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Some of the features on CT. The page view pdf like a book are trying to access has moved. The Connecticut State Department of Education has a new website. If you have existing bookmarks you will need to navigate to them and re-bookmark those pages.

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We are a non-profit Bible study ministry dedicated to empowering people to interpret the Bible for themselves. The Sermon on the Mount: Power Over Pride by Dr. 2014 by Bible Lessons International, Marshall, Texas. Any copies or distribution of any part of the material on this website must be made available at no cost.

ISTE Standards for STUDENTS Today’s students must be prepared to thrive in a constantly evolving technological landscape. Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences. Articulate and set personal learning goals: Age-appropriate opportunities for students to have a say in their learning goals and make choices on how to meet them. Learning process itself: Recognize and evaluate the steps taken to meet learning goals—What worked? Why did things unfold as they did?

What will you do differently in the future? Customize Choosing and making changes to meet Universal Design for Learning, and accessibility, for example, by using audio, video, dynamic glossaries, highlighting, note taking, voice command, text to speech, social bookmarking, cloud collaboration tools. Build networks: Enrich learning by making online connections with other learners and experts for personal or academic interests, for example, via social media, connecting through email, video conferencing, digital pen pals, etc. Learning environments: Local, physical and online environments, both formal and informal. Use technology to seek feedback: Seek digital or human feedback, for example, via spell-check and grammar-check tools, online search, learning analytics programs that measure how time is spent on a problem or identify specific challenge areas, collaborative spaces that allow others to give feedback, reaching out to experts for input. Demonstrate learning in a variety of ways: Create artifacts to show how students have met their learning goals, for example, digital posters, blogs, digital stories, assessments, e-portfolios, project showcase, research paper and works of art. Fundamental concepts of technology operations: Basic knowledge of how to use devices and software applications.

Transfer knowledge: Apply prior technical knowledge and experiences to figure out how new technologies or applications work. Emerging technologies: New digital tools and technologies that have potential to enhance the learning process. Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical. Permanence of their actions: Digital content is everlasting, even when individuals delete it or believe privacy settings fully protect them from scrutiny. Positive behaviors Interactions that convey a portrait of the way you want to be perceived and healthy interactions with technology itself, for example, moderating the time online or gaming, ergonomic issues and balancing use of media with daily physical activity. Legal behaviors Interactions that are mindful of the law, for example, abiding by copyright and fair use, respecting network protections by not hacking them and not using another’s identity.

Online or networked devices For example, internet-connected computers or tablets, multi-player gaming systems and cell phones. Building networks and learning environments: Age-appropriate opportunities for students to have a say in their learning goals and make choices on how to meet them. Intellectual property Content or ideas created by an individual or entity, for example, music, photos, narration, text and designs. Managing personal data: For example, creating effective passwords, authenticating sources before providing personal information, sharing personal data conscientiously, not posting address or phone numbers visibly. Digital privacy and security: For example, activate privacy settings on social media accounts and search engines, recognize sites that use encryption, secure login and password information on shared devices, read and be conscientious about accepting privacy policies and access requests from apps and websites. Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. CRAAP test, using online bookmarking tools, using online note-taking tools.

Information and other resources: For example, research or other data, digital assets and media such as photos, clip art, videos, audio clips. Learning process itself: Age-appropriate opportunities for students to have a say in their learning goals and make choices on how to meet them. Perspective: Who is the resource trying to reach? What is its tone and mission? Does it show indications of problematic bias? How objective is the author and how reliable is the publication source?