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 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.
- 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: Symbaloo
Above is the Symbaloo I created during the course of this class. This is a collection of websites and resources that are relevant to my subject matter and education as a whole. I divided up the websites I linked in my Symbaloo separating what the students would use for my class specifically, outside resources as well as resources for myself. This allows the students to be in charge of their own education but I am still involved and providing them with the resources, effectively facilitating their further learning.
Above is the Symbaloo I created during the course of this class. This is a collection of websites and resources that are relevant to my subject matter and education as a whole. I divided up the websites I linked in my Symbaloo separating what the students would use for my class specifically, outside resources as well as resources for myself. This allows the students to be in charge of their own education but I am still involved and providing them with the resources, effectively facilitating their further learning.
Evidence 2: Project Based Learning Lesson Plan
This link leads to a project based learning lesson plan relating to solitary confinement in prisons. It provides the resources needed to gather information about the subject as well as an outline of how the class would go once the students have done their reading. This allows the students to go beyond what they read in the articles given to them and synthesize opinions of their own, improving and questioning what they know. This allows me to provide them with a starting-off point for them to continue to learn.
This link leads to a project based learning lesson plan relating to solitary confinement in prisons. It provides the resources needed to gather information about the subject as well as an outline of how the class would go once the students have done their reading. This allows the students to go beyond what they read in the articles given to them and synthesize opinions of their own, improving and questioning what they know. This allows me to provide them with a starting-off point for them to continue to learn.
Evidence 3: Inspiration Concept Map
This is a brain storm concept map containing ideas about WWII. Through the Inspiration program, I typed up an outline containing the ideas and significant figures of WWII and the program turned it into a concept map. This is a way for students to see and visualize the connections and distinctions between the important factors of the war and put the information together in ways that make sense to them.
This is a brain storm concept map containing ideas about WWII. Through the Inspiration program, I typed up an outline containing the ideas and significant figures of WWII and the program turned it into a concept map. This is a way for students to see and visualize the connections and distinctions between the important factors of the war and put the information together in ways that make sense to them.
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:
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.
Evidence1: Plickers
This is an assessment done in class that allows every student to answer the question and the teacher to see quick results. This is a great, efficient way for the teacher to see what the students understand and what needs a little more time in class. This website is great because it can be used with any grade level in any subject area. It allows the teacher to write their own questions so they can make it as difficult or as simple as they want - and since the type of question isn't limited it even allows the teacher to make opinion questions as well.
This is an assessment done in class that allows every student to answer the question and the teacher to see quick results. This is a great, efficient way for the teacher to see what the students understand and what needs a little more time in class. This website is great because it can be used with any grade level in any subject area. It allows the teacher to write their own questions so they can make it as difficult or as simple as they want - and since the type of question isn't limited it even allows the teacher to make opinion questions as well.
Evidence 2: Powtoon
This website allows me to create a short cartoon on anything I want; in my case, I created a short video about the effects of the Great Depression. This website has a lot of templates but also the option to start from scratch. There are so many ways to construct the cartoon to teach different lessons and it also lets the students manipulate the video so that if they need to pause to write something down or hear something repeated they are able to do so.
This website allows me to create a short cartoon on anything I want; in my case, I created a short video about the effects of the Great Depression. This website has a lot of templates but also the option to start from scratch. There are so many ways to construct the cartoon to teach different lessons and it also lets the students manipulate the video so that if they need to pause to write something down or hear something repeated they are able to do so.
Evidence 3: Station activity
This project is based on documents provided by the teacher and is independent work for the students. The students can work in groups or individually, with teacher's help if needed. This project provides the students with basic information and the invitation to look into the subject further. In addition, they have the opportunity to create graphs with the knowledge they've gained which gives them the chance to look at the information in a new way.
This project is based on documents provided by the teacher and is independent work for the students. The students can work in groups or individually, with teacher's help if needed. This project provides the students with basic information and the invitation to look into the subject further. In addition, they have the opportunity to create graphs with the knowledge they've gained which gives them the chance to look at the information in a new way.
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 exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.
- 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 ISTE Standards Teachers International Society for Technology in Education Effective teachers model and apply the ISTE Standards for Students (Standards•S) as they design, implement, and assess learning experiences to engage students and improve learning; enrich professional practice; and provide positive models for students, colleagues, and the community. All teachers should meet the following standards and performance indicators.
- 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: Smore
Above is the link to an example of a newsletter I could hand out at an open house at the beginning of the year. It has information about myself, the class and ways to contact me. I love this website since it allows me to format the information in a way that best presents the information I'm trying to get across. It allows me to lay out everything about my class in a way that's easy for the parents to see and share with their kids. I can easily change it depending on the class or audience. I also like that it is both online and printable because it allows me to reach the parents in multiple ways.
Above is the link to an example of a newsletter I could hand out at an open house at the beginning of the year. It has information about myself, the class and ways to contact me. I love this website since it allows me to format the information in a way that best presents the information I'm trying to get across. It allows me to lay out everything about my class in a way that's easy for the parents to see and share with their kids. I can easily change it depending on the class or audience. I also like that it is both online and printable because it allows me to reach the parents in multiple ways.
Evidence 2: Google Calendar (Teacher Website)
Above is the link the google calendar that I have on my teacher website. The website was made as if I had a high school history class. The calendar is embedded into the website so that whenever I make changes, the students will be able to see it. It's an effective way to communicate with my students since all the homework and assessments as well as special events are on there so the students always know what is going on in the classroom. It is easily accessible for both the students and the parents so that everyone knows what to expect.
Above is the link the google calendar that I have on my teacher website. The website was made as if I had a high school history class. The calendar is embedded into the website so that whenever I make changes, the students will be able to see it. It's an effective way to communicate with my students since all the homework and assessments as well as special events are on there so the students always know what is going on in the classroom. It is easily accessible for both the students and the parents so that everyone knows what to expect.
Evidence 3: Webquest
This is a link to a webquest I created about the 1920's and today. It contains articles and videos about the subject matter along with a google form that the students are expected to fill out as they go through the sources. I chose this way of conveying the information to the students since it is a simple layout and they are able to go through the resources at their own pace and refer back to them while answering the questions.
This is a link to a webquest I created about the 1920's and today. It contains articles and videos about the subject matter along with a google form that the students are expected to fill out as they go through the sources. I chose this way of conveying the information to the students since it is a simple layout and they are able to go through the resources at their own pace and refer back to them while answering the questions.
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 understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.
- 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: CC License
Creative Commons is a nonprofit organization that allows anyone to copyright and protect their online work. In my case, I can use it for my webquest, teacher website and ePortfolio. My students can easily learn about and utilize CC in order to protect the work they do.
Creative Commons is a nonprofit organization that allows anyone to copyright and protect their online work. In my case, I can use it for my webquest, teacher website and ePortfolio. My students can easily learn about and utilize CC in order to protect the work they do.
Evidence 2: Digital Citizenship Piktochart
This was created using Piktochart, which is similar to Smore, geared towards students. This is an infograph promoting digital citizenship including links to articles and explanations about what it means to be a digital citizen. This lays out for the students the expectations and requirements of having an online presence.
This was created using Piktochart, which is similar to Smore, geared towards students. This is an infograph promoting digital citizenship including links to articles and explanations about what it means to be a digital citizen. This lays out for the students the expectations and requirements of having an online presence.
Evidence 3: Class Expectations
Above is the link to another infograph containing the classroom expectations I would set in a high school class. At this point, I expect the students to understand the basics, with the help of my Piktochart infograph, of smart use of technology. These expectations provide the students more freedom and the ability to try out what they know about being a good digital citizen: I give them that responsibility, trusting that they will use it well.
Above is the link to another infograph containing the classroom expectations I would set in a high school class. At this point, I expect the students to understand the basics, with the help of my Piktochart infograph, of smart use of technology. These expectations provide the students more freedom and the ability to try out what they know about being a good digital citizen: I give them that responsibility, trusting that they will use it well.
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 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.
- 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 4. Contribute to the effectiveness, vitality, and selfrenewal of the teaching profession and of their school and community
Evidence 1: Service Learning Project Planning Sheet
This document shows the planning and developmental process that I went through in order to create a webquest for a teacher in the community. It has my step-by-step planning as well as the information from the teacher that I worked with in order to make something that would best suite the needs of them. Throughout the semester-long process I would continually get feedback from my professor as well as the teacher in the community, providing me with the opportunity to reassess and improve my project in order to create the most effective teaching tool.
This document shows the planning and developmental process that I went through in order to create a webquest for a teacher in the community. It has my step-by-step planning as well as the information from the teacher that I worked with in order to make something that would best suite the needs of them. Throughout the semester-long process I would continually get feedback from my professor as well as the teacher in the community, providing me with the opportunity to reassess and improve my project in order to create the most effective teaching tool.
Evidence 2: Teacher Website
Above is the link to a website I created, pretending to have a high school history class. Within this website I have links to resources, a class calendar, information about myself and resources for the parents. This is an extremely effective way for me to communicate with both my class and the parents. The website is easily changed to fit whatever class I may end up teaching, and as I discover new resources I can go back and improve the website. This way, the website is never finished and always allows for better, more effective education.
Above is the link to a website I created, pretending to have a high school history class. Within this website I have links to resources, a class calendar, information about myself and resources for the parents. This is an extremely effective way for me to communicate with both my class and the parents. The website is easily changed to fit whatever class I may end up teaching, and as I discover new resources I can go back and improve the website. This way, the website is never finished and always allows for better, more effective education.
Evidence 3: ePortfolio
This ePortfolio demonstrates my ability to put together resources and information in a way to convey certain information. It contains all the things future employers made need to know about my ability to work with technology in the classroom and how I continue to improve, change and learn in my ability to do so.
This ePortfolio demonstrates my ability to put together resources and information in a way to convey certain information. It contains all the things future employers made need to know about my ability to work with technology in the classroom and how I continue to improve, change and learn in my ability to do so.