When faced with creating a unit using NETS standards, I really struggled because I didn't feel competent enough with the technology to actually develop a unit around its use.  Originally, I based the unit on our social studies curriculum and integrated it into building a sense of community in my classroom during the first few weeks of school.  I used the Pennsylvania standards and built my instruction around them; however, once I began the arduous task of integrating the ISTE NETS standards, the unit took on a whole new life of its own.  Not only did I feel energized by the realization of what I was capable of, but I also became more motivated about using the technology itself.   Creating QR codes that linked to the Citizenship Skills in our new text, literally, took hours, but the satisfaction that I felt with my accomplishment and the anticipation of how excited my students will be to use them, made the time spent all worthwhile. The unit continued to evolve as I integrated more technology and the Key Components of Customized Learning because doing so forced me to take the learning to a whole new level.  Originally, my concern was getting the information into the heads of my students, but after working on the unit, my goal became immersing my students in the learning process.  I honestly believe that the integration of technology will have an immense positive impact on my students motivation and learning.  They will also be more engaged because they will be responsible for their learning and will be active participants in the process.

Creativity

In response to Charles Duell, the U.S. patent commissioner of 1899, reputedly saying that everything that could be invented had been invented and the question being asked whether or not we've arrived at a similar juncture and if creativity should be cultivated in the classroom, I would have to say that I believe that creativity can indeed be cultivated in the classroom.  For this to be done; however, teachers cannot just rely on low order thinking instruction and\or response from students as has traditionally been the case.  Higher order thinking must be implemented in order to increase students' abilities to think critically and problem solve.  Students also need to be given choice in the way they think, share and make decisions in order for individual creativity to flourish.  In addition, students should be encouraged to use multiple pathways to learn the material; being that not all learners grasp and\or acquire knowledge in the same manner.  While learning, students must also receive formative feedback from teachers and instructors so that students are able to redirect their learning if they are on the wrong path or to have confirmation that what they are doing is correct and will have a positive outcome.

Collaboration in My Classroom

Prior to this class, the majority of the collaboration in my classroom did not involve technology.  We only received iPads in April of last school year and the major extent of our technology was through one lesson per week and the students using the classroom computers for working on programs such as:  First in Math, Type to Learn, etc. 

I do use collaboration for learning in other ways; however.  I often have my students work together on various projects, in daily learning situations and to extend each others' learning.  For example, during our science unit on the skeletal system, the students work in cooperative groups to construction a human skeleton, dissect owl pellets, etc.

When the students participated in cooperative learning activities, it was always positive and they were always engaged.  It was sometimes difficult to manage when many groups needed assistance at the same time, but that's really no different than when individuals need more attention.

I would like to now integrate technology into my cooperative groups.  I hope to take away several of the apps and methods that we learned in this class to begin the journey into the digital age.  

When replying to what I would do to improve my students' research and information literacy skills, I would have to say the the first thing that I would need to do would be to educate myself in effective search methods, as well familiarizing myself with the information literacy sites that are available.

I would also need to model information literacy and teach my students the basic rules and methods of quality web searching.  I would begin by utilizing the lessons provided by
Google.  Once students learned searching techniques, my next focus would be on making them aware that not everything on the internet is factual, even if it appears to be.  I would accomplish this using the "French Model" commercial for State Farm Insurance," the site on Zapatopi about Saving the Pacific Northwest Tree Octopus, and "All About Explorers."

Finally ,  I would educate my students on copyright issues by utilizing Copyright Basics.

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Promoting Critical Thinking

After viewing the website about saving the Pacific Northwest Tree Octopus, I contemplated that it promotes critical thinking by forcing the students to critically evaluate the information given.  Obviously, they would need to be taught how to evaluate information prior to being asked to do so but there is a great deal of information in the article that they would need to verify and make decisions about.  Again, with primary students, it would be challenging, due to lack of background knowledge, for them to know exactly what information to critically evaluate.  For example, they wouldn't know about Sasquatch or Bobby Vinton, and some, due to cultural differences, may not even be tipped off, about the validity of the information, by the octopi living in Christmas trees.  They would probably be able to comprehend the example of the French model commercial better than the non-fictional nature of this article!

It could be used in the classroom in the following ways:

This could be used as a break out activity for more advanced students to work on while teaching small intervention groups.  It could also be used to model how to read critically when doing research. After working with the concept for awhile, you could even have cooperative groups try to create their own articles and have other groups try to evaluate them.

Northwest Pacific Tree Octopus?

Does critical thinking align with the five teacher-controlled key components of customized learning?

When contemplating critical thinking aligning with the five teacher-controlled key components of customized learning (student voice and choice, lower and higher order thinking skills, formative assessment, multiple pathways to learning), I can see how all, with the exception of lower order thinking, support critical thinking, problem-solving and decision-making.

Although customized learning does require a great deal of teacher guidance, it also requires the students to perform all of the actions in the student NETS #4 as it forces students to think critically, problem-solve and to make decisions.

Higher Order Thinking Skills also address the NETS for students in that it requires students to do more than simply find factual information and answers the way that Lower Order Thinking does.  Therefore; Lower Order Thinking does not support the students NETS because it doesn't require critical thinking skills to simply look up and memorize facts.

Formative Feedback greatly supports the student NETS and is critical because it keeps the students on the right path and serves to confirm or deny that they are exhibiting understanding as they are working through their "projects," rather than simply grading them upon completion.  It is also important  to customized learning.

Multiple Pathways to Learning also supports the student NETS because it allows students to customize their learning based on their own needs, interests and abilities by giving students the options and access to different ways to learn material.  They can take traditional classes, do online courses, design a project, or do an internship.