ISTE Standards
ISTE STANDARDS
The ISTE Standards (The International Society for Technology in Education) represent the standards for the use of technology in education. Below you will find the 7 ISTE Standards, what they entail, and how I have demonstrated each one in my course. Each demonstration contains a link to my creation and an explanation of how it showcases the standard.
LEARNER
Educators continually improve their practice by learning from and with others and exploring proven and promising practices that leverage technology to improve student learning. Educators:
1A. Set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness
1B. Pursue professional interests by creating and actively participating in local and global networks
1C. Stay current with research that supports improved student learning outcomes, including findings from the learning sciences.
EVIDENCE
PLN: I created a Linkedin as a way to learn from experienced educators. The site allows me to join groups that pertain to my needs and interests while connecting with possible mentors in my field. My philosophy is that there is always something new to learn and Professional Learning Networks are a great way to reach individuals who can teach me things I may have never learned without their assistance.
Google Digital Citizenship: I completed the Google Digital Citizenship course which taught me how to navigate the internet safely. I learned much about how to protect myself online while also learning how I could include the information in my classroom. With this course, I can be well-prepared to teach my students about how they can also be safe online and be good digital citizens.
LEADER
Educators seek out opportunities for leadership to support student empowerment and success and to improve teaching and learning. Educators:
2a: Shape, advance, and accelerate a shared vision for empowered learning with technology by engaging with education stakeholders
2b: Advocate for equitable access to educational technology, digital content, and learning opportunities to meet the diverse needs of all students.
2c: Model for colleagues the identification, exploration, evaluation, curation, and adoption of new digital resources and tools for learning.
EVIDENCE
Screencast: For my screencast badge I walked students through a Google Jamboard I created and showed them the process of making inferences. I also shared tips with students on how to make inferences. With screencasting, I can visually and audibly show students a lesson that they can watch anywhere. This allows me to connect with students outside of the classroom.
Field Experience: For my secondary field experience, I had to lead a discussion where students applied their knowledge to reliable sources. I tasked students with researching while also facilitating the discussion. By leading a group of students, I learned what areas I need to improve in to be the best educator I can be. For example, I need to work on my troubleshooting in order to assist students with technological problems.
CITIZEN
Educators inspire students to positively contribute to and responsibly participate in the digital world. Educators:
3a: Create experiences for learners to make positive, socially responsible contributions, and exhibit empathetic behavior online that builds relationships and community.
3b: Establish a learning culture that promotes curiosity and critical examination of online resources and fosters digital literacy and media fluency.
3c: Mentor students in safe, legal, and ethical practices with digital tools and the protection of intellectual rights and property.
3d: Model and promote management of personal data and digital identity and protect student data privacy.
Evidence
Flipgrid: For my Flipgrid badge, I created an assignment where students could reflect on the lesson and interact with each other. Students were to record their own video answering a few questions, then watch their peers' videos and comment. The comments could be answers to questions or simply a word of encouragement. With Flipgrid, students can help their peers while also receiving help.
Project Reflection: Students were tasked with creating a Fakebook page for a literary character, then to reflect on why they chose to portray the character in that way. They had to cite text evidence in order to justify their decisions. With this reflection, students must think about what a character would post, what they would be comfortable with sharing online, and how they would interact with friends. In turn, this makes the student apply this to their own online presence.
COLLABORATOR
Educators dedicate time to collaborate with both colleagues and students to improve practice, discover and share resources and ideas, and solve problems. Educators:
4a: Dedicate planning time to collaborate with colleagues to create authentic learning experiences that leverage technology.
4b: Collaborate and co-learn with students to discover and use new digital resources and diagnose and troubleshoot technology issues.
4c: Use collaborative tools to expand students' authentic, real-world learning experiences by engaging virtually with experts, teams, and students, locally and globally.
4d: Demonstrate cultural competency when communicating with students, parents, and colleagues, and interact with them as co-collaborators in student learning.
EVIDENCE
Google Jamboard:
For my Google Jamboard badge, I created an assignment for students to answer questions about the lesson. They also practiced how to make inferences on passages. With Google Jamboard, students can see their peers' thoughts which can help students who are stuck or not understanding the question. It is a fun way to get students engaged with each other.
Jeopardy: For my Jeopardy badge, I created a game where students could review the lesson. There are various levels of difficulty and students can practice individually, in groups, or as a class. Jeopardy is a fun way to review while also versatile for students since they get a choice on how to review.
DESIGNER
Educators design authentic, learner-driven activities and environments that recognize and accommodate learner variability. Educators:
5a: Use technology to create, adapt, and personalize learning experiences that foster independent learning and accommodate learner differences and needs.
5b: Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active deep learning.
5c: Explore and apply instructional design principles to create innovative digital learning environments that engage and support learning.
EVIDENCE
Online lesson Plan: for my Online Lesson Module, I used a wide variety of technology forms to meet every students' needs. I used videos, articles, books, games with various levels of difficulty, and made sure each was accessible. For example, each video has captions, I provided pdfs for the books and used assessments that were not all traditional. With my lesson plan, I can reach a variety of learners.
Flippity: For my Flippitty badge, I created a drag-and-drop game for students to practice identifying inferences. It is a fun self-assessment so students can see if they understand the topic. With Flippity, educators can choose from a large variety of games for their students. These games can help students who prefer visual games and act as self-assessments.
FACILITATOR
Educators facilitate learning with technology to support student achievement of the ISTE Standards for Students. Educators:
6a: Foster a culture where students take ownership of their learning goals and outcomes in both independent and group settings.
6b: Manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on maker spaces, or in the field.
6c: Create learning opportunities that challenge students to use a design process and computational thinking to innovate and solve problems.
6d: Model and nurture creativity and creative expression to communicate ideas, knowledge, or connections.
EVIDENCE
Fakebook: For my Fakebook badge, I created a fake page for a literary character. Students then had to create their own Fakebook page, using mine as an example. With Fakebook, students can explore their creativity while also working on making inferences. They can make creative decisions in a fun way. This gives them control in their learning.
Explain Section: For my Explains section in my lesson module, I used several activities to help students learn. I used charts, screencasting, and an activity where students chose a book to make inferences on. I offered a choice of 3 books, each of which had its own page where the plot, page number, and pdf were included. With these activities, students can find a new way to learn and have a choice.
ANALYST
Educators understand and use data to drive their instruction and support students in achieving their learning goals. Educators:
7a: Provide alternative ways for students to demonstrate competency and reflect on their learning using technology.
7b: Use technology to design and implement a variety of formative and summative assessments that accommodate learner needs, provide timely feedback to students, and inform instruction.
7c: Use assessment data to guide progress and communicate with students, parents, and education stakeholders to build student self-direction.
EVIDENCE
Quizizz: For my Quzizz badge, I created a game where students can review the topic. It can also be used as an assessment for the end of the lesson. Quizizz takes the stress away from traditional forms of review or tests and allows students to partake in a friendly competition.
Google Forms: For the reflection portion of my Online Module I take students with completing a Google Form as an exit ticket. This allowed students to ask questions that they may not have been comfortable asking in front of the whole class. With the form, I can see where each student is confused at and if multiple students do not understand the topic then it allows me to tweak my lesson.