Technology Enhanced Instruction- DM

Technology Enhanced Instruction

Developing 21st Century Classrooms for 21st Century Students

International Society for Technology in Education

Standards for Students

1. Empowered Learner

Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.

 The most effective way in implementing this standard is to put the learning goals ahead of compliance. Concepts like completion, or extensive, low-level (cognitive) projects are more often associated with compliance, or “doing as you are told” than actual learning. Teachers should focus on students achieving standards-based learning goals, rather than focusing on students “doing the work.” This allows for student empowerment in learning, as students are able to take an active role in their education, rather than a passive “collector of information.”

2. Digital Citizen

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.

 Digital Citizenship is often poorly implemented, both to teachers and students. This is often due to the fact that it is “taught” like a workshop. When this information is presented as a workshop, it is often ignored or not acted upon. Instead, educational communities need to establish a culture of Digital Citizenship; where it is not learned like content, but a part of daily routine.

3. Knowledge Constructor

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.

 In the classroom, this puts students in charge of gathering, and applying information. Often, this is done through research-based projects. Students should also be made aware of quality information, not just easy information. The best place to start with gathering information is to make students look up things they do not know. Students should be encouraged to search for an answer rather than just be given the answer.

4. Innovative Designer

Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.

 Students should be instructed on, and be able to apply the design process. In the classroom, this means that students should be presented with a problem, constraints, and criteria and be able to come up with a solution that meets the specifications.

5. Computational Thinker

Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.

 Students are often presented with simple, one step problems. We are told the research supports the idea that multi-step problems are difficult for the brain to interpret. Yet, this is not how real problems present themselves. As a problem solver, students should be presented with these complex problems and taught how to break them into component parts. Students in the classroom could collect data and apply it to a system. These students can be tasked with finding the missing link in a system, diagnose the issue, and find a solution. These students should also create an automated system of their own to interpret data. Excel spreadsheets and formulas are a great way to show data and automation.

6. Creative Communicator

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.

 Present, Present, Present. Students should present their work through a variety of medias and to a variety of audiences. This could mean speaking to the class about a long thought out presentation, or a quick 2-minute talk on their project. Students should be able to communicate to the teacher or a peer individually and act accordingly and the same in a large group. Students should be able to let their work speak for them as well.

7. Global Thinker

Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.

 New digital tools allow us to not only work with the class down the hall, but the class across the county, state, country, and world. Students should be exposed to these other cultures and ways of thinking. Students can “solve” and discuss global problems, take digital field trips, and collaborate with peers in different areas.

International Society for Technology in Education

Standards for Educators

Differences from Student Standards

Student standards focus on what the students should be able to do

Educator standards are dispositions for effective 21st Century Educators

1. 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.

• Educaters are lifelong learners
• Educators are professionals who are continually looking to improve practice
• In the classroom, this means that I can accept when I do not know everything, but seek to learn more and improve. This also exists outside the educational community

2. Leader

Educators seek out opportunities for leadership to support student empowerment and success and to improve teaching and learning.

• Educators should be leaders amongst peers and the community.
• Educators advocate for their students
• In the classroom, this could involve bringing peers in or showing studnets off. This more affects life outside the classroom where a teacher exists in the professional community and in the local community.

3. Citizen

Educators inspire students to positively contribute to and responsibly participate in the digital world.

• Educators should set an example for students as a positive citizen
• Teachers are the "weather maker" in their classroom and can create an culture of learning and digital citizenship
• In the classroom, teachers model positive traits and promote responsibility
• Students should understand digital responsibility as if it were part of the daily routine.

4. Collaborator

Educators dedicate time to collaborate with both colleagues and students to improve practice, discover and share resources and ideas, and solve problems.

• Teachers should work with peers and studnets in order to create authentic, relevant learning experinces
• Teachers in Science classes could pair with math classes in order to help facilitate transfer of skills. The same science teacher could pair with an english teacher in order to ensure effective writing skills transfer.
• These collaborations could extend to larger, project based learning that connects a variety of content areas, where students need information from all in order to complete the task.
• Educators should be able to collaborate with studnets, and demonstrate an understanding of their cultural background

5. Designer

Educators design authentic, learner-driven activities and environments that recognize and accommodate learner variability.

6. Facilitator

Educators facilitate learning with technology to support student achievement of the ISTE Standards for Students.

7. Analyst

Educators understand and use data to drive their instruction and support students in achieving their learning goals.

Improving Professional Practice

In a Technology-Rich Environment

Legal and Ethical Guides

As more and more technology enters the classroom, the more we must become aware of the legislation that exists to protect these students.

• COPPA-Children's Online Privacy Protection Act (1998)
• FERPA- Family Educational Rights and Privacy Act (20 U.S.C. § 1232g; 34 CFR Part 99) (2015)
• DASA- Dignity for All Students Act (2012)

Discussion

These laws exist to help protect students from potentially harmful or dangerous content and people while under the care of the school district. The school district is responsible for each studnet's safe, productive work environment.

Other legislation, that does not exist to protect students, that we should be aware of is copywright. Often, we find both students and teachers using information or ideas that are protected intellectual property. Studnets, and teachers, plagarizing this work are breaking the law as well as following unethical practices.

Establishing a Culture of Digital Citizenship

Teachers know that students learn by what they see. This is why modeling is such an effective strategy. To establish a culture of digital citizenship, this starts with the teacher as a model. As a teacher creates resources, the teacher should cite all sources, and be sure to show the studnets that the teacher values that process and requires it. This relates back to the dispositions presented in the ISTE-E standards. Teachers should embody the values they seek. Educators should take great care in the information kept about studnets and about themselves. You are your own "PR" representative, it is your chioice how you make yourself look. Studnets see the actions and values of the teacher, and will join on that culture.

The Role of a Technology Change Leader

The change leader is a person that can inspire and assist others. In the integration of technology, the person in this role should be able to encourage both students and peers and be a positive model for digital citizenship. By spreading the understanding behind the concepts of digital citizenship and modeling proper behaviors, the leader can start to establish a culture of digital citizenship, where digital citiznship isn't just a check box on an assignment sheet, but is a daily lifestyle.

Resources

Adams, G., Danielson, C., Moilanen, G., & Association for Supervision and Curriculum Development. (2009). Enhancing professional practice: A framework for teaching. Alexandria, Va: ASCD.

International Society for Technology in Education. International Association for Computing in Education International Council for Computers in Education. (2018). ISTE national educational technology standards (NETS). Eugene, OR :International Society for Technology in Education,

Family Educational Rights and Privacy Act (FERPA). (2015, June 26). Retrieved February 28, 2018, from https://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html

The Dignity for All Students Act (DASA). (2017) Retrieved Februrary 28, 2018, from http://www.p12.nysed.gov/dignityact/

Children's Online Privacy Protection Rule ("COPPA"). (2017) Retrieved Februrary 28, 2018, from https://www.ftc.gov/enforcement/rules/rulemaking-regulatory-reform-proceedings/childrens-online-privacy-protection-rule