ISTE Standards for Educators - JIA PD - August 2018
ISTE STANDARDS FOR EDUCATORS
The ISTE Standards for Educators are your road map to helping students become empowered learners. These standards will deepen your practice, promote collaboration with peers, challenge you to rethink traditional approaches and prepare students to drive their own learning. Connect with other educators in the ISTE Standards Community and learn how to use the standards in the classroom with the ISTE Standards for Educators ebook.
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 learning networks.
1c
Stay current with research that supports improved student learning outcomes, including findings from the learning sciences.
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 technologyby 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.
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 build 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.
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 anddiagnose 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.
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.
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 makerspaces 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.
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 summativeassessments 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.
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… as you listen to this first segment about the mindsets that people need to engage in successful use of educational technology, what resonates for you? What examples might you be able to share?
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The phrase “failing forward” was an important one, as we have evolved each year as a staff in order to best serve our students. As we continue to innovate and try new ideas and concepts, it is okay for something to not work as we assumed it would, so long as we adapt and try a new way in the process.
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This phrase really resonated with me, too. In sports, we fully embrace this concept. We practice new skills in public, seek feedback from others, whether it’s coaches or team mates. In other areas of life, we seem to feel like we should be perfect on the first try, and it limits what we will try. We need to role model this philosophy to our students, too—I see with my own kids that sometimes they’re so afraid of failing that they won’t try something. It can be tough to step out of the comfort zone of expertise, but it’s really important to do so.
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I totally agree with Jen – you look at sports and the prep work and practice that goes into a given season. And you look at how many times someone was willing to “fail” before they tasted success.. Just think if we modeled this in all areas and were willing to fail in other areas.
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This phrase resonated with me also. When trying new things, failure is always a possibility, but with failure comes growth. I also agree with Jen that when striving for perfection, it can limit what we try.
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I completely agree with this, Kyle. There is such a community surrounding student success. Sometimes, it is coaching both parents and students in the available technology being used in their education.
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Technology can be a great vehicle to move learning forward, but it’s never the fuel. The fuel is provided by people who care surrounding the learner to create an environment where what is to be learned becomes relevant and meaningful to the learner.
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… as you listen to this second segment about the policies, consider the types of policies (implicit and explicit) that are already in place in JIA courses, schedules, procedures, etc. What do these policies encourage you and your students to do? What do they discourage?
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I also liked the “fail forward” concept. I feel that policies allow teachers to do what is best for students, even if it means taking risks.
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The policies of JIA, for both staff and students, provide the freedom to try new ways of doing things in an evironment of accountability.
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My concern is that students may take advantage of this or expect us to be accommodating without a fault.
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The policies at JIA allow us to provide flexibility and accountability for our students. Most follow the course calendar; however, there are always some students who will stay on the edge of the expectations. I feel like we have good support to provide intervention within these situations.
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… as you listen to this segment with Mark Gura, consider the ways in which you are engaging in your own professional learning. What are the kinds of activities that you participate in, both during school time as well as outside? How and in what ways do you collaborate with other JIA teachers?
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With JIA rolling out new programs this year, it became even more important that I communicate my ideas and struggles with my team.
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… what does technology bring to your teaching that would not otherwise be possible? How would you (begin to) address this question? What works well for you? What would you like to improve or change?
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Overall, I would like to utilize technology to provide more real-world learning opportunities for students and build a professional network.
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I look forward to figuring out how to use the technology, if possible, to bring math to life and create a hands-on learning environment from home.
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As you continue to read the ISTE standards, I encourage you to share comments that address the following: What is working well for you in relation to technology and teaching? What is not working as well as you would like? What might be your “+1” goal for this school year?
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My +1 goal for this year would be to (4b) collaborate an co-learn with students and to (3b) establish a learning community promoting curiosity.
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