ISTE-T Standards
1. Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:
promote, support, and model creative and innovative thinking and inventiveness.
engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.
model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.
Evidence 1: In the Screencast assignment, students were given a virtual tutorial on how to access the online PBS resource to enhance their reading and writing abilities. Students were also given a tutorial on how to access written assignment templates through my teacher website. I chose this artifact as evidence because facilitated and inspired student learning and creativity, as described above; it was a virtually crafted lesson that detailed how students could make the most use out of an online resource. Students could then take that base information and use the PBS resource in other ways than described, and they could keep that resource in mind to be used in other courses or subjects. The tutorial itself involved me as the teacher modeling and promoting the creative use of the PBS resource. Additionally, students in that lesson were provided with a supplementary writing assignment through Google Docs, which would meet the criteria of promoting student reflection using collaborative tools.
Evidence 2: The EDpuzzle assignment I completed also meets the criteria above. It was focused on collaborative instruction and it included an interactive lesson in which students could be quizzed and questioned throughout the video lesson. It also promoted student engagement by having them digitally interact with the lesson. The questions for students were geared towards supporting their innovative thinking by having them make answer decisions based on the content given.
2. Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:
design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.
customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.
provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.
Evidence 1: In the IBL assignment, students are given a week-long lesson that meets these criteria outlined by the NETS-S. I chose this activity as evidence because it was an activity in which I had to design and develop learning experiences and assessments that incorporated digital aspects. There are digital tools incorporated in my IBL lesson for students, such as the use of Canva AI to create timelines of their literacy learning and Microsoft Powerpoint to create presentations that will be given in front of the class. Additionally, students were instructed to submit a reflection assignment through accessing a Google doc on my teacher website. This reflection allowed them to assess their learning over the course of the lesson and provide examples of what knowledge they would be taking away from the experience. To address different learning styles, students were given a multitude of tasks in the IBL assignment. They worked both individually and in groups, they were given written and visual (Canva and art-related) tasks, and they were instructed to both give a presentation and write comments about others' presentations. This variation allowed for different learning styles to be addressed. For example, both a student who is artistically creative, and a student who is best at individual writing, and a student who who exhibits good presentation skills would each have an element of the assignment that addressed their strengths to help them grasp the material.
3. Model Digital-Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers:
demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.
communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.
model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.
Evidence 1: The Symbaloo assignment was a great way to meet the standards outlined above. I chose this assignment as evidence because the resources outlined in Symbaloo were a way for me to model and exhibit my knowledge of digital technologies. Symbaloo was a resource that offered links to different online resources, and in this way it was a link to new technologies for viewers. It was also a platform for me as a teacher to communicate ideas effectively to students, parents, and peers since each of the attached links in Symbaloo were explained in depth. The resources I shared on Symbaloo could have been previously unknown to viewers, and in detailing their possible uses I was able to demonstrate my fluency in current technologies. By providing both links to the resources and explanations of their possible uses, I was able to model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.
4. Promote and Model Digital Citizenship and Responsibility
Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers:
advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.
address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
promote and model digital etiquette and responsible social interactions related to the use of technology and information.
develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.
Evidence 1: The Powtoon assignment was a great example of meeting the criteria outlined above. I chose this assignment as evidence because the Powtoon video I created was a positive model of how students should practice digital citizenship and responsibility. I was able to create a visual lesson on how to navigate the internet in a safe way to prevent students from having their personal information compromised online. By providing examples of possible negative online situations and how to competently address those situations, I was able to promote and model digital etiquette and safe, responsible online interactions for students. In my Powtoon, I provided visual digital representations of my points along with written versions of the points I was making. This allowed my to incorporate technology to address the needs of different learning styles.
5. Engage in Professional Growth and Leadership
Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers:
participate in local and global learning communities to explore creative applications of technology to improve student learning.
exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others.
evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.
contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community.
Evidence 1: The Padlet assignment was a great example of engaging in professional growth and leadership. I chose this assignment as evidence because it involved both a personal learning and reflection of AI usage and a discussion with my peers who also reflected on AI in the classroom. The personal reflection about the use of AI in the classroom which assessed AI's strengths and weaknesses would constitute evaluating and reflecting on making "effective use of existing and emerging digital tools and resources in support of student learning," as described above. I also participated in learning communities to explore creative applications of technology by posting my AI reflection on Padlet and commenting on my peers' Padlet posts. This allowed me to engage with my peers' thoughts and view their insight of how AI should be used with students. Overall, this assignment was a way to engage with my peers and share ideas of how to successfully incorporate technology into the classroom. This activity allowed me to open my mind to AI usage I had not previously considered, and going forward I can use these ideas to continuously improve upon my teaching practices.