Introduce qualifications:

• Educational Technology Specialist Certification
• District Rep on the BOCES  Emerging Technology Group 2 years
• TELL  (Technology Enhancing Literacy Learning) "Futurist strain" member 2009

This is how I explained the year's plan to Jane -

CJ Hooker Technology integration plan 2009-2010 school year:

During the 9^th period literacy period, CJH will also have a section of “literacy 2.0.”  Literacy 2.0 pertains to technological literacy – a program meant to teach fundamental technology skills, incorporate higher level thinking skills, problem solving, and web 2.0 and 3.0 programs (such as Active Worlds, Moodle, Blogging, Web development, advanced PowerPoint, etc.).  Student groups will be taught fundamentals and course content will increase in complexity throughout the school year.  Student groups will rotate through on a schedule (yet to be determined) so that many students have an opportunity to become more technologically literate. 

On opposite days of the student sections, I will spend time working with teachers as an embedded professional developer in the school.  I will work with teachers who have taken in-services in SMARTBoard, FrontPage, and other computer programs in order to continue development beyond the traditional after school in-service block.  New programs like Moodle will get continual support in this manner as well as I will work to build projects, assignments, and lessons using all of the technological resources we have in the school.  

ISTE  NETS  Standards for Students and Teachers covered pertaining to the CJH  Student Technology Checklist incorporate within the Goshen Technology Plan and the explanations I listed below in the teachers section.

Nets for students 2007

ISTE's National Educational Technology Standards for Students (2007) help students prepare to work, live, and contribute to the social and civic fabric of their communities. 

The new standards identify several higher-order thinking skills and digital citizenship as critical for students to learn effectively for a lifetime and live productively in our emerging global society.

NETS for Teachers

1. Facilitate and Inspire Student Learning and Creativity

Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:

a.	promote, support, and model creative and innovative thinking and inventiveness.	Develop comfort with real world technology skills to be demonstrated in the classroom
b.	engage students in exploring real-world issues and solving authentic problems using digital tools and resources.	Search engines and digital referencing to answer problems
c.	promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.	Use digital programming to allow students to respond, create, etc
d.	model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.	E-mail, chat, SKYPE, videoconferencing, web conferencing / online meetings

2. Design and Develop Digital-Age Learning Experiences and Assessments

Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:

a.	design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.	SMART  Board, Frontpage, Moodle, blogs, wikis, Google Earth, video publishing, video storyboards, etc
b.	develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.	Moodle, homework submissions via Frontpage, etc
c.	customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.	Differentiate instruction via technological programs, assignments, and options for submitting work
d.	provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.

3. Model Digital-Age Work and Learning

Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers:

a.	demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.	Establish basic understanding of technology basic to teachers and familiar to students.
b.	collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.
c.	communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.	E-mail, blogging, wikis, digital publishing, Moodle
d.	model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.

4. Promote and Model Digital Citizenship and Responsibility

Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers:

a.	advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.	Discuss current issues in technology.  Understand issues within social networking sites, copyright laws, etc
b.	address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.	Allow for ample time when completing digital projects in order to allot equitable work time
c.	promote and model digital etiquette and responsible social interactions related to the use of technology and information.
d.	develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.

5. Engage in Professional Growth and Leadership

Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers: