Week+2+-+Collaborating+on+Technology+Standards

Ellen Dies Barberton City Schools U. L. Light Middle School ||< 4-b. address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools 21st Century Skills ||< Use digital technologies (computers, PDAs, media players, GPS, etc.), communication/networking tools and social networks appropriately to access, manage, integrate, evaluate and create information to successfully function in a knowledge economy ||< In my role as tech teacher and tech buiding coordinator, I can use the technology available to help other teachers integrate the various new technologies into the classrooms. I also can be more involved in connecting with the teachers to see what is really needed in the classroom for success. I need to be sure that an acceptable AUP policy is in place to be sure that all new resources are not limited or blocked. I need to be sure that students and parents understand what they are agreeing to when signing the agreement. ||

Wikis are great Web 2.0 tools for working together, collaborating and constructing new knowledge. For this activity on standards and to become familiar with using a wiki, we will each contribute to this chart about Standards and 21st Century Learning. As people add their thoughts and information you can see how wikis can be a powerful place for students in your class, in your school, in our district and globally to collaborate on projects.

//** For this activity, review the NETS-T National Technology Standards and the information from the Partnership for 21st Century Learning. Choose a technology standard at the objective level, align it with a 21st century skill and name a technology you have used or might want to try to help support the standard. **//

To ** EDIT ** the page click on the top right on the ** EDIT THIS PAGE **button. You will see an editor pop up and now you will be able to type on the page. It is just like a regular WORD editor, you can bold, italic, color and make hyperlinks! DON'T BE SCARED, you will not ruin anything--we can always pull a back up page! Just click in a blank row and type your information! If all the rows have been used, click in the last row and then click on the table icon. Then, choose **Row**, **Add Row**, **Add below** to add another row for your entry. **__CLICK SAVE before leaving the page!!__**

//**__Be sure to check back to see what others have added...printing out this page at the end of the activity provides a great resource for you to use!__**//



Name/District ||~ Nets-T ||~ 21st Century Skills ||~ Technology || Cheryl/eTech ||< 2a design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity ||< the ability to think critically, problem solve, create, innovate, communicate and collaborate ||< Using Wordle http://www.wordle.net to show how vocabulary can be used to create innovative ways to communicate ideas. || Keith Ahearn - Lakewood City Schools || 3d. - model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning || Students can use teacher created wikis like this one to examine resources, collaborate with other students, share information and post new ideas in a form that can be shared with other students around the word. || Rachel Neugebauer- Highland Middle School (Barberton) || 1b.- engage students in exploring real-world issues and solving authentic problems using digital tools and resources || ability to engage in and complete complex thinking and problem-solving tasks || Students can use WebQuests in many different ways in core subjects to investigate real-world scenarios. They can then research to find solutions on their own or they can collaborate with other students. They then have to communicate the results to the teacher and class. || Alex Cammock/ Harding Middle School || 1.b.- engage students in exploring real-world issues and solving authentic problems using digital tools and resources. || Students are able to use [|www.ourcourts.org] (created by Sandra Day O'Connor) to interactively explore landmark Supreme Court Cases. Using this site allows students to actually participate in the case and draw their own conclusions and make new ideas. || Nevin Jenkins/ Warrensville Heights High || 5b. Apply a research process model to conduct research and meet information needs. || 1. Creativity and Innovation: Students demonstrate critical thinking. construct knowledge, and develop innovative products. Students use models and simulations to explore complex systems and issues. || I gave a project at the end of the school year last year that was paper based from the previous geometry teacher. Students received a list of words. Students had to define the word, draw the picture, and then find the picture in a magazine of that word in real life. I thought that I was being clever and informed the students that they could draw the picture using computer software and find pictures from the internet. The projects that I received had many of the the same drawn pictures and many of the same real life pictures because students Googled everything. They did not use critical thinking whatsoever. The ones that drew everything and also used magazines did a superb job of making sure they knew the definitions (which was the purpose of the project.) I think I would like to do it next time, but be more clear about my expectations. Just because you Google it does not mean that it is accurate. And students still have to process the information and use critical thinking. || VATomasheski || 4. Promote and Model Digital Citizenship and Responsibility: 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 || 4.3.4 Practice safe and ethical behaviors in personal electronic communication and interaction. || I designed a unit based on digital citizenship. At the beginning of each new quarter I get new students, at that time we discuss being responsible digital citizens and look at our district AUP to clairify what that looks like. After reviewing the policy along with the rules and expectations for the class, students are then asked to sign a digital citizen contract. Later in the quarter we look at intellectual property, copyright and fair use. I have an interactive site that allows students to read and listen to how artists of various media types feel about intellectual property and copyright. I share a power point to examine fair use closer. I also have students work in groups and read through various scenarios to determine if any copyright infringement, abuse of intellectual property or fair use have occurred. We then spend some time looking at court cases that have occurred based on copyright infringement. We listen to the songs and compare what we've heard. Students then create ringtones using the site MyBytes.com and try to be original in creating their music. || Ann Pesta/ Harding Middle School - Lakewood || 2 c. Customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources || ability to think critically, create, problem solve, and share information with others || I have students choose a project that interests them (in science) each quarter and at the end of the quarter they decide how they want to present the information to their classmates. They can make a PowerPoint, design a game, make a display board, create a movie, or anything else they can think of. Next year I will be adding VoiceThread as an option. :) || Martin Danial/Maple Heights High School - Maple Heights || 2c. Customize and personalize learning activities to address students' diverse learning style, working strategies, and abilities using digital tools and resources || The ability to think critically, problem solve, create innovate, communicate, and collaborate.
 * Work Creatively with Others:** Develop, implement and communicate new ideas to others effectively. ||
 * Learning and Innovation:** Critical Thinking and Problem Solving ||

Creativity and Innovation.

Practice safe and ethical behaviors in personal electronic communication and interaction. || At the end of a variety of units, I will propose an "open" project that incorporates a variety of technological applications for the students to demonstrate their knowledge while implementing the use of technology to do so. For example, at the end of my unit on Acids and Bases, students were required to create either a PowerPoint presentation, video, or podcast relating the information to real life application. If the students had another idea for the presentation that incorporated the use of technology, they would have to verify with me and then continue. Furthermore, students were asked to communicate with myself via email and attempt to either post their information on YouTube, podcast (via iTunes), Facebook, and now VoiceThread, or send it to me for further help. || Kevin Holcomb- Highland MS || 4. Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: a. identify and define authentic problems and significant questions for investigation. || Ability to think critically, solve increasingly difficult story problems, and make sound decisions, through research and mathematical application. || Algebra students play The "He Said - She Said" game using Casio calculators attached to an overhead display for the entire class to see. Player 1 types in a number, and player 2 tells him what the number turns into. Then it becomes Player 1's turn to determine what rule player 2 used to get her answer. Thus player 1 has to determine the equation that player 2 used to "transform" the number. This game reinforces an understanding of functions, rules, and algebraic properties. || Brian Filiatreau Highland Middle School || communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats || Communication and Collaboration || I used to use classroom email and I specifically designed a few assignment that would use both face to face instruction as well as instructions of the email. The students would be required to respond to me over email with certain aspect of the assignment. I found this very easy to align with my science standards. A few of my lessons were: a 12 day rocketry unit require the students to print attachments and keep a binder with emails and everything and a constellation project that the students would use their digital "locker" to store and share information. I feel that these units help incorperate the skills that the students need in everyday life and to survive in this technologically advancing world. || Lisa Hoy Harding Middle School || 2 c. Customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources || ability to think criticially, problem solve, and share information with others || I use a variety of software programs for students to present information on their explorers. They can do a photostory of their life or develop a newspaper using comic life. Some students still like the good old fashioned power point, which is acceptable. I like the idea of the Voice Thread / power point in the future for those who like that option. || Brian Nehlsen-Highland Middle School-Barberton City Schools || 3c.Communicate relevant information and ideas effectively to parents, students, and peers using a variety of digital age media and formats. || Communication and Collaboration-Communicate Clearly || I have been able to use a variety of sources of new technology to effectively communicate. Some examples include: e-mail progressbook google sites district all-call Besides the obvious benefit of communication via e-mail I have also utilized progressbook. It is very interesting to run a report to see how many students and parents access their account. I also utilize the comments section in progressbook to give more detailed feedback about assignments. My website is through Google Sites. I will post little contests on my website such as bring in an apple tomorrow and win a prize. This shows me how many students and who is accessing my website. The district all-call is another helpful communication device. It can be used to contact all students or just a select group that you can set up. A great addition since many of our students do not have internet access at home. || Patrick Griffis - Bedford High School, Bedford City Schools || 1b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources || ===** Make Judgments and Decisions and Solve Problems. Thinking critically and problem solving **=== || I have the students perform a problems based project at the end of the year in my AP US government class and get very good results. I give the the students the whole month of May to think of a problem in the US government that they must find a solution and results. This is good it makes the students see alternative solutions to their problem and makes them investigate the reasons for this problem. Makes the students think critically and analyzes the problems. || Lisa M. Wiegand Lakewood High school || 5. Digital Citenship || Students understand human, cultural, societal issues related to technology and practice legal,ethical bahavior || I work in a setting where i support students with disabilities in completing their work. We try to be available for support 7:30am -4 pm so that all can have access. I often have to bypass our school filter to help students get to things they need for class and I make sure they understand that that is something i do not take lightly. Everytime one of my students needs to use technology for something, I try to make sure to give them the clearest path to get where they want to go. || Brittany Beutel Maple Heights High School - Science || 1b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources || Students using critical thinking and problem solving skills || We are trying to overhaul our science curriculum in the high school. Next year we will be added an independent project at the end of the 9th grade year. I hope to use ideas from this course to provide students with many options to use while working on these projects. A wiki would be a great starting point as a way for the class to brainstorm and share ideas about their projects - maybe should be a requirement. The presentations of these projects could be in so many different formats. || Chrystal Cotner ULL Middle Barberton, OH || 2a design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity || he ability to think critically, problem solve, create, innovate, communicate and collaborate || Wordle can be used for many things. As a creativity tool and a useful tool. A teacher I work with used it to create title pages for narratives. I use to for persuasion essays. By cutting and pasting into it, students are able to see if they are using lots of convincing language in the essay they are creating. If it's not emphasizing strong language, then they are not convincing! || Matt Mihalyov - Garfield Heights Middle School || 1.C - Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes || Student ability to think critically, problem-solve, and communicate ideas. Student ability to collaborate and critique ideas appropriately. || Using a "forum" in moodle which is basically a nested online discussion students can be given a problem to post their ideas on how to solve, and then collaborate and critique others ideas. A simple way I used this with my students was to take an old pen and paper lesson created by NASA titled "Wrecked on the Moon" and posting it for the students as a online discussion problem. For those not familiar with the lesson the idea is that students were in a space shuttle that crashed on the moon and a list of about 15 items survived the crash. The students must prioritize the value of each of the items. This was very successful with my students who each posted their rankings and then looked at and commented on other students postings. I was extremely impressed with the way that students appropriately pointed out to others that objects such as matches or a magnetic compass were way to high on their lists. In the future I plan to open this problem-solving discusion idea up to less right/wrong topics such as conserving energy, protecting species diversity, or genetic screening and engieneering. || Adriana Greenlief- UL Light Middle Barberton, OH || 2a: design or adapt relevant learning experiences that incorporate digital tools and resource to promote student learning and creativity || Student ability to think critically and creatively; work creatively with others; access, evaluate and use information || I am envisioning a project based learning opportunity where students explore their city looking for something that needs change (maybe an area that is an eyesore or a building not in use. Students could collaborate together through wikis, voice thread, blogging (whatever is most appropriate) to make a decision on a location. After a location has been decided, students would brainstorm ideas on what to do with the space. Teams would be created based on interest. These teams would create models, presentations, budgets, etc. Potential math topics covered: ratios/proportions, scale factor, area, perimeter, volume, data collecting, tables and graphs, operations on real numbers, Pythagorean Theorem, slope, coordinate graphing, etc. I see some potential for the involvement of Language Arts, Science, Social Studies, Art || Deanne Miklovic Maple Heights High School - Sm Learning Com. Principal || 5b. exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others || Work with all staff members to create and promote a digital learning environment || My vision/goal is to open our new schools in 2012 with teachers trained to not only use hardware themselves, but be comfortable enough with the technology to faciliate student learning on a regular basis. The entire staff (lead by our team of teachers) will work together create this environment of digital learners. When an observer walks through our building, they will see students and teacher working with podcasts, wikis, voicethreads and technologies that haven't been developed yet. echnological activities will be regularly integrated into the teaching and learning. Ideally a technological component will become part of our staff evaluations in order to facilitate it's integration into the school culture. || Bev Hastings Garfield Heights Middle School Science Grade 7 || 4b address the diverse needs of all learner-centered strategies and providing equitable access to appropriate digital tools and resources || Elaborate, refine, analyze, and evalute their own ideas in order to improve and maximize creative efforts. Develop, implement and communicate new ideas to others effectively. View failure as an opportunity to learn, undeerstand that creativity and innovation is a long-term, cyclical process of small successes and frequesnt mistakes. || One of our seventh grade goals for the 2010-2011 academic school year is to have children research and create and earthquake proof building. We are trying to incorporate project bases learning goals. Each building will be made of various items (spaghetti noodles, marshmellows, popcicle sticks etc.). We built an earthquake "simulator machine" for the student's to test their buildings. The cooperative groups will work independently as "companies" and use various 21st century tecnology to "sell" their earthquake proof products to communities. || Katie Gerard Harding Middle School 8th grade Science and Social Studies || 2a. Interact,collaborate and publish with peers, experts, or others employing a variety of digital environments and media. || Students ability to think critically, problem solve, and communicate ideas. || My students have made videos using digital cameras emphasizing forces and motion. A couple of boys in my science class created an awesome video, put music to it, and explained how Newton's laws applied to skateboarding. It was great and especially for the visual learner who has difficulty understanding Science from a textbook. || Justin Gates Principal U. L. Light Middle School || 3c. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats. || Use digital technologies (computers, PDAs, media players, GPS, etc.), communication/networking tools and social networks appropriately to access, manage, integrate, evaluate and create information to successfully function in a knowledge economy || I use a weekly e-newsletter, school website, and parent broadcast system to || Jim Hull Technology Integration Coach, Maple Heights High School || 3c. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats. || Utilize technology to communicate effectively with all stakeholders. || Integrate current ProgressBook resources for teachers (lesson plans, class assignments) onto the newly formed teacher blog portion of the District Website. Eventually the goal would be to link each teacher/classroom blog to a small learning community blog. This would allow all stakeholders to access critical information without having to create a special access account. || Tricia Mencin Bedford High School || 1b.- Engage students is exploring real-world issues and solving authentic problems using digital tools and resources. || Make judgements and decisions. Interpret information and draw conclusions based on the best analysis. Effectively analyze and evaluate evidence, arguments, and beliefs. Reason effectively. || At the end of the year, students must select a question they want to investigate. They then gather their own data (often by polling students, conducting taste tests, etc), analyze their data using EXCEL(using the Data Analysis ToolPak as well as the chart and graph features), perform appropriate statistical inference tests, and then present their project to the class via PowerPoint or similar format. The rest of the class evaluates their work and analysis and poses suggestions for follow-up. || Andre Bruwer Math Teacher Lakewood H.S || 3d. - model and facilitate effective use of current digital tools to, analyze, evaluate, and use resources to support research and learning. || Ability to input data, analyze the results, collaborate and draw relevant conclusions using modern technology and display the findings using appropriate 21st century software. || I drew up a survey and posted it up on the Promethean board. Then using the active voter pads all the students in the class were able to input their answers. Some were multiple choice, others were text answers. The students loved being ale to text answers and see them displayed immediately on the big screen When everyone was done we were able to print out the results in graph form and discuss the findings and then interpret their meaning and give informative feedback to other groups. || Shelly/ Tech Coach Highland Middle School || 2a- Design or adapt relavant learning experiences that incorporate digital tools and resources to promote student learning and creativity || the ability to think critically, problem solve, create, innovate, communicate and collaborate || I watch students use Webquests to research specific places they were going to visit on a class trip to Washington D.C. The students then were to develop a PowerPoint presentation to present to the class about thier "place." || Tara Reis - Principal Highland MS Barberton || 3c. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats. || Utilize technology including communication/networking tools and social networks to communicate effectively with all stakeholders || One of my teachers created a webpage for his social studies class this year. This allows students to access handouts and homework assignments from home. It also contains much information for students and parents. He also collects and publishes eighth grade team information. His willingness to try and use technology is one of the reasons the 8th grade was selected as the school's technology team for the grant. || Reza Mohasses- Science Teacher Warrensville Heights High School || 2a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity || Solve different kinds of non-familiar problems in both conventional and innovative ways || Few days before the spring break I wanted to get the students motivated enough to shore up their stoichiometric (math of chemical equations/ reactions) skills. These sets of skills (with chemistry being a heavily accumulative science even at the introductory level) depend upon variety of skills and sets of knowledge including balancing chemical equations (process in which students have to assure the number of atoms on both reactant and product side of a reaction are equal). I used a website called [|www.webqc.org] and balanced the equations (or also referred to as reactions) with the students -as a way of they checking their learning using technology- on the projector screen. This allowed students to get a head start on balancing -if not evaluating their learning- in order to shift their focus more towards the stoichiometry and math of the chemical equations. Also, I used the same website to calculate the molar mass (mass of the compounds such as H2O) for them so they can again focus on the math of the equation rather than what was already learned such as finding molar mass of their compounds. || Michael Zaletel Tech Coach Bedford HS || 2a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity || My resource room students were asked to select one of several writing prompts. Students applied the steps of the writing process to prepare a script for a podcast. Next we explored 2 different types of podcasting programs, Audacity and GarageBand. Students practiced recording using both tools, then selected a tool to use for the creation of individual podcasts. I encouraged students to personalize the podcasts with background music or sounds. Throughout the process students reviewed each other's work and provided feedback to each other. Once the podcasts were complete, we hosted the finished products on a class wiki. Students also posted an explanation of their projects as well as a personal reflection. This project made the writing process, including publishing, more relevant and meaningful for my students. || Alison Cox English Teacher Bedford HS || 1a. promote, support, and model creative and innovative thinking and inventiveness. || Critical Thinking and Problem Solving: Analyze and evaluate major alternative points of view || When my AP English students read The Old Man and the Sea, I wanted them to learn more about Hemingway without me lecturing them about his life. Instead, they analyzed candid and posed photographs of him, under the assumption that a portrait says a lot about a man. Though I did get pushback from the students who believe that the only way to learn is having a teacher lecture, the majority of my students found this activity to be a great way to learn about a person's character - and his self-perception. || Phil Hodanbosi Technology Coach U. L. Light Middle School || 5a. participate in local and global learning communities to explore creative applications of technology to improve student learning || teachers become a community of learners - "teachers teaching teachers to teach" || As an instructional coach, my cohort (Shelly Habegger) and I set up a professional development blog through Google sites where teachers could share their successes/challenges after trying best practices in their individual classroom. || Doug Sudomir U.L. Light || 2c. customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources. || Identify and ask significant questions that clarify various points of view and lead to better solutions || Technology makes it easier to allow student to have some choice in the direction of their learning and helps teachers to tailor lessons to the likes and needs of students. This would be achieved by having students asking themselves simple questions about what they know and what they would like to know and then finding ways to get answers to their questions. They can work with fairly simple technologies that are easily available (computers with access to the internet). || Amanda Recker Garfield Heights Middle School || 4b.- address the diverse needs of all learner-centered strategies and providing equitable access to appropriate digital tools and equipment || Elaborate, refine, analyze, and evaluate their own ideas in order to improve and maximize creative efforts. Develop, implement, and communicate new ideas with others. || Students will be asked to think critically and apply real world applications by working in a collaborative group to come up with a solution to the cleanup of the oil spill in the Gulf of Mexico. Students will use Moodle and talk in a forum with the group members. The will make a power point presentation to the class to persuade the class to chose their clean up method. You could use distance based learning to actually talk to the scientists involved in the oil spill. || Jim Jakubowski Warrensville Hts HS; Science Teacher || 5a. Participate in local and global learning communities to explore creative applications of technology to improve student learning. || Critical and creative learning methods to utilize technology to expand learning ... for the teacher, as well as the student, || Already we've learned many methods to using technology to expand learning. Clearly utilizing www.wikispaces.com can provide a collaborative environment for me as I learn to utilize more ITC in my teaching. I'd like to utilize Wikispace for student to collaborate in various ways. Wikispace could be used for lab reports, research papers and even reviewing material before a test ... this would take on a more creative, interactive feel than my current low-tech way. || Mary Pumper Warrensville Hts HSMath || 3b. Collaborate with students, peers, parents and community members using digital tools and resources to support student success and innovation || Use technology as a tool to research, evaluate, and communicate information |||| As far as communication and collaboration are concerned, one of my colleagues (we at Warrensville all know who!) has been trying to get us to use Googledocs; however, there has been some resistance on our part. But speaking for myself, a light has certainly gone on as I now see the power of these tools. They are not only great for teacher collaboration, research and communication, but have many applications for my classroom as well – projects, collaboration, reflection, and sharing of ideas. I can’t wait to get started. || Bill Wagner Lakewood HS Principal || 3c. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats. || Utilize technology including communication/networking tools and social networks to communicate effectively with all stakeholders || the primary vehicle of communication I use with all LHS staff is email. I have created a moodle page for interaction and information distribution/collection for the Lakewood Leadership Team (all administrators in the district) and I have developed Promethean flipcharts for presentations to staff that were posted and distributed to staff for future reference. I am working with our NHS and journalism class to assist with the development of facebook pages and interactive websites. ||  || Heather Keister Bedford High Science || 1b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources || Demonstrate knowledge and understanding of the environment and the circumstances and conditions affecting it, particularly as relates to air, climate, land, food, energy, water and ecosystems || In chemistry, so much of our environment is based on chemical principles and the impact humans have caused. While not part of the standard curriculum, I feel it's a very important part of the course. Students can collect air and water samples - analyze them with probewear and computers, post them in a collective document that shows the location of the samples - and the dates tested, and then evaluate this data. Students can very easily access sites that discuss water and air quality, including local sites that monitor current levels of pollution in the air and water. They can then produce a podcast, make a webpage, a presentation through GoogleDocs, or a variety of other tools to show their work, and their discussion of their results. This activity is a great long-term assignment that will not take too much class time once the students are familiar with the process. ||  || Judy Myers, Barberton City Schools, UL Light Middle School || 5b. Engage in professional growth and leadership- 5b.- Engage in Professional Growth and Leadership- exhibit leadership by demonstration a vision of technology infusion, participating in shared decision making and community, building and developing the technolgy skills of others || exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building and developing technology skills of others. || As an administrator, I have an opportunity to create ways for my staff to continue to grow in their tech skills. By establishing ||  ||
 * 3c. **
 * Apply Technology Effectively:** Use digital technologies appropriately to access, manage, integrate, evaluate, and create information to successfully function in a knowledge economy ||

Bob Rutkowski, Bedford High School Administrator. 3C Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats. In administration, I believe that communication between school and home are so very key in promoting the success of all students. We currently utilize Alert Now as a communication tool that sends out phone blurbs to all salient stakeholders. As the current summer school principal, we utilize Alert Now for mini bits of information. I would like to investigate using Google docs as a possible way to cut down on the crazy cost of paper that we spend as a district. Furthermore, I would like to integrate the use of Moodle as a way to create and introduce our incoming class of ninth graders during orientation and onward into their first and integral year of high school.