Tech Integration

Welcome to the PMHS Integration Home Page.  This page is a resource for all teachers as we implement our 1:1 program and continue to integrate technology into our classrooms.  If you teach upperclassmen, and don’t have Chromebooks in your classes yet, much of this information is still relevant and applicable.  You can utilize the computer labs like you always have.

Major topics:

  • ISTE
  • The SAMR model of technology integration
  • Useful cross-curricular apps, extensions, and tech-related practices for teachers, students, and learning
  • Chromebook 1:1 Information
    • Hardware and Operating System
    • Helpful shortcuts
    • 1:1 uses

ISTE Standards for Students:

ISTE, the International Society for Technology in Education, recently updated and released their standards for students.  These standards represent the skills, habits, and abilities students should have as they relate to technology.  These standards overlap the areas of classroom integration, computer science, Prospect’s mission statement of personalization, our core values, and student-centered pedagogical approaches.  NH ICT standards are informed by ISTE, and while our current state standards are based on older ISTE standards, the state will update our ICT standards to reflect this recent change by ISTE at some point in the future.  To that end, let’s get ahead of the curve.  Resources and strategies I share will be connected in some way to one or more of these standards.  Take some time to familiarize yourself with these standards before delving into the resources.

1. Empowered Learner

Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.


a. articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.
b. build networks and customize their learning environments in ways that support the learning process.
c. use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
d. understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.

My take: Personalization, Life-long learning.  Students should have some choice, and technology helps us give students choice.  We need them to learn about finding those good sources of information, how to grapple with it use it on their own, and apply some basic troubleshooting to make it happen as the platforms for learning evolve over time.

2. Digital Citizen

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.


a. cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world.
b. engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.
c. demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.
d. manage their personal data to maintain digital privacy and security and are aware of data-collection technology used to track their navigation online.

My take: I like to compare the internet to being in the ocean.  There are many dangers in the ocean, predators, volcanic vents, polluted areas, storms, riptides, etc., but armed with the proper equipment and information, one can safely explore all of its wonders.  Respect boating laws, and we’re all safer.  Don’t pollute, and keep the ocean clean for all of us.  Whether it be consuming or creating content, students should be armed with the knowledge and skills to navigate those waters without being harmed or causing harm.  

 3. Knowledge Constructor

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.


a. plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
b. evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.
c. curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
d. build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.

My take: One of the hallmarks of a fully integrated classroom is that either by decision or natural evolution, the classroom has evolved from a teacher-centered environment to a student-centered one. Students find and evaluate multiple sources and use the information gleaned to create their own evidence of learning.  

4. Innovative Designer

Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.


a. know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems
b. select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.
c. develop, test and refine prototypes as part of a cyclical design process.
d. exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.

My Take: If our students are going to solving the problems of tomorrow, we need them to solve problems right now.  We need to give them real-world problems connected to our curriculum, teach them the messy, iterative process necessary to draft, refine, and execute ideas, plans, and designs. Give them time to grapple with and apply what we’re teaching to what’s going on in our community and the world.   

 5. Computational Thinker

Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions. Students:

a. formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions.
b. collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.
c. break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.
d. understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.

My take:  Not every student is going into the IT field, regardless of its projective growth.  We can sustain ourselves on a nation of coders alone, but students should understand how computers work, how they can help them, how a developer thinks by breaking down problems, having a clear and accurate assessment of what the real problem is, and know enough about technology to use it efficiently.   

6. Creative Communicator

Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.


a. choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
b. create original works or responsibly repurpose or remix digital resources into new creations.
c. communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.
d. publish or present content that customizes the message and medium for their intended audiences.

My take: We’ve been talking about this for years.  We all want our students to be effective communicators.  What’s emphasized here though is thinking about the different ways we communicate, namely with technology.  As our students create their messages or form their ideas, they’ll like be using other content from online, and must do so ethically.  What’s the best platform based on the goal?  What are copyright laws and what is fair use?  

7. Global Collaborator

Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.


a. use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning.
b. use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.
c. contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.
d. explore local and global issues and use collaborative technologies to work with others to investigate solutions.

My take: Teachers often ask students to work collaboratively, but within the confines of the four walls of the classroom, and occasionally within the four walls of the school.  Technology increasingly allows us to push back the boundary and gradually erase it.  A little planning and outreach is all takes for us to work with other teachers and students from around the world, and a paired with some of the previous standards, tackle real-world problems connected to our curriculum.  

1:1 Technology Integration