ISTE Standards for Teachers
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.
As a teacher I use my knowledge of content and how students learn to help them both inside the classroom and outside. This allows me to help them construct meaning from new information in inventive ways in the classroom and at home through the virtual interface. As educators we use our knowledge in all areas of teaching to create opportunities for students to utilize creativity during learning activities.
a. Promote, support, and model creative and innovative thinking and inventiveness
During a field placement two years ago I was given an opportunity to work at Bloomington's Project School in a split 2nd/3rd grade classroom. At this placement I had the chance to help students compile their research on the origins on Bloomington into one digital book using Apple's iBooks. I had the students transfer what they had written on paper on their topic to a google doc that had all of their topics organized with a table of contents. Since the students were so young a tool like iBooks would have been difficult for them to maneuver on their own, so Google docs gave them the ability to digitize their research which then I placed into the iBook. I modeled for the students what a page from the iBook would look like then they had to think about what information they wanted to put where and what would make sense. I linked a reflection of the field experience and iBook creation process, I was unable to attach the iBook because of legal reasons.
Evidence 1.A
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
This is a class collaboration project ideal for a third grade classroom. This project is on the Civil War timeline and students must work together to include all important dates, descriptions, pictures, and regions on the historic event. This project works to accomplish full understanding of Standard (3.1.5) Social Studies. The teacher will create an online network for the classroom, each student signs up individually and designs his or her own personal account to access the site and display his/her own creativity and inventiveness. The student will add information to the Edmodo account and all the students can combine their information on the topic. The students can also take quizzes and tests on the site the teacher creates. This relates to this ISTE standard because it facilitates an in depth lesson in both virtual and face-to-face environments, doing so while on Edmodo and while in the classroom discussions. The online work prepares students for the classroom discussion. They have had time to think about the topic and share ideas online, then those thoughts and comments can be developed and scaffolded by the teacher during whole-class or small-group discussions.
Evidence 1.B
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
This is a WebQuest on shapes made for kindergarten curriculum, the activities are self-guided for the students, and the individual sets his/her own pace for completion. There are a multitude of fun activities to complete. Once completed the students will have a full understanding of Geometry K.4.2: Compare and sort common objects by position, shape, size, roundness, and number of vertices. (Core Standard). The students go through an online learning experience facilitated by the instructor, all the learning is done at the individual student's learning pace and the student may be inventive as he/she creates the final product.
Evidence 1. C
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
This is a collaborative educator and classroom site for making wikis and sharing new ideas and finding valuable curriculum material for teachers and students to be up-to-date on the best teaching practices. The teacher can create a wiki space and then add student work or use effective ideas or materials from other teachers who share their successful strategies with the site. This is a clear demonstration of this standard, the students participate in an online forum, contributing their own thoughts and displaying their creativity.
Evidence 1.D
2. Design and develop digital age learning experiences and assessments: Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the Standards.
I think of teachers as inventors, they must think creatively about developing authentic learning opportunities and then analyze them to see that they are fully utilizing the current tools to best assess student learning. This means that educators are always incorporating new assessments and instructional tools into their teaching to guarantee that students are receiving the best learning opportunities and evaluation. When students are provided with the best tools available by informed educators they are aligned to develop knowledge, skill, and attitudes necessary to flourish as a digital age learner.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
Using InspireData It was possible to look at data collected from elementary students, then easily format graphs and show relationships. Young audiences can use the computer program to make graphing digitally accessible without being overly complicated. The students can tinker with the graphs and use their creativity to see what different components look like when visually compared to each other. The students gain a better understanding of how data is used to make informed decisions and allows us to visually interpret the data. Furthermore, students can discover how graphed data can sometimes be misleading.
Evidence 2.A
b. 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
This is a rubric attached for one of the graded pieces of work in Case Analysis one and two, this allows for the students to see and understand what they are being graded on. Students can assess themselves and make improvements and see if they are accomplishing what is intended. Students can set their own educational goals and decide how well they met those goals. Therefore, with the iRubric nothing unexpected is in their summative assessment. When students have a clear understanding of the expectations of what is essential in a project they are able to be creative and take ownership of their own learning.
Evidence 2.B
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
This is a presentation over a chapter from the book Differentiation and The Brain, the chapter I presented was about student interest and its connection to differentiation and student learning. This presentation highlighted the need to provide different learning activities to meet the needs of diverse learning styles and interests. We used Projeqt, Wordpress, and a Google survey to meet the various needs of learners for this lesson. Students also had iPads to access the web for additional resources during the lesson when directed. We accounted for needs of diverse learners by keeping groups small, doing large and small group discussion, students who did not like using iPads could bring their own devices. After the presentation was over we directed the audience to the Google survey to evaluate our strategies and learning activities. As a result, this helped us to reflect and create more effective and personalized learning opportunities for future presentations.
Evidence 2.C
d. 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
This case analysis was from Mr. Burton's class of 25 fourth graders who were learning about angles and rays. Mr. Burton wanted his students to be able to draw and identify all types of angles and rays. He wanted to incorporate technology into this lesson and to engage his students and not solely relying on a verbal explanation of the concept. This case displays the standards, goals, needs, options, sequence and reflection of selected options. All the options listed in this case analysis involved technology in some way, the technology was then used as a way to help the students learn and also used assessments from students' original creations. This allowed the teacher to focus on the many individual needs and learning styles in the classroom. This case included formative and summative assessments students worked on. There were multiple steps in the sequence to complete the learning standard and students received formative assessment feedback that helped them see how they were doing before they took a summative assessment.
Evidence 2.D
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 are required to model "digital age work" in the classroom. Furthermore, good digital citizenship outside the classroom should be addressed for life-long learners. It is essential that teachers are able to access a variety of ever-changing digital tools to facilitate there work, This requires teachers to be curious digital learners and be able to share their knowledge in a variety of ways. They must have an appetite for learning about the capabilities of digital tools in the educational arena.
a. “Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations”
An informed and prepared education must keep up to date with technology. One way I keep current and improve my digital fluency is by seeking out educational opportunities digitally. I used lynda.com the training website to learn about Google apps for education, this is a technology system commonly used among schools and is important that I understand how it can best be used. I did a two-hour training in on this topic among others. I was able to connect information I already knew about Google apps to new components and capabilities that I was unaware of. To become familiar with new technologies and situations I learned I simply need to seek out educational opportunities to acquire that knowledge.
Evidence 3.A
b. Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation
The teacher website that I created has a variety of tools and resources for students, peers, parents and community members. The site has a page for materials, assessment, technology resources, projects, collaboration, calendar and much more. Students gain valuable resources on this site , the technology resources allow for students to use efficient and effective resources in the form of digital tools. There are guided steps for how to use the tools and students gain knowledge of technology that they would not gain on their own. This site also showcases my fluency in technology systems and knowledge of new technologies.
Evidence 3.B
c. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats
This is a video about technology in the classroom using YouTube to display the video, the story is about two different teachers who have different perspectives about technology use in the classroom. The story describes the pros of having technology in the classroom and how all teachers can incorporate it. The very popular digital tool YouTube is being used to convey relevant information to parents, peers, and students about why we use technology in the classroom and what needs current needs it is catering to.
Evidence 3.C
d. “Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning”
To meet this standard I created a video about the SAMR model. The SAMR model is a method for assessing instructional technology in the classroom. The SAMR model is something that I consider before choosing a technology tool in the classroom. I used a website to create the video and then shared the video on Youtube. This is can also be done by students. The information in the SAMR model is researched based by Dr. Ruben Puentedura.
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
Leading by example allows teachers to model for students what digital citizenship and responsibility look like. This also requires connecting specific local and global societal issues to digital citizenship by finding ways to make the information relevant in the classroom. Legal and ethical behavior is simple to me, if you would not share your practices publicly, then you should reconsider what you are doing. I believe in a high level of transparency with coworkers, superiors, students, and parents this can prevent unethical behavior from happening in the first place.
a. 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
This is a very large sub-standard and covers a multitude of topics relating to ethical and legal uses of technology. I model and teach safe and legal use of technology every time I use it in the classroom. This may be as simple as discussing why we cite our sources or how to search the internet safely. Before sending students out to use any digital tool to gather information I first model for them the steps I take to make sure I am harvesting information in a safe and legal way. Intellectual property is a growing topic in education, this is something students need to grasp early on, students must understand that the material they use in their projects and presentation must come from them or be cited, some material on the web cannot be reproduced at all and this requires educators to think carefully about the searching framework they are providing for their students. To show I have met this requirement my evidence is a lesson plan for a 4th Grade Civil War project, students begin creating storyboards for a digital presentations they will make a on Shadow Puppet. Shadow Puppet is a video creation tool that lets students search filtered and scholarly search engines. This was important for a young age group because letting them loose on the web would be overwhelming and dangerous for them. An important part of the lesson is for students to properly cite their sources. Image sources are automatically included at the end of the presentation on Shadow Puppet, this is something we discuss during the lesson.
Evidence 4.A
b. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources
I created a page on a class website for the book, Differentiation and The Brain this book is all about learner-centered strategies and how to captivate and engage students. This book also focuses on making learning equitable and achievable for all types of learners with attention paid to differing needs. This book also provides important information for making learning relevant and accessible to all types of learners. Accessible digital tools and resources are out there, however, this require teachers to be proactive and anticipate the types of tools that will meet the needs of their students. This website provides links to a variety of tools to differentiate.
Evidence 4.B
c. Promote and model digital etiquette and responsible social interactions related to the use of technology and information
I created a Prezi that addresses digital etiquette and responsible online social interactions. I think it is important students know that there are consequences for what they do online just like what they do face-to-face. My presentation focuses on the idea of having a digital reputation and all the factors that contribute to one's identity online. One focus in the presentation centers around what type of information is safe to share online and what information is not safe to share online. I model appropriate etiquette during all my online interactions, all of my work on this portfolio demonstrates the same standards and responsibility I expect students to have. I also included a presentation I created on cyberbullying and what students, teachers, and parents can do to prevent this type of harassment.
Evidence 4.C
d. Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital age communication and collaboration tools
I created a presentation on the digital divide among different groups of people. This presentation is something I would share with students and colleagues to help them think about global issues that surround technology and how we can work to combat such issues. For this substandard I also included a tool I used in the classroom during student teaching. At my placement school we had students from all over the world, including a large number from China. One of my Chinese students wanted to communicate with students back in his old 4th grade class in China. We utilized Google translate to share short messages back a forth together through email. This was a starting point for making the classroom more global and engaged with other cultures through use of technology.
Evidence 4.D
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.
To me this means that as a professional I take my job seriously in making strides towards advancement in technological skills and leadership throughout the community. This also means taking advantage of educational opportunities and resources as a life long learner. This also means leading by example and showing parents, students, colleagues, and the community the steps I am taking to improve continually improve the classroom.
a. Participate in local and global learning communities to explore creative applications of technology to improve student learning
I am a member of the Flipped Classroom Network, after reading a book on flipping the classroom I became interested in connecting with educators both locally and globally. I found this professional network to be extremely friendly and open to answering any questions and discussing current issues and topics surrounding the flipped classroom. I stay active in this group by reading the monthly newsletters and checking out resources that other educator have posted. I also joined the networks Facebook group this way if I need to direct a question to one particular person in the group I can communicate more easily.
Evidence 5.A
b. 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
This is something I am working on developing, I have been lucky to have had the opportunity to work among some great professional communities already. I wrote a mock blog of something I may share with other teachers looking to improve their technology skills in the classroom. This blog post is is advice for other teachers that want to implement technology in the classroom.
Evidence 5.B
c. 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
I wrote a blog after looking closely at the TPACK and SAMR models. These are both popular models for directing technology in an educational setting. There are many factors that go into both model, I believe both models can be helpful to schools in guiding their use of emerging digital tools. I explain in my blog post upon close evaluation and analysis which model I believe to be more effective for school use and overall student learning.
Evidence 5.C
d. Contribute to the effectiveness, vitality, and self renewal of the teaching profession and of their school and community
I created a professional development workshop all about reinventing the classroom with existing technology. Throughout my different classroom placements, I observed many teachers using technology tools but not all harnessing the power of the tools in their instruction. This workshop would help contribute to the vitality of a professional community by encouraging growth and dialogue within existing contexts.
Evidence 5.D
As a teacher I use my knowledge of content and how students learn to help them both inside the classroom and outside. This allows me to help them construct meaning from new information in inventive ways in the classroom and at home through the virtual interface. As educators we use our knowledge in all areas of teaching to create opportunities for students to utilize creativity during learning activities.
a. Promote, support, and model creative and innovative thinking and inventiveness
During a field placement two years ago I was given an opportunity to work at Bloomington's Project School in a split 2nd/3rd grade classroom. At this placement I had the chance to help students compile their research on the origins on Bloomington into one digital book using Apple's iBooks. I had the students transfer what they had written on paper on their topic to a google doc that had all of their topics organized with a table of contents. Since the students were so young a tool like iBooks would have been difficult for them to maneuver on their own, so Google docs gave them the ability to digitize their research which then I placed into the iBook. I modeled for the students what a page from the iBook would look like then they had to think about what information they wanted to put where and what would make sense. I linked a reflection of the field experience and iBook creation process, I was unable to attach the iBook because of legal reasons.
Evidence 1.A
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
This is a class collaboration project ideal for a third grade classroom. This project is on the Civil War timeline and students must work together to include all important dates, descriptions, pictures, and regions on the historic event. This project works to accomplish full understanding of Standard (3.1.5) Social Studies. The teacher will create an online network for the classroom, each student signs up individually and designs his or her own personal account to access the site and display his/her own creativity and inventiveness. The student will add information to the Edmodo account and all the students can combine their information on the topic. The students can also take quizzes and tests on the site the teacher creates. This relates to this ISTE standard because it facilitates an in depth lesson in both virtual and face-to-face environments, doing so while on Edmodo and while in the classroom discussions. The online work prepares students for the classroom discussion. They have had time to think about the topic and share ideas online, then those thoughts and comments can be developed and scaffolded by the teacher during whole-class or small-group discussions.
Evidence 1.B
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
This is a WebQuest on shapes made for kindergarten curriculum, the activities are self-guided for the students, and the individual sets his/her own pace for completion. There are a multitude of fun activities to complete. Once completed the students will have a full understanding of Geometry K.4.2: Compare and sort common objects by position, shape, size, roundness, and number of vertices. (Core Standard). The students go through an online learning experience facilitated by the instructor, all the learning is done at the individual student's learning pace and the student may be inventive as he/she creates the final product.
Evidence 1. C
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
This is a collaborative educator and classroom site for making wikis and sharing new ideas and finding valuable curriculum material for teachers and students to be up-to-date on the best teaching practices. The teacher can create a wiki space and then add student work or use effective ideas or materials from other teachers who share their successful strategies with the site. This is a clear demonstration of this standard, the students participate in an online forum, contributing their own thoughts and displaying their creativity.
Evidence 1.D
2. Design and develop digital age learning experiences and assessments: Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the Standards.
I think of teachers as inventors, they must think creatively about developing authentic learning opportunities and then analyze them to see that they are fully utilizing the current tools to best assess student learning. This means that educators are always incorporating new assessments and instructional tools into their teaching to guarantee that students are receiving the best learning opportunities and evaluation. When students are provided with the best tools available by informed educators they are aligned to develop knowledge, skill, and attitudes necessary to flourish as a digital age learner.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
Using InspireData It was possible to look at data collected from elementary students, then easily format graphs and show relationships. Young audiences can use the computer program to make graphing digitally accessible without being overly complicated. The students can tinker with the graphs and use their creativity to see what different components look like when visually compared to each other. The students gain a better understanding of how data is used to make informed decisions and allows us to visually interpret the data. Furthermore, students can discover how graphed data can sometimes be misleading.
Evidence 2.A
b. 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
This is a rubric attached for one of the graded pieces of work in Case Analysis one and two, this allows for the students to see and understand what they are being graded on. Students can assess themselves and make improvements and see if they are accomplishing what is intended. Students can set their own educational goals and decide how well they met those goals. Therefore, with the iRubric nothing unexpected is in their summative assessment. When students have a clear understanding of the expectations of what is essential in a project they are able to be creative and take ownership of their own learning.
Evidence 2.B
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
This is a presentation over a chapter from the book Differentiation and The Brain, the chapter I presented was about student interest and its connection to differentiation and student learning. This presentation highlighted the need to provide different learning activities to meet the needs of diverse learning styles and interests. We used Projeqt, Wordpress, and a Google survey to meet the various needs of learners for this lesson. Students also had iPads to access the web for additional resources during the lesson when directed. We accounted for needs of diverse learners by keeping groups small, doing large and small group discussion, students who did not like using iPads could bring their own devices. After the presentation was over we directed the audience to the Google survey to evaluate our strategies and learning activities. As a result, this helped us to reflect and create more effective and personalized learning opportunities for future presentations.
Evidence 2.C
d. 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
This case analysis was from Mr. Burton's class of 25 fourth graders who were learning about angles and rays. Mr. Burton wanted his students to be able to draw and identify all types of angles and rays. He wanted to incorporate technology into this lesson and to engage his students and not solely relying on a verbal explanation of the concept. This case displays the standards, goals, needs, options, sequence and reflection of selected options. All the options listed in this case analysis involved technology in some way, the technology was then used as a way to help the students learn and also used assessments from students' original creations. This allowed the teacher to focus on the many individual needs and learning styles in the classroom. This case included formative and summative assessments students worked on. There were multiple steps in the sequence to complete the learning standard and students received formative assessment feedback that helped them see how they were doing before they took a summative assessment.
Evidence 2.D
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 are required to model "digital age work" in the classroom. Furthermore, good digital citizenship outside the classroom should be addressed for life-long learners. It is essential that teachers are able to access a variety of ever-changing digital tools to facilitate there work, This requires teachers to be curious digital learners and be able to share their knowledge in a variety of ways. They must have an appetite for learning about the capabilities of digital tools in the educational arena.
a. “Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations”
An informed and prepared education must keep up to date with technology. One way I keep current and improve my digital fluency is by seeking out educational opportunities digitally. I used lynda.com the training website to learn about Google apps for education, this is a technology system commonly used among schools and is important that I understand how it can best be used. I did a two-hour training in on this topic among others. I was able to connect information I already knew about Google apps to new components and capabilities that I was unaware of. To become familiar with new technologies and situations I learned I simply need to seek out educational opportunities to acquire that knowledge.
Evidence 3.A
b. Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation
The teacher website that I created has a variety of tools and resources for students, peers, parents and community members. The site has a page for materials, assessment, technology resources, projects, collaboration, calendar and much more. Students gain valuable resources on this site , the technology resources allow for students to use efficient and effective resources in the form of digital tools. There are guided steps for how to use the tools and students gain knowledge of technology that they would not gain on their own. This site also showcases my fluency in technology systems and knowledge of new technologies.
Evidence 3.B
c. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats
This is a video about technology in the classroom using YouTube to display the video, the story is about two different teachers who have different perspectives about technology use in the classroom. The story describes the pros of having technology in the classroom and how all teachers can incorporate it. The very popular digital tool YouTube is being used to convey relevant information to parents, peers, and students about why we use technology in the classroom and what needs current needs it is catering to.
Evidence 3.C
d. “Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning”
To meet this standard I created a video about the SAMR model. The SAMR model is a method for assessing instructional technology in the classroom. The SAMR model is something that I consider before choosing a technology tool in the classroom. I used a website to create the video and then shared the video on Youtube. This is can also be done by students. The information in the SAMR model is researched based by Dr. Ruben Puentedura.
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
Leading by example allows teachers to model for students what digital citizenship and responsibility look like. This also requires connecting specific local and global societal issues to digital citizenship by finding ways to make the information relevant in the classroom. Legal and ethical behavior is simple to me, if you would not share your practices publicly, then you should reconsider what you are doing. I believe in a high level of transparency with coworkers, superiors, students, and parents this can prevent unethical behavior from happening in the first place.
a. 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
This is a very large sub-standard and covers a multitude of topics relating to ethical and legal uses of technology. I model and teach safe and legal use of technology every time I use it in the classroom. This may be as simple as discussing why we cite our sources or how to search the internet safely. Before sending students out to use any digital tool to gather information I first model for them the steps I take to make sure I am harvesting information in a safe and legal way. Intellectual property is a growing topic in education, this is something students need to grasp early on, students must understand that the material they use in their projects and presentation must come from them or be cited, some material on the web cannot be reproduced at all and this requires educators to think carefully about the searching framework they are providing for their students. To show I have met this requirement my evidence is a lesson plan for a 4th Grade Civil War project, students begin creating storyboards for a digital presentations they will make a on Shadow Puppet. Shadow Puppet is a video creation tool that lets students search filtered and scholarly search engines. This was important for a young age group because letting them loose on the web would be overwhelming and dangerous for them. An important part of the lesson is for students to properly cite their sources. Image sources are automatically included at the end of the presentation on Shadow Puppet, this is something we discuss during the lesson.
Evidence 4.A
b. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources
I created a page on a class website for the book, Differentiation and The Brain this book is all about learner-centered strategies and how to captivate and engage students. This book also focuses on making learning equitable and achievable for all types of learners with attention paid to differing needs. This book also provides important information for making learning relevant and accessible to all types of learners. Accessible digital tools and resources are out there, however, this require teachers to be proactive and anticipate the types of tools that will meet the needs of their students. This website provides links to a variety of tools to differentiate.
Evidence 4.B
c. Promote and model digital etiquette and responsible social interactions related to the use of technology and information
I created a Prezi that addresses digital etiquette and responsible online social interactions. I think it is important students know that there are consequences for what they do online just like what they do face-to-face. My presentation focuses on the idea of having a digital reputation and all the factors that contribute to one's identity online. One focus in the presentation centers around what type of information is safe to share online and what information is not safe to share online. I model appropriate etiquette during all my online interactions, all of my work on this portfolio demonstrates the same standards and responsibility I expect students to have. I also included a presentation I created on cyberbullying and what students, teachers, and parents can do to prevent this type of harassment.
Evidence 4.C
d. Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital age communication and collaboration tools
I created a presentation on the digital divide among different groups of people. This presentation is something I would share with students and colleagues to help them think about global issues that surround technology and how we can work to combat such issues. For this substandard I also included a tool I used in the classroom during student teaching. At my placement school we had students from all over the world, including a large number from China. One of my Chinese students wanted to communicate with students back in his old 4th grade class in China. We utilized Google translate to share short messages back a forth together through email. This was a starting point for making the classroom more global and engaged with other cultures through use of technology.
Evidence 4.D
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.
To me this means that as a professional I take my job seriously in making strides towards advancement in technological skills and leadership throughout the community. This also means taking advantage of educational opportunities and resources as a life long learner. This also means leading by example and showing parents, students, colleagues, and the community the steps I am taking to improve continually improve the classroom.
a. Participate in local and global learning communities to explore creative applications of technology to improve student learning
I am a member of the Flipped Classroom Network, after reading a book on flipping the classroom I became interested in connecting with educators both locally and globally. I found this professional network to be extremely friendly and open to answering any questions and discussing current issues and topics surrounding the flipped classroom. I stay active in this group by reading the monthly newsletters and checking out resources that other educator have posted. I also joined the networks Facebook group this way if I need to direct a question to one particular person in the group I can communicate more easily.
Evidence 5.A
b. 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
This is something I am working on developing, I have been lucky to have had the opportunity to work among some great professional communities already. I wrote a mock blog of something I may share with other teachers looking to improve their technology skills in the classroom. This blog post is is advice for other teachers that want to implement technology in the classroom.
Evidence 5.B
c. 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
I wrote a blog after looking closely at the TPACK and SAMR models. These are both popular models for directing technology in an educational setting. There are many factors that go into both model, I believe both models can be helpful to schools in guiding their use of emerging digital tools. I explain in my blog post upon close evaluation and analysis which model I believe to be more effective for school use and overall student learning.
Evidence 5.C
d. Contribute to the effectiveness, vitality, and self renewal of the teaching profession and of their school and community
I created a professional development workshop all about reinventing the classroom with existing technology. Throughout my different classroom placements, I observed many teachers using technology tools but not all harnessing the power of the tools in their instruction. This workshop would help contribute to the vitality of a professional community by encouraging growth and dialogue within existing contexts.
Evidence 5.D