans, and other teacher resources produced by PBS and its affiliates, organized by subjects and grade levels. In addition to cataloguing standards-based lessons associated with PBS films and multimedia content, the site also includes recommended books and links, technical tutorials, educational television programming schedules, teachers' guides, and copyright guidelines. With free registration, the interface can be customized to highlight resources best suited for a particular teacher's profile.



Digital Edge Learning Interchange http://ali.apple.com/ali_sites/deli/Sponsored by the National Board for Professional Teaching Standards, AT&T, Apple Computer, and ISTE, this Web site contains an online library of exhibits of classroom practice from National Board certified teachers. Each exhibit contains correlations to National Board Standards, ISTE NETS, and state curriculum standards. Exhibits contain lesson plans, introductions, video clips, student work samples, assessment tools, resources, research, and teacher reflections. There are exhibits representing a range of grade levels and subject areas, from "Around the World with Cinderella" to "Mitosis in Cyberspace."

Edutopia Online

http://www.edutopia.org/Developed by the George Lucas Educational Foundation, Edutopia recognizes and publicizes successful educational innovations. Multimedia case studies, articles, and video clips document outstanding schools, classes, lessons, and educators. Through these exemplars, Edutopia provides teachers with models of educational environments in which students actively engage with technology for learning.

Thinkfinity http://www.thinkfinity.org/Thinkfinity provides a searchable database of standards-based online learning materials for teachers and students. Lesson plans are created by recognized education partners and are reviewed and endorsed by Thinkfinity. All lessons meet national standards as well as many state standards. Thinkfinity's Web-based lessons are classroom-ready; teachers can bring these materials into their curriculum as complete lessons or adapt them to suit their needs.


Partnership for 21st Century Skills http://www.21stcenturyskills.org/The Partnership for 21st Century Skills is an alliance of public and private organizations committed to defining and integrating the skills that students will need to succeed in this century. These corporations and nonprofits are also allied with the United States government and its No Child Left Behind standards. The Partnership Web site includes a PDF of the report "Learning for the 21st Century," which further articulates the alliance's vision. The resources section contains an online assessment tool for determining a school's technological progress and goals as well as a searchable database of resources. The Partnership is also developing a series of ICT Literacy Maps that illuminate intersections between digital literacy and content areas.

Planning for Technology: Putting the Pieces Together http://rtecexchange.edgateway.net/cs/rtecp/view/rtec_str/9This toolkit from the WestEd Regional Technology in Education Consortium contains practical plans and suggestions for school and district planners about how to successfully integrate technology into K-12 learning experiences. Among other resources, the toolkit includes checklists and templates for technology planning,

techniques for classroom management, links to academic standards, and rubrics for technology skill assessments.



IIIB. Teachers implement curriculum plans, that include methods and strategies for applying technology to maximize student learning.




Edutopia Online http://www.edutopia.org/Developed by the George Lucas Educational Foundation, Edutopia recognizes and publicizes successful educational innovations. Multimedia case studies, articles, and video clips document outstanding schools, classes, lessons, and educators. Through these exemplars, Edutopia provides teachers with models of educational environments in which students actively engage with technology for learning.

Using Technology in the Classroom from STAR Tech http://www.startechprogram.org/technology/usingtech.htmlSponsored by the Educational Development Center (EDC), STAR Tech is a professional development program for teachers that supports diverse learning needs. This section of their Web site suggests teaching and learning tools ranging from low-tech (e.g., sticky notes) to high-tech (e.g., concept-mapping software). The site also includes stories of teachers successfully bringing technology into their lessons and links to articles and Web sites about technology integration and assistive technology.

National Center to Improve Practice http://www2.edc.org/NCIP/The National Center to Improve Practice in Special Education Through Technology, Media, and Materials (NCIP) is based at the Education Development Center. Its goal is to support the effective use of technologies for students with sensory, cognitive, physical, and social/emotional disabilities. The NCIP Web site contains a library of useful resources, video profiles of students using technologies, a spotlight on voice recognition technology, and archives of online workshops and events.

IIIC. Teachers implement curriculum plans, that include methods and strategies for applying technology to maximize student learning.

tech•LEARNING http://techlearning.com/This Web site from Technology & Learning Magazine contains a wide variety of practical articles for educators and administrators about topics ranging from

copyright to leadership to emerging technologies. This resource also contains tutorials, event information, reviews of software and Web sites, and information on applying for grants and receiving funding. The content of two other magazines, Educators' Outlook and Digital Video in the Classroom, is also available from this site.


Edutopia Online http://www.edutopia.org/Developed by the George Lucas Educational Foundation, Edutopia recognizes and publicizes successful educational innovations. Multimedia case studies, articles, and video clips document outstanding schools, classes, lessons, and educators. Through these exemplars, Edutopia provides teachers with models of educational environments in which students actively engage with technology for learning.


The WebQuest Page http://www.webquest.org/index.phpWebQuests are inquiry-oriented activities involving Internet research. This site, developed and maintained by Bernie Dodge (of San Diego State University), an originator of the WebQuest model, contains readings and training materials for understanding, adapting, and creating WebQuests. It also links to the WebQuest Portal with "news and views" about WebQuests, discussion forums, and a searchable archive of models organized by grade level and subject.

Ozblog http://www.tommarch.com/ozblog/

Tom March, one of the developers of the WebQuest concept, offers articles, tools, and online courses related to creating effective WebQuests, as well as a collection of models evaluated using his rubric. The "WebQuests and More" section of this site contains helpful materials for understanding and developing WebQuests, including explanations of WebQuest elements, critical analyses of WebQuests, design and assessment advice, examples of successful WebQuests, and links to other useful content and tools.

E-Rate Student Evaluation Toolkit http://cct.edc.org/report_summary.asp?numPublicationId=106This Evaluation Toolkit (published in 2001 by EDC's Center for Children and Technology and the Benton Foundation) focuses on how to assess students' digital literacy using frameworks, checklists, and an evaluation sample. Materials are organized around five core types of technology-based student work—internet research, data collection and representation, live presentations, Web design, and illustrated reports—and four key skill areas: digital skills, media and meaning, point of view, and audience. Links to additional resources are also provided.

The Learning Connection http://www.benton.org/publibrary/schools/connection.htmlThis 2000 report, published by the Benton Foundation, begins by looking at the role of technology (specifically the Internet) in education reform and proposing a vision of how technology might serve teaching and learning. It then outlines priorities for making the Internet a valuable learning tool, including improvements in available content, curriculum, assessment tools, teacher professional development, and equity of access. The report examines the actions taken by different public and private sector organizations—the Federal Government, states, technology-driven corporations, not-for-profit organizations, and community technology centers—to connect schools to the Internet, with examples of successes and challenges in particular districts. Finally, the report looks at the efforts and opinions of school communities—teachers, administrators, and parents—as they integrate the Internet into learning.

Applying Big6 Skills, Information Literacy Standards, and ISTE NETS to Internet Research http://www.big6.com/2008/05/27/new-ict-literacy-standards-how-does-the-big6%e2%84%a2-apply/Janet Murray, a technology coordinator, aligns the "Big6 Skills" to the National Educational Technology Standards for Students (NETS•S) and the Information Literacy Standards developed by the American Association of School Librarians. Murray offers examples of student learning activities framed by the "Big6 Skills" and correlated with both sets of national standards, embedding related links within her suggestions.

Learning, Technology, and Education Reform in the Knowledge Age, or "We're Wired, Webbed, and Windowed, Now What?"

http://www.wested.org/cs/we/view/rs/654This 1999 article from the WestEd Regional Technology in Education Consortium, looks at the question of what comes next for educational technology and learning, now that many education reforms and technological achievements have been made. In particular, the authors explain how technology can support learning in the "knowledge age" in contrast to its uses in an "industrial age" model of education.


IIID. Teachers implement curriculum plans, that include methods and strategies for applying technology to maximize student learning.



Managing Students with Computers from Thirteen's NTTI http://www.thirteen.org/edonline/ntti/resources/workshops/managing_students/intro.htmlThis online workshop from WNET Channel Thirteen's National Teacher Training Institute explains how teachers can manage students' learning and behavior in a technology-enhanced environment. The workshop covers best practices involving

whole-class presentations, computer teams, and independent work, as well as suggested activities, resources, tools, and a glossary of useful terms. Also addressed in the workshop are challenges specific to student computer use, such as different skill levels and at-home computer accessibility.

That's Not a Drinking Fountain, or How to Survive in a One-Computer Classroom http://www.ncrtec.org/tl/digi/onecomp/index.htmlWhit Anderson's brief article on the North Central Regional Educational Laboratory's Learning with Technology Web site suggests quick and efficient strategies for effectively using limited computer resources. These practical suggestions to avoid computer "bottlenecks" include printing and distributing materials, setting up learning centers with computers at one or more stations, and creating alternate computer times.

IVA. Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies.



4Teachers.org http://4teachers.org/This site, created by the Advanced Learning Technologies in Education Consortia (ALTEC), contains useful technology-related resources ranging from classroom tools to information about effective technology integration to professional development links. A suite of handy teacher tools includes RubiStar for designing rubrics, QuizStar for creating and managing online quizzes, TrackStar and Web Worksheet Wizard for

building simple Web-based lessons, and Assign-A-Day for making an online class calendar.

Using Technology to Support Alternative Assessment and Electronic Portfolios http://electronicportfolios.com/portfolios.htmlIn this section of her Web site, Dr. Helen Barrett (of the University of Alaska, Anchorage) links to videos, articles, and presentations about using technology for alternative assessment. Through these publications, she explains electronic portfolios as they relate to other online assessment tools. She also explores the benefits and challenges of incorporating such forms of assessment into school practices.


Discovery Educationhttp://school.discoveryeducation.com/Teachers have access to a set of "custom classroom" tools, which include the QuizCenter, PuzzleMaker, LessonPlanner, and WorksheetGenerator. These simple tools allow teachers to create a variety of customized activities for their students. Quiz formats include self-tests where feedback is provided immediately and e-mail tests where student responses are sent electronically to the teacher as well as the student.

Technology in the Classroom from Education World http://www.educationworld.com/a_tech/The technology section of this general resource site for educators contains many practical resources, including articles on a variety of topics, software and Web site reviews, templates, and “with step-by-step instructions for using various applications in the classroom. The site, which can be browsed or searched, offers tips and resources related to project ideas, classroom management, computer maintenance, and many other aspects of technology integration.

IVB. Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies.

tech•LEARNING http://techlearning.com/This Web site from Technology & Learning Magazine contains a wide variety of practical articles for educators and administrators about topics ranging from copyright to leadership to emerging technologies. This resource also contains

tutorials, event information, reviews of software and Web sites, and information on applying for grants and receiving funding. The content of two other magazines, Educators' Outlook and Digital Video in the Classroom, is also available from this site.



Using Technology to Support Alternative Assessment and Electronic Portfolios http://electronicportfolios.com/portfolios.htmlIn this section of her Web site, Dr. Helen Barrett (of the University of Alaska, Anchorage) links to videos, articles, and presentations about using technology for alternative assessment. Through these publications, she explains electronic portfolios as they relate to other online assessment tools. She also explores the benefits and challenges of incorporating such forms of assessment into school practices.


IVC. Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies.






This Evaluation Toolkit (published in 2001 by EDC's Center for Children and Technology and the Benton Foundation) focuses on how to assess students' digital literacy using frameworks, checklists, and an evaluation sample. Materials are organized around five core types of technology-based student work—internet research, data collection and representation, live presentations, Web design, and illustrated reports—and four key skill areas: digital skills, media and meaning, point of view, and audience. Links to additional resources are also provided.

This toolkit from the WestEd Regional Technology in Education Consortium contains practical plans and suggestions for school and district planners about how to successfully integrate technology into K-12 learning experiences. Among other resources, the toolkit includes checklists and templates for technology planning, techniques for classroom management, links to academic standards, and rubrics for technology skill assessments.

VA. Teachers use technology to enhance their productivity and professional practice.


Kathy Schrock's Guide for Educators http://school.discoveryeducation.com/schrockguide/Kathy Schrock's Web site offers a subject-based index of annotated links related to curriculum materials, professional development, and other resources of interest to educators. The "Critical Evaluation Information" page provides articles, references, checklists, and examples to help teachers and students develop their ability to critically evaluate Internet resources. The "Assessment and Rubrics" page offers a

wide selection of rubrics for assessing technology-enhanced projects. The site also includes slide shows, articles, and links related to Web searching strategies, WebQuests, and other useful topics.

WGBH Forum Network http://forum.wgbh.org/wgbh/This site contains archived video lectures, which include a wide range of speakers and topics, and can all be viewed using RealPlayer©. The lectures feature renowned experts in many disciplines, and they are organized into seventeen subject areas, including education, literature, history, arts, politics, environment, and science & technology.

Tapped In http://tappedin.org/tappedin/Describing itself as the "online workplace of an international community of education professionals," Tapped In enables teachers to participate in synchronous and asynchronous conversations with other educators around the world. Searchable member lists, moderated chats and discussions, and shared meeting spaces enable educators to network and learn with and from one another. Private offices provide teachers with online space for sharing files and links or holding online office hours. Group spaces allow teachers to collaborate, converse, and share resources with each other. Regularly scheduled "After School Online" events target a variety of special interests, such as "Art Across the Curriculum."

Learner.org http://www.learner.org/index.htmlThe Annenberg/Corporation for Public Broadcasting partnership creates free professional development programming for K-12 teachers, broadcast via satellite and via the Learner.org Web site. Whether stand-alone or embedded in workshops and courses, these videos show footage from classrooms with commentary by educators. Through Learner.org, teachers can take a wide range of online courses in general education theory, instructional methods in the each discipline, or specific topics within major content areas. Courses can be taken with a group or independently, and teachers can receive graduate school credit or a certificate of participation from the Annenberg/CPB Channel to fulfill professional development requirements.

Thirteen Ed Online's National Teacher Training Institute http://www.thirteen.org/edonline/ntti/The NTTI Web site offers educators a lesson plan database and online professional development workshops. These interactive multimedia workshops use video clips from classrooms and expert advice on a variety of topics such as constructivism, inquiry-based learning, or assessment and evaluation. The "Concept to Classroom" workshop series (sponsored by the Disney Learning Partnership) follows a four-part structure—explanation, demonstration, exploration, and implementation—with each workshop culminating in a classroom application of the concept at hand.

Fathom http://www.fathom.com/A source of online courses on a variety of subjects, Fathom contains content from fifteen renowned institutions, including Columbia University, the British Museum, University of Michigan, and RAND. Although no longer offering new classes, the Fathom Web site contains a rich archive of free self-paced online courses on topics ranging from biodiversity to Shakespeare to ancient Egypt to African American studies, taught by experts from participating institutions.




VB. Teachers use technology to enhance their productivity and professional practice.

tech•LEARNING http://techlearning.com/This Web site from Technology & Learning Magazine contains a wide variety of practical articles for educators and administrators about topics ranging from copyright to leadership to emerging technologies. This resource also contains tutorials, event information, reviews of software and Web sites, and information on

applying for grants and receiving funding. The content of two other magazines, Educators' Outlook and Digital Video in the Classroom, is also available from this site.




CEO Forum on Education and Technology http://www.ceoforum.org/The CEO Forum has published several reports on the readiness of schools for the 21st century, each including a chart to help schools assess their standing in various areas related to technology. The interactive School Technology and Readiness (STaR) chart, created in partnership with ISTE, is designed to assist schools with planning for technology integration in digital-age classrooms. By answering 20 questions (either via an interactive online form or by downloading a PDF file)

educators can get a rough assessment of their school's current technology profile. This profile intends to help with strategic planning to move schools forward in their readiness for educating digital age students.


Planning for Technology: Putting the Pieces Together http://rtecexchange.edgateway.net/cs/rtecp/view/rtec_str/9This toolkit from the WestEd Regional Technology in Education Consortium contains practical plans and suggestions for school and district planners about how to successfully integrate technology into K-12 learning experiences. Among other resources, the toolkit includes checklists and templates for technology planning, techniques for classroom management, links to academic standards, and rubrics for technology skill assessments.

VC. Teachers use technology to enhance their productivity and professional practice.






Filamentality http://www.kn.pacbell.com/wired/fil/Filamentality assists educators in creating meaningful Web-based learning experiences for their students without the need for Web authoring software. Teachers can use different formats (subject samplers, WebQuests, treasure hunts, hotlists, and scrapbooks) to create instructional materials through Web-based forms. This guided process leads to the creation of a simple Web page that can be accessed by teachers and students from any computer on the Internet.

My Bookmarks http://www.mybookmarks.com/After registering for this free Web-based tool, educators can store and organize a personal set of Web links so that they are accessible from anywhere on the Internet. In addition to creating and managing folders of bookmarks when logged in, teachers can give their students and colleagues access to a public version of the list so they can be viewed (yet not modified). This allows all students access to the same set of resources from any computer through one URL. Bookmarks can also be imported and exported.



VD. Teachers use technology to enhance their productivity and professional practice.

E-Pals http://www.epals.com/E-Pals Classroom Exchange gives teachers and students opportunities to interact with peers from around the globe. This multi-lingual site helps connect classrooms by providing chat room space, basic instant translations, and discussion boards. There are also group projects, suggested class-to-class projects, and a teacher's guide.


Virtual Architecture http://virtual-architecture.wm.edu/Virtual Architecture aims to assist educators in creating and facilitating effective distance learning experiences that align with curriculum standards. The site provides links to articles on bringing technology into the classroom. Virtual Architecture also recommends practices for telecollaboration, telepresence, and teleresearch, as well as links to successful projects that teachers can adapt for their classrooms.

Intercultural E-mail Classroom Connections (IECC)

http://www.iecc.org/A free service offered by teaching.com, Intercultural E-mail Classroom Connections does exactly as its name suggests: it brings together teachers and classrooms from around the world. Registered teachers can post requests for partner schools and read other postings to find a good match. The Web site also provides guidance on creating and supporting intercultural exchanges.

Electronic Emissary http://emissary.wm.edu/Electronic Emissary serves as a resource center for telementoring, connecting teachers with professionals in a variety of fields and locations, and helping to facilitate projects that link students with the wider community in service of learning. Teachers can search a mentor database as well as a database of past project summaries for ideas about what sorts of collaborations are possible.

iEARN http://www.iearn.org/The International Education and Resource Network (iEARN) facilitates connections among students and teachers from around the world. A pioneer in developing online educational collaborations, iEARN helps participants join established global projects related to the curriculum or collaborate with others to create new projects. Current international projects include "All Rivers and Streams Flow into the Mediterranean" and "Folk Tales Projects." All projects work towards building meaningful international communications, and they span all grade levels and subjects.


Tapped In http://tappedin.org/tappedin/Describing itself as the "online workplace of an international community of education professionals," Tapped In enables teachers to participate in synchronous and asynchronous conversations with other educators around the world. Searchable member lists, moderated chats and discussions, and shared meeting spaces enable educators to network and learn with and from one another. Private offices provide teachers with online space for sharing files and links or holding online office hours. Group spaces allow teachers to collaborate, converse, and share resources with

each other. Regularly scheduled "After School Online" events target a variety of special interests, such as "Art Across the Curriculum."

VIA. Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and apply those principles in practice.

Copyright with Cyberbee http://www.cyberbee.com/copyrt.htmlCyberbee contains tips and tools to assist teachers in using the Internet to support learning. This copyright page informally summarizes current copyright violation conflicts, especially as they relate to the Internet. There are also links to articles on the subject and a lesson plan developed by an 8th grade teacher on copyright violations and music.


PBS Teachers http://www.pbs.org/teachers/This site provides an index of online curriculum materials, lesson plans, and other teacher resources produced by PBS and its affiliates, organized by subjects and grade levels. In addition to cataloguing standards-based lessons associated with PBS films and multimedia content, the site also includes recommended books and links, technical tutorials, educational television programming schedules, teachers' guides, and copyright guidelines. With free registration, the interface can be customized to highlight resources best suited for a particular teacher's profile.

Educator's Reference Desk http://www.eduref.org/The Educator's Reference Desk contains the resources formerly found at the AskERIC Web site, which was created as a clearinghouse for publications related to education research and practice. A searchable database includes lesson plans (more than 2,000), Web links (more than 3,000), and question-and-answer archives (more than 200) from the original AskERIC site. Resource guides provide thematically organized, annotated links for topics such as Educational Technology, divided into subcategories including Integrating Technology, Lesson Plans, and Privacy.

Educator's Guide to Intellectual Property, Copyright, and Plagiarism http://www.ed.uiuc.edu/wp/copyright/index.htmlThis white paper, developed by graduate students in the Curriculum, Technology, and Education Reform (CTER) Masters of Education program at the University of Illinois Urbana-Champaign, reviews copyright and intellectual property laws as they relate to classroom teachers. This thorough document defines legal terms and reviews situations that adhere to and violate these laws. Further resources for educators are provided, including links to other copyright-related sites and to free public use materials.

How to Cite Electronic Sources from the Library of Congress http://learning.loc.gov/learn/start/cite/index.htmlHere, the Library of Congress provides examples of MLA- and Turabian-style citations of electronic sources, using examples from its collection. The electronic materials available on the LOC Web site include films, legal documents and government publications, maps, photographs, recorded sounds, special presentations, and texts. Links to additional citation guides are also provided.

Combating Cybercheating: Resources for Teachers http://www.epcc.edu/vvlib/cheat.htmThis page lists articles about combating Internet-aided plagiarism, and include such topics as the history of "cybercheating," defining plagiarism for students, providing plagiarism-fighting strategies for teachers, and recommending plagiarism-detecting Web services.

Anti-Plagiarism Strategies for Research Papers http://www.virtualsalt.com/antiplag.htmThis article suggests strategies of awareness, prevention, and detection that teachers can use to prevent and catch plagiarism. In addition to a host of practical suggestions, the article includes links to related tools and resources on the Web.

i-SAFE http://www.isafe.org/i-SAFE provides Internet safety information and knowledge to students, parents, and everyone in the community in by delivering interactive classroom lessons to students in all grades (K-12) across the United States. They also provide free professional development programs to train educators.

VIB. Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and apply those principles in practice.



R*TEC http://www.rtec.org/Funded by the U.S. Department of Education, the Regional Technology in Education Consortia (R*TEC) support educational institutions as they integrate technology into teaching and learning. Each regional consortium provides educators with up-to-date professional development resources, teaching tools, technology assistance, and lesson materials. For example, the WestEd RTEC (covering Arizona, California, Nevada, and Utah) offers information about the regional "Computer-Using Educators" conference, a "Knowledge Brief" on online learning for high school students (consisting of a literature review, interviews with national experts, and an evaluation of California's online learning program), a report on "Policy Options for Interactive Video Education," a multimedia resource titled "Technology Tips for Differentiated Instruction," and other useful resources for educators.

Center for Children and Technology (CCT) http://cct.edc.org/The Center for Children and Technology investigates and evaluates the roles technology can play in education. The Center works with other organizations to develop and implement education programs based on its research related to four themes: online communities, schools and technology, inquiry and design, and access and equity. Abstracts of all research and development projects are thematically organized and available on the Center's Web site, and projects and publications can be either browsed or searched. Also, the fourteen most common areas researched by the Center—ranging from Curriculum Development to Students with Disabilities—are presented in a topics section.


4Teachers.org

http://4teachers.org/This site, created by the Advanced Learning Technologies in Education Consortia (ALTEC), contains useful technology-related resources ranging from classroom tools to information about effective technology integration to professional development links. A suite of handy teacher tools includes RubiStar for designing rubrics, QuizStar for creating and managing online quizzes, TrackStar and Web Worksheet Wizard for building simple Web-based lessons, and Assign-A-Day for making an online class calendar.

Using Technology in the Classroom from STAR Tech http://www.startechprogram.org/technology/usingtech.htmlSponsored by the Educational Development Center (EDC), STAR Tech is a professional development program for teachers that supports diverse learning needs. This section of their Web site suggests teaching and learning tools ranging from low-tech (e.g., sticky notes) to high-tech (e.g., concept-mapping software). The site also includes stories of teachers successfully bringing technology into their lessons and links to articles and Web sites about technology integration and assistive technology.

National Center to Improve Practice http://www2.edc.org/NCIP/The National Center to Improve Practice in Special Education Through Technology, Media, and Materials (NCIP) is based at the Education Development Center. Its goal is to support the effective use of technologies for students with sensory, cognitive, physical, and social/emotional disabilities. The NCIP Web site contains a library of useful resources, video profiles of students using technologies, a spotlight on voice recognition technology, and archives of online workshops and events.

Multicultural Pavilion http://www.edchange.org/multicultural/index.htmlThe Multicultural Pavilion is a centralized resource for educators and students interested in understanding and promoting issues of multiculturalism and diversity. Resources include articles; definitions; research; fact sheets; suggested activities for multicultural lessons and dialogues; recommended songs, films, and Web sites; and space for educators to share with and learn from one another.


Tolerance.org http://www.tolerance.org/

This project of the Southern Poverty Law Center is a resource for those interested in activities and materials related to "fighting hate and promoting tolerance." Sections for teachers, parents, teenagers, and children contain thought-provoking materials and interactive activities that affirm diversity along many dimensions, including race, gender, and ethnicity. Through multimedia materials at the Teaching Tolerance Web site, teachers can learn about anti-bias education across the United States, search a database of classroom activities, examine their own biases, explore current events, and locate additional teaching and professional development resources.


Assistive Technology in K-12 Schools http://www.ataccess.org/resources/atk12/This page from the Alliance for Technology Access Web site, developed in collaboration with WestEd RTEC, offers resources related to assistive technology for learning. Resources include an assessment tool and a software evaluation checklist as well as "Best Practices" and "Success Stories."

VIC. Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and apply those principles in practice.

E-Pals http://www.epals.com/E-Pals Classroom Exchange gives teachers and students opportunities to interact with peers from around the globe. This multi-lingual site helps connect classrooms by providing chat room space, basic instant translations, and discussion boards. There are also group projects, suggested class-to-class projects, and a teacher's guide.


Intercultural E-mail Classroom Connections (IECC) http://www.iecc.org/A free service offered by teaching.com, Intercultural E-mail Classroom Connections does exactly as its name suggests: it brings together teachers and classrooms from around the world. Registered teachers can post requests for partner schools and read other postings to find a good match. The Web site also provides guidance on creating and supporting intercultural exchanges.

iEARN http://www.iearn.org/The International Education and Resource Network (iEARN) facilitates connections among students and teachers from around the world. A pioneer in developing online educational collaborations, iEARN helps participants join established global projects related to the curriculum or collaborate with others to create new projects. Current international projects include "All Rivers and Streams Flow into the Mediterranean" and "Folk Tales Projects." All projects work towards building meaningful international communications, and they span all grade levels and subjects.


Multicultural Pavilion http://www.edchange.org/multicultural/index.htmlThe Multicultural Pavilion is a centralized resource for educators and students interested in understanding and promoting issues of multiculturalism and diversity. Resources include articles; definitions; research; fact sheets; suggested activities for multicultural lessons and dialogues; recommended songs, films, and Web sites; and space for educators to share with and learn from one another.

Tolerance.org http://www.tolerance.org/This project of the Southern Poverty Law Center is a resource for those interested in activities and materials related to "fighting hate and promoting tolerance." Sections for teachers, parents, teenagers, and children contain thought-provoking materials and interactive activities that affirm diversity along many dimensions, including race, gender, and ethnicity. Through multimedia materials at the Teaching Tolerance Web site, teachers can learn about anti-bias education across the United States, search a

database of classroom activities, examine their own biases, explore current events, and locate additional teaching and professional development resources.


VID. Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and apply those principles in practice.


Get Your Web License from PBS Kids http://pbskids.org/license/?next=1Via kid-friendly multiple-choice questions, this "road test" from PBS Kids© helps children learn how to safely and successfully use the Internet. To pass the test and get a "license," a child must correctly answer questions about Internet safety, netiquette, and Web other basics.

SafeKids.com http://safekids.com/Produced by the Online Safety Project, SafeKids provides children and parents with information on how to safely explore the Internet. The site contains articles, guidelines for parents, family safety contracts, an online safety quiz, and other resources.

Keep Kids Safe Online from McGruff.org http://www.mcgruff.org/This site from the National Crime Prevention Council offers information about the hazards of the Internet and how to promote safe and responsible online activity among children. It also offers tips and suggestions for handling these issues, as well as links to other related resources.

CyberSmart Curriculum http://www.cybersmartcurriculum.org/home/The CyberSmart School Program is a nonprofit organization that supports educators and students in smart and safe Internet use. Working with Macmillan/McGraw-Hill publishers, they have developed the free CyberSmart Curriculum. This curriculum is intended for K-8 students and is aligned with the ISTE National Education Technology Standards. The CyberSmart Web site contains an overview of the curriculum as well as lesson plans, activity sheets, printable posters, and related links for children.

i-SAFEhttp://www.isafe.org/i-SAFE provides Internet safety information and knowledge to students, parents, and everyone in the community in by delivering interactive classroom lessons to students in all grades (K-12) across the United States. They also provide free professional development programs to train educators.

VIE. Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and apply those principles in practice.



4Teachers.org

http://4teachers.org/This site, created by the Advanced Learning Technologies in Education Consortia (ALTEC), contains useful technology-related resources ranging from classroom tools to information about effective technology integration to professional development links. A suite of handy teacher tools includes RubiStar for designing rubrics, QuizStar for creating and managing online quizzes, TrackStar and Web Worksheet Wizard for building simple Web-based lessons, and Assign-A-Day for making an online class calendar.




Digital Divide Network

http://www.digitaldividenetwork.org/A project of the Benton Foundation, the Digital Divide Network (DDN) works to increase understanding of and develop successful solutions to the digital divide challenge. Through research, writings, and conferences, DDN gives educators and policy-makers knowledge about issues of technology equity. The DDN Web site contains information on the history of the digital divide, lists opportunities to connect and participate with the DDN, and provides articles and stories about current research and grassroots efforts to bridge the economic divide in access to technology.

The Education Reform Network's Digital Equity Portal http://digitalequity.edreform.net/Funded by the National Institute for Community Innovations, the Digital Equity portal is part of the Education Reform Network. A "guided tour" of the Digital Equity portal explains its structure and navigation. Resources are organized around five dimensions of digital equity: content creation, effective use, quality content, cultural relevance, and technology resources. Each dimension contains a thorough list of annotated links that can also be explored through a search function. A "Digital Equity Toolkit" provides practical recommendations for educators who want to take steps to ensure equitable technology access in their schools.

Tech-Savvy: Educating Girls in the New Computer Age http://www.aauw.org/research/tech_savvy.cfmThe American Association of University Women (AAUW) has advocated for equity and education for women since 1881. "Tech-Savvy: Educating Girls in the New Computer Age" is a 2000 report on girls' interest and involvement with computer technology. The executive summary and report conclusions posted on this page explain the gender gap in technology use and suggest ways to engage more girls in the world of computers.

The Digital Disconnect http://www.pewinternet.org/report_display.asp?r=67This 2002 report from the Pew Research Center's Internet and American Life Project identified the digital disconnect between Internet-skilled students and their "unwired" schools. Researchers asked students what they think about the Internet and how they use it for schoolwork. The report also explores how the Internet is used in schools and what barriers prevent its successful and meaningful integration into the learning environment for all students.

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