Jump to: ISTE Standards for Educators | ISTE for Students | InTASC Standards |Template for the reflections
As an educator, you will be required to align your work to many different standards. The table below shows the alignment of the 3 different sets of standards with our assignments. You will be expected to align some of your class projects to only two most representative to your project ISTE standards in a format of a short reflection. Follow the individual assignments for the detailed instructions.
Class Project (Artifacts) ISTE S Standards Indicators ISTE E Standards Indicators InTASC Standards (not required) Thematic Unit 2.1c, 2.4a, 2.5c 3q, 4f,o, 5a,b, j 7a,g h, o, 10 f,r Teacher Website 2.1b, 2.2c, 2.4 c d, 2.5a,c,2 6d, 2.7c 1c; 3a,d,g,m,n; 4f,g; 5c,e; 8g,o; 10d,g,m,o PLN
2.1b, 2.2c Google Classroom 1. 1c 2.5a 2.5c, and 2.6b 3d,m 5c l, 6i,t, ,8o Computer Science 1.1c,d, 1.4a,c, 1.5a,c,d 2.1a, 2.2b,2.4b, 2.5a, b,c 2.6b, c,d, 2.7a Hour of Code 1.5b 1.5.c 4g,h 8r CYOA assignment (CS unit) 1.1 cd, 1.3 acd, 1.4acd, 1.5abcd, 1.6bc 2.1ac, 2.2abc, 2.5abc, 2.6acd, 2.7 1b,d,g, 4l, 5s, 6f, 7c h, 8j Extra Credit 2.1c
The International Society for Technology in Education (ISTE) in an organization provides educational technology resources to support professional learning for educators and education leaders around the world. The ISTE Standards can act as a road map for new innovative educators - YOU!
ISTE Indicators |
| Each ISTE standard has a set of indicators that further define the standard in actionable terms (ex. 2a, 4b...). Select your two standard indicators from the provided standards table. |
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.
Educators seek out opportunities for leadership to support student empowerment and success and 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.
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.
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.
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.
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.
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.
Jump to: Top | ISTE Educators | ISTE Students | InTASC Standards |Template for the reflections
The International Society for Technology in Education (ISTE) in an organization provides educational technology resources to support professional learning for educators and education leaders around the world.
The ISTE Standards for Students are designed to empower student voice and ensure that learning is a student-driven process of exploration, creativity and discovery
Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.
1a Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.
1b Students build networks and customize their learning environments in ways that support the learning process.
1c Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
1d Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.
Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical.
2a Students cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world.
2b Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.
2c Students demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.
2d Students manage their personal data to maintain digital privacy and security and are aware of data-collection technology used to track their navigation online.
Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.
3a Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
3b Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.
3c Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
3d Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.
Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.
4a Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
4b Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.
4c Students develop, test and refine prototypes as part of a cyclical design process.
4d Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.
Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.
5a Students formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions.
5b Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.
5c Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.
5d Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.
Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.
6a Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
6b Students create original works or responsibly repurpose or remix digital resources into new creations.
6c Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.
6d Students publish or present content that customizes the message and medium for their intended audiences.
Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.
7a Students use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning.
7b Students use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.
7c Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.
7d Students explore local and global issues and use collaborative technologies to work with others to investigate solutions.
Jump to: Top | ISTE Educators | ISTE Students | InTASC Standards | Template for the reflections
Reflection Guideline template
(to be submitted in the assignment dropbox):
Some assignments will require the submission of written reflections. When prompted, align your project to at least two most relevant to your project standards from ISTE-S or ISTE-E
Follow these prompts:
- URL address or code (depend on an assignment)
- Grade level: ___
- Unit Theme: __
- I CAN statements: __
- ISTE-S or ISTE-E Standards Alignment #1 :
- I designed this project to support the indicator # ___from standard #___ , by__ (Explain how you designed your project to address this standard) and indicator
- ISTE-S or ISTE-E Standards Alignment #2 :
- I designed this project to support the indicator # ___from standard #___ , by__ (Explain how you designed your project to address this standard and indicator)
Jump to: Top | ISTE Educators | ISTE Students |
InTASC Standards
(We will not ask you to reflect on these standards, but as you progress through the phases of the teacher education program you may need to reflect in some point on how your work in this course helped you achieve them)
Ten standards, based upon the Interstate Teacher Assessment and Support Consortium (InTASC), were selected by COE because of their general application to all teachers at all levels Pre-K through grade 12. For more information, including the specific indicators for each InTASC standard, download the full document with InTASC Model Core Standards and Learning Progression for Teachers (PDF)
The standards have been grouped into four general categories to help users organize their thinking about the standards:
The Learner and Learning:
Standard #1 LEARNER DEVELOPMENT:
The teacher candidate understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.Standard #2 LEARNING DIFFERENCES:
The teacher candidate uses understanding of individual differences and
diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.Standard #3 LEARNING ENVIRONMENTS
The teacher candidate works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.Content Knowledge:
Standard #4 CONTENT KNOWLEDGE:
The teacher candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.Standard #5 APPLICATION OF CONTENT:
The teacher candidate understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.Instructional Practice:
Standard #6 ASSESSMENT:
The teacher candidate understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher's and learner's decision making.Standard #7 PLANNING FOR INSTRUCTION:
The teacher candidate plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.Standard #8 INSTRUCTIONAL STRATEGIES:
The teacher candidate understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.Professional Responsibility:
Standard #9 PROFESSIONAL LEARNING AND ETHICAL PRACTICE:
The teacher candidate engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.Standard #10 LEADERSHIP AND COLLABORATION:
The teacher candidate seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.Jump to: Top | ISTE Educators | ISTE Students | InTASC Standards |Template for the reflections