Standard+1

**Teachers know the subjects they are teaching.** The teacher understands the central concepts, tools of inquiry, and structures of the disciplines she or he teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils
 * Standard 1**

Evidence1: Rationale 1: This skills lists was devised to aggregate all of the technology tools I have at my disposal into one list. I can see in this list what my weak areas are, such as understanding copyright and fair use laws. I tend to use a variety of the tools listed in this skills list as I teach lessons. I feel it is important for students to have exposure as young as possible to the leading technologies that are available. Many of my students come from low socio-economic status backgrounds and would otherwise not have access to the technologies available to their higher-SES peers.

**KSD:**  **1.K.2 The teacher understands how students’ conceptual frameworks and their misconceptions for an area of knowledge can influence their learning.**  I have noticed that students don't recognize their deficiencies until they are asked to really apply their knowledge. In this case, students believe they know all the latest technologies available. In reality, they know the latest video game and are very fluent with their cell phones. When it comes to transforming 'toys' into learning machines, students need support.  **1.S.6 The teacher creates an interdisciplinary learning experience, that encourages students to integrate knowledge, skills, and methods of inquiry from several subject areas.**  Connecting technology with learning should involve drawing from several content areas. This connection needs to be explicit and clear otherwise students tend to only think like scientists in science class and like literature gurus in English class. I've found that using larger projects tends to naturally pull in more content areas and the use of technology.  **1.D.1 The teacher realizes that subject matter knowledge is not a fixed body of facts but is complex and ever evolving. S/he seeks to keep abreast of new ideas and understandings in the field.**  This skills list is an example of how technology evolves as more or faster than any other content area. By next year, new skills and tools will need to be added to this list to be current. Projects I did with my students three years ago that involved “new technologies” are now fairly archaic. My principal continues to push me to “stay current” and “stay competitive in the global marketplace.” Though many of my students may not graduate high school or attend post secondary school, they will be better for having been given access to leading technologies as they learn other content.