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      Eisenhower High School's teacher pages contain plenty of information for the actual courses and for future reference. For example, Ms. Scribner's page includes a set of links to websites on careers in forensics and STEM. She is actively preparing her students for higher education, even as they are learning in their current high school classes. All assignments are explained, and links are provided for the necessary resources.      https://ehs.goddardusd.com/page/50490_3        Diigo would be a fantastic resource to use with older students, most likely in high school. The options of annotating and bookmarking are already helpful, but the "topics" could serve as a discussion post kind of deal. This, along with slack, would be great for communication and resource-sharing with colleagues. All assignments with online components should have some sort of alternative version for students without access to the internet at home.       I was honestly not a fan of working on

      I'm not going to lie, my initial experience with Diigo has been confusion. I'm not exactly awesome with computers, and it was a little overwhelming with all the information the site displays. After some "practice", I've grown to understand it a little bit more. Fortunately, it does solve the problem I have with using almost exclusively online resources: they are very difficult to effectively annotate. Without Diigo, I would likely have to resort to taking corresponding notes on paper or in a different tab, which can be hard to link back to the source material.     Before this blog, I had pretty much no experience with blogging. I realized that I'm not very good at typing without trying to sound super mature and sophisticated. I've been trying harder this journal to match my typing voice with my speaking voice, but it's not perfect. So far, I've also learned that keeping up with your own blog is harder than expected.      One Web 2.0 tool I ma

      The 5th grade LAFS.5.RI.3.7 standard asks students to quickly derive answers to questions or problems from several print or digital sources. I feel prepared to implement this standard because, as a college student, this is part of my regular assignments.  All writing assignments require me to synthesize my essays using information found from multiple sources. I know how to research, and could likely learn to teach it.     The 5th grade science resource "Banana Bonanza" from the CPALMS Educator Toolkit gives students practice in development of a scientific proposal and understanding of climate and weather. They perform this activity by playing the role of consultants at Organic Inc, a fruit company who needs to find a new farm location. Students tend to be more likely to want to learn if they can apply the information to real life. By using real climate information and a legitimate business example, they can learn how to use what they have learned in class in real life.

          I first used MS Word in fourth grade for my science class. All assignments were submitted either through Word or PowerPoint to build our computer literacy. However, I didn't use it outside of class until high school, where I was given access to my Office 365 account. I prefer to use it over any other word processing software because I am much more familiar with it.      The Learner Standard, especially 1c, means the most to me out of all the ISTE Standards for Educators. Standard 1c requires educators to keep up with research for advancements in student learning. This is incredibly important for K-12 educators because not evolving with the times can hinder the learning  of their students. If a student doesn't learn everything they need to one year, that can cause a domino effect for their learning in subsequent years and cause them to be continually behind students whose teachers taught them correctly.     I can agree with the term "digital native" as a desc