EDUC – 5373 Week 3 Blog

 

 EDUC – 5373              Week 3 Blog

 

 Innovative teaching approaches are one of the best practices that support the learning gains from educational research that are reflected in the ISTE educator standard, learner 2.1, in utilizing technology. When educators consistently participate in technology professional development, they will be equipped and competent to integrate technology into curriculum instruction as they collaborate on their creativity, critical thinking, and problem-solving skills to enable students to be successful.  As students are engaged with differentiated technology-integration content tasks to maximize their learning experiences, the different learning styles of the students are being met, hence positively impacting their learning gains.

Teacher collaboration practice educator standard 2.4 collaboration supports student success in that educators can apply technology methods that work and implement them within their classrooms. Providing opportunities for students learning to be extended beyond the classroom,and engage in real- world activities.                                                                                                                                                                  Student ownership of learning practices, which is reflected in the educator standard facilitator 2.6, is imperative for the educators to plan intentionally by integrating various technologies for students to use independently or in groups to investigate different content and present their findings. Giving students autonomy of their learning as well as choices in the type of technology used will motivate them to complete tasks effectively, enhance their confidence, and promote comprehension.

Based on the study conducted by Gonzales (2019), equity, inadequate professional development, lack of informed leadership, teachers’ resistance, and school infrastructure and sustainability are challenges that school leaders encounter as they serve as technology leaders in one-to-one computer initiative. Conducting continuous professional development with educators on classroom technology integration and instructional benefits is one way to address the challenges in the technology vision and goals.

Additionally, ensuring equity by providing all students with access to digital learning resources both in and outside of school, especially in the homes of students who experience a digital access divide due to social factors.

Ensuring that the school infrastructure and computer sustainability are functional and operational, including reliable broadband connection, computer distribution, finance, and maintenance, is scheduled for services.

All components of the ISTE Education Leader Standards 3.2 Visionary Planner will provide guidance for the technology integration lead team by enabling us to have dialogue with stakeholders and incorporate their ideas into the plan. Additionally, evaluating the pilot phases in which the integration plan will be implemented at the grade level will provide data to inform the decision to enhance learning (International Society for Technology in Education, 2017).

ISTE Education Leader Standards 3.5 Connected Learner, will be used to guide the team in providing ongoing technology integration professional development, teacher collaboration in sharing best practices, innovative strategies that work surveys for reflective practices, and feedback.  In addition, ISTE Education Leader Standards 3.4 Systems Designer provide support in ensuring the sustainability of the infrastructure resources, guidance to inform educators about computer equity and policy guidelines for use within the classroom, and for making connections with schools that share similar vision and have success (International Society for Technology in Education, 2017).

Highlighted below are the ways in which the ISTE standards for students, educators, and Education leaders will be used to collaborate with stakeholders to develop a Technology Vision and Goals to address digital inequity in the school community.

ISTE student standards 1.1 Empowered Learner: will be addressed with stakeholders to ensure all students are engaged in digital literacy with fundamental skills of computer usage and software applications. This will ensure their competence in utilizing various features that will enhance their learning experience.

ISTE Educator standard 2.5 Designer: 2.5.c Innovative, Equitable Learning Environments ensures that technology resources and instructions are created and used effectively to cater to meet the diverse learning needs of all students, thus providing an equitable learning community.

ISTE Education Leader standard 3.1 Equity and Citizenship Advocate highlights equity in supply and access of devices and inclusivity of how technology is used to ensure that the classroom community fosters a sense of belonging.

The ISTE Essential Conditions are imperative to support the technology integration plan because they serve as a guideline to ensure that a vision is executed for purpose, establishing expectations, benefits, and success.  Going through the implementation process, the plan will enable the team to evaluate and assess all the digital infrastructure.

Providing equitable access to all digital learning resources, students will be engaged with technology to create authentic learning experiences.  Educators will be engaged in professional development to develop technology competence and align high-quality content with standards for instructional success.

Incorporating the ISTE standards and essential conditions will definitely have a positive impact on the technology integration plan within the school community.

 

References

Crompton, H. (2023). Evidence of the ISTE standards for educators leading to learning gains. Journal of Digital Learning in Teacher Education, 39(4), 201-219. 

https://doi.org/10.1080/21532974.2023.2244089

            International Society for Technology in Education. (2017). ISTE standards for students. ISTE. https://www.iste.org/standards/iste-standards-for-students

Gonzales, M. M. (2020). School technology leadership vision and challenges: Perspectives from American school administrators. International Journal of Educational Management, 34(4), 697-708.  https://www.researchgate.net › publication › 33798127.