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 * The following Resources were used to create this professional development session.**

Information and Technology Essential Standards, ITES, represent the “must have” information and technology skills and knowledge that each student must have in order to achieve success at the next level. The standards are designed to be delivered by classroom teachers in all curricular areas and grade levels.

The documents below include the Essential Standards for each grade with a sampling of clarifying objectives. These clarifying objectives are not required curricular objectives but are rather an example to aid local curriculum development.


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 * [|K-5 Essential Standards] || [| K-5 Essential Standards] ||
 * [|6-8 Essential Standards] || [|6-8 Essential Standards] ||
 * [|9-12 Essential Standards] || [|9-12 Essential Standards] ||

North Carolina Professional Teaching Standards (Standard 4)

North Carolina Teacher's Evaluation Process © 2009 McREL Developed in collaboration with the NC State Board of Education | Revised September 2012.

LoFTI: Looking for Technology Integration LoFTI is an observation tool for recording the extent of technology integration in a classroom environment. The data gathered through this instrument may be helpful to staff members planning and/or providing professional development in instructional technology. [[|Instructions for Use] | [|Instrument]]

The Substitution Augmentation Modification Redefinition Model offers a method of seeing how computer technology might impact teaching and learning. It also shows a progression that adopters of educational technology often follow as they progress through teaching and learning with technology.

While one might argue over whether an activity can be defined as one level or another, the important concept to grasp here is the level of student engagement. One might well measure progression along these levels by looking at who is asking the important questions. As one moves along the continuum, computer technology becomes more important in the classroom but at the same time becomes more invisibly woven into the demands of good teaching and learning. SAMR model developed by Dr. Ruben Puentedura []

The TPACK Framework <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif;">Technological Pedagogical Content Knowledge (TPACK) attempts to identify the nature of knowledge required by teachers for technology integration in their teaching, while addressing the complex, multifaceted and situated nature of teacher knowledge.