TL-III Teaching, Learning, and the Curriculum Statement In order to facilitate technology-enhanced experiences that maximize student learning, I look to current research in educational technology in order to design methods and strategies for simultaneously teaching students content standards and technology standards. The 2007 International Society for Technology in Education (ISTE) National Technology Standards for Students and Student Performance Indicators (NETS*S) provide my current student-centered road map. At a basic level of technology integration, students and teachers need to know how to use a variety of technology tools. The primary productivity tool in my sixth grade classroom is word processing. Over the years, my class has transformed from rough drafts written by hand and final drafts worked through word processing, to having the majority of our essay writing experiences completed entirely on the computer. In addition to developing typing speed and knowledge of word processing, students in my class learn several ways to make their documents portable, including saving as .pdf or .rtf or using the Web to send documents via email or also write collaboratively on Web 2.0 sites. Word processing and other web-based writing productivity tools also form the basis for student research projects. When my students prepared documentaries for National History Day, they combined Internet research skills with productivity tools. Students were given in-depth instruction on Internet safety, digital citizenship, and effective research methods before beginning their Internet research. Important components of the pre-research lessons included Internet safety and how to maintain the confidentiality of personal information while researching; how to use media within... middle of paper... school presentation to staff and presentation at the 2009 Alaska Society for Technology in Education (ASTE) conference. At school, I collaborated to offer two separate professional development opportunities: quick and easy digital portfolios and media literacy. At ASTE 2009, I presented the topic of digital portfolios together with the same colleague. Integrating technology requires a thorough understanding of curriculum and content standards and the ways technology can maximize student learning. In my classroom, I strive to have students use technology as a natural part of their learning experience. By teaching technology at the same time as content, I have watched my students make parallel improvements in technology skills and knowledge. References Ohler, J. (2008). Digital storytelling in the classroom. Thousand Oaks, CA: Corwin Press.