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Educators create experiences for learners to make positive, socially responsible contributions and build inclusive communities online.

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Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs.

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Provide alternative ways for students to demonstrate competency and reflect on their learning using technology.

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Dedicate planning time to collaborate with colleagues to create authentic learning experiences that leverage technology.

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2.6.a Foster Student Ownership of Learning

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2.6.a Foster Student Ownership of Learning

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Foster a culture where students take ownership of their learning goals and outcomes in both independent and group settings.

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Set learning goals to apply teaching practices made possible by technology, explore promising innovations, and reflect on their effectiveness.

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Shape, advance and accelerate a shared vision for empowered learning with technology by engaging with education stakeholders.

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2.6a Students work together to program Dash robots in with Ms. Xie.

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Using the AI tool suno.com to support UOI and Mandarin speakers by creating a song in Mandarin about sharing and taking turns.

分享与轮流

https://suno.com/song/457864d3-d23d-4bcd-815b-c02f46d9abcd

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2024.09.10 ISTE 2.5a Using Suno to create song in Mandarin about sharing and taking turns

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2.3.b Evaluate Resources for Credibility

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2.3.b Evaluate Resources for Credibility

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Educators foster digital literacy by encouraging curiosity, reflection, and the critical evaluation of digital resources.

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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.

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2.4.a Middle and High School teachers using planning time to collaborate about the creation of online activities and the use of AI.

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2.6.b Foster Classroom Management of Tech

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2.6.b Foster Classroom Management of Tech

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Manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on makerspaces and in the field.

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Pursue professional interests by creating and actively participating in local and global learning networks.

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Advocate for equitable access to technology, high-quality digital content, and learning opportunities to meet the diverse needs of all students.

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2.6.b Grade 1 Teachers implement Boom Learning digital classrooms for organized, impactful learning activities on school iPads.

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2.3.c Model Safe, Legal, Ethical Practices

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2.3.c Model Safe, Legal, Ethical Practices

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Educators mentor students in safe, legal, and ethical practices with digital tools and content.

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2.5.b Design Authentic Learning Activities

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2.5.b Design Authentic Learning Activities

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Educators design authentic learning activities that align with educational standards and use digital tools and resources to maximize learning.

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Use assessment data to guide progress and communicate with students, parents and education stakeholders to build student self-direction.

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2.6.c Teach Computational and Design Thinking

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2.6.c Teach Computational and Design Thinking

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Create learning opportunities that challenge students to use a design process and computational thinking to innovate and solve problems.

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Stay current with research that supports improved student learning outcomes, including findings from the learning sciences.

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Model for colleagues the identification, exploration, evaluation, curation and adoption of new digital resources and tools for learning.

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2.2.c. Kot & Alicia will represent ISNS at the annual ACAMIS ECE Conference in Beijing. Their presentation focuses on play based language learning and includes demos of specific apps and tools in English and Mandarin.

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2024.09.11 ISTE 2.2.c Sharing Digital Resources at ACAMIS ECE Conference

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Model and promote management of personal data, digital identity, and protection of student data.

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2.5.b Example of a real world music task where students have to create music using Garage Band.

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Model and nurture creativity and creative expression to communicate ideas, knowledge or connections.

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2.2.c Evidence of Gloria modeling Moodle. She worked with the group on how to curate and implement the use of this digital resource.

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Apply evidence-based instructional design principles to create innovative and equitable digital learning environments that support learning.

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Collaborate and co-learn with students to discover and use new digital resources, and diagnose and troubleshoot technology issues.

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2.6.d Screenshot of a conversation between colleagues about their use of AI tools to enhance creativity using tech.

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Use collaborative tools to expand students' authentic, real-world learning experiences by engaging virtually with experts, teams and students, locally and globally.

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Demonstrate cultural competency when communicating with students, parents and colleagues, and interact with them as co-collaborators in student learning.

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2.4.d An Early Years student demonstrates her learning via iPad to her parents during PTCs.