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Standards (Learning & tech policy framework (Student-Centred Learning:…
Standards
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Students
Computational Thinker: Students naturally and easily identify situations that are exceptionally hard for humans but easy for computers. They use automation to process large data sets and quickly plot and compare data.
Empowered Learner: Students adapt and use technology to customize their learning environment, setting personal goals and using tech appropriately to achieve them.
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Innovative Designer: Students apply the design process to experiment with purpose, selecting tools and testing theories on their way to an established goal, recognizing that they may end up in a different place than where they initially expected.
ICT program of studies
Communicating, Inquiring, Decision Making and Problem Solving: Students use technology to answer questions collaboratively, including blends of self-directed investigation and group work #
Processes for Productivity: Students are familiar with a variety of technological tools and can select the appropriate tool for the task or situation.
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Foundational Operations, Knowledge, and Concepts: Students understand what technology is in relation to society and their own learning. Students understand the moral and ethical implications of technology use.
Teachers
Model Digital Age Work and Learning: Teachers are comfortable, proficient, and natural in using technology. Students are exposed to current, relevant tools. #
Address the diverse needs of all learners by using learner- centered strategies and providing equitable access to appropriate digital tools and resources: Remember that not all students come from the same place, and it is the teacher’s responsibility to make technology access equitable, and then to use technology appropriately to help meet student needs. #
Design and Develop Digital Age Learning Experiences and Assessments: Make technology invisible through ubiquity. Use technology to make students active agents of their own learning and assessment. #
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Technology integration requires a fundamentally different understanding of tools, problems, and how we approach them.
Students are the agents of their own learning, but teachers and schools provide the platform for learning to occur.
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When learning is genuinely student-driven, students naturally apply design principles to test and refine theories on their way to success.
Teachers are models of ethical technology use, transmitting these values to their students.