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

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

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

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Educators:

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4a:
Dedicate planning time to collaborate with colleagues to create authentic learning experiences that leverage technology.

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4b:
Collaborate and co-learn with students to discover and use new digital resources and diagnose and troubleshoot technology issues.

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4c

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

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

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4d:
Demonstrate cultural competency when communicating with students, parents and colleagues and interact with them as co-collaborators in student learning.

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

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A leader is someone who can see how things can be improved and who rallies people to move toward that better vision. Leaders can work toward making their vision a reality while putting people first. Just being able to motivate people isn't enough — leaders need to be empathetic and connect with people to be successful.

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Educators continually improve their practice by learning from and with others and exploring proven and promising practices that leverage technology to improve student learning

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Educators continually improve their practice by learning from and with others and exploring proven and promising practices that leverage technology to improve student learning

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

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The Facilitator standard motivates instructors to become more knowledgeable about the abundant technological peak resources that can be used to acquire greater knowledge in effective, simple and at times fun activities.

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

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1.    Set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness.

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

3. 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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This standard is essential for the students depending on what is prepared for them by their teachers.

Undoubtedly, the educator's efforts to provide the students with this information will be rewarded by the

optimal results that he or she will obtain from them.

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Digital citizenship goes beyond conversations about personal responsibility. It is about being active citizens who see possibilities instead of problems, and opportunities instead of risks as they curate a positive and effective digital footprint.

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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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Quizziz to personalize student's learning experience

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Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning.

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James Cook University - Faculty of Arts, Education and Social Sciences

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Problem-solving, critical thinking, effective communication, collaboration, self-direction and belief.

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Explore and apply instructional design principles to create innovative digital learning environments that engage and support learning.

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The Evolution of ISTE Standards for Learners

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The Evolution of ISTE Standards for Learners

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1998 (Learning to use technology)
2007 (Using technology to learn)
2016 (Transformative learning with technology)

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Examples that can be implemented in class

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Examples that can be implemented in class

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- Make learners aware of the teacher's goals for the class, the unit and the lesson. Also, make them aware of what they will be able to do with the different technological resources that the teacher is going to present during the lesson, why he/she uses them, and what he/she expects them to learn from these activities and materials.

- Find out about the students’ goals and try to address those. When possible, select innovative technological tools that match the students' interests and use activities that are congruent with the students' goals.

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Using technology to make the community better.

Engaging respectfully online with people who have different beliefs.

Using technology to make the voice heard by public leaders and shape public policy.

Determining the validity of online sources of information.

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

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a) Create experiences for learners to make positive, socially responsible contributions and exhibit empathetic behavior online that build relationships and community.

b)Establish a learning culture that promotes curiosity and critical examination of online resources and fosters digital literacy and media fluency.

c)Mentor students in safe, legal and ethical practices with digital tools and the protection of intellectual rights and property.

d)Model and promote management of personal data and digital identity and protect student data privacy.

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The New Teacher (Kalantzis & Cope, 2010)

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The New Teacher (Kalantzis & Cope, 2010)

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- takes a greater degree of control of their professional lives, designing learning experiences for

their learners based on broad learning goals and curriculum standards

- is a purposeful learning designer, rather than (just) a curriculum implementer

- is able to ‘let go’, giving learners the space to take greater responsibility in their learning

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Further information for Empowered Learner

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Further information for Empowered Learner

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https://www.youtube.com/playlist?list=PL6aVN_9hcQEFKX-rKzeaCzcFGoSk7XNua

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How to use the standard as a guideline for teaching ?

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How to use the standard as a guideline for teaching ?

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

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Students engage in a turn-based imperialism simulation in which they have authored learning goals for their selected nation state, developed and executed research and simulation strategies via edtech tools, and receive real-time feedback from the teacher via the class learning management system that they use to improve their performance over time.

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

·     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.

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

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The Analyst standard highlights the importance of planning, measuring and communicating various competencies, assessments and direction.

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The Analyst standard highlights the importance of planning, measuring and communicating various competencies, assessments and direction.

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Why is this standard important?

This standard is essential because analyzing is one of the best approaches to teaching. Observing at the results of formative and summative assessments of their students are very powerful tools use for improving instruction and effective outcomes.

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Example of how this standard can be used in the foreign language classroom:

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Example of how this standard can be used in the foreign language classroom:

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Reflective Teaching

1) Educators should pause and reflect on their own teaching to measure if they are truly reaching their goals. If there are areas where the instructor could improve, research or ask other fellow teachers what are the most effective ways that have worked for them.·      2) Analyze your students' results and decide how can you help them reach higher levels of knowledge. Perhaps you need tp change the direction of instruction and  find more effective ways to reach the academic goals set for your students.

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Justification for 2b: How do educators advocate to meet the needs for all students?

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Justification for 2b: How do educators advocate to meet the needs for all students?

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1. Start with the basics—research your student and their families, and respond accordingly
- Don’t assume that because students can see teachers' posts on a website or can access a service that they have uninhibited internet access. Students may be accessing these through inconsistent means, such as a parent’s mobile device that relies on a monthly data plan. Teachers need to be cognizant of how their students and families interact with technology. For example, spend some time at the beginning of the year discovering the digital landscape of the classroom to see if they are accessible to all learning materials online that will be often used.

2. Be proactive in creating lessons and assignments, thoughtfully
- When creating a lesson with technology as an integral piece, be able to explain why that technology is an integral piece and—more importantly—how you are going to accommodate for students without home access. Think carefully before assigning tasks that need to be done at home on a desktop or laptop considering the different experience on a mobile device, and may have limited functionality if the sites weren’t designed with mobile in mind—and that’s assuming that there’s actually mobile access at home. For example, teachers can ask the students to print the worksheet sent through 'WhatsApp' and capture the finished work and send it back through 'WhatsApp' instead of using live worksheet.

3. Put extra effort towards pushing digital literacy
- Basic tips for any classroom in teaching digital literacy are especially important to be aware of when considering students that may be new to the internet in an academic setting. Routine tasks in word processing, web browsing, creating PowerPoints and YouTube videos should be built into classroom procedures at the beginning of the year to accommodate those students that are unfamiliar. For example, spend some time discussing what a credible web page looks like or assign tasks that use these software/applications as to lead them into familiarity of online learning.

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Online teaching not only brings challenges, but also brings a lot of powerful electronic tools to teachers. Discussion boards, pointers, virtual games, text editors, drawing tools, file editors, breakout rooms, or screen sharing tools can all make an online class more interesting and keep the students’ attention. Of course, teachers must first understand how these virtual tools are used and spend time on introducing them to students so that they will feel confident when using them. Teachers can also think about using them to motivate the students to study hard, like using them as a reward. Teachers can observe how the other colleagues  are using tools in conducting their online  teaching sessions and learn more about the tools by reading any related materials. Teachers need to also regularly check all links, resources, modules, and activities. Online content can move or change, which can lead to disengagement. Not to forget to assist students who are having difficulty navigating course links or managing the material spanning across various web page by modelling the process of navigating to websites that are not embedded in the course, and demonstrate how to appropriately manage keeping track of navigation when jumping from site to site.

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Example of Technology to Improve Students Learning 

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Example of Technology to Improve Students Learning 

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KAHOOT!

-The use of Kahoot! has been recognized to improve classroom dynamics and created a safer, more positive learning environment.
- It increases attendance, student participation, engagement, motivation, as well as interaction between students and teachers and students and peers.

QUIZIZZ

- Quizizz allows teacher to conduct assessments, provide homework assignments and many other interactions, in a captivating way for students of all ages.
- It is a  flexible, easy to use, and free game-based learning platform that will be engaging for students and will make learning even more fun!

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How does technology able to empower a shared vision towards educator?
Technology should enhance teacher engagement with students through improved access to content, data and networks, helping teachers better support student learning.

Evidence from around the world shows that, over time, the role of teachers become more central, and not peripheral, as the result of the effective use of EdTech. Technology will replace some of what teachers currently do, while at the same time supporting teachers as they take on new, often more sophisticated duties and responsibilities as a result of technological change. Teachers can be facilitators of learning, part of a learning team, a collaborator with outside expert mentors, a peer mentor to parents, and a team leader on a project-based learning activity, among other roles. At the same time, in those circumstances where there is a scarcity of teachers or where teachers are of ‘low-capacity’, technology can play an important role in assisting learners to, in part, overcome this deficit. Where teachers lack content or pedagogical knowledge, technology can support the use of structured lesson plans or text-based nudges to help build this capacity. Teachers’ use of technology can empower them to leverage an array of resources to provide more focused, and in some cases more personalized, learning to students.

Although there is a vast amount of research about the impact of digital technologies on teaching and learning, the results are hardly conclusive. It is important to look beyond the debate about the effect of generic technology use on learning and open space for better research about the kind of technologies educators are using, why they are using them, and how. A systematic review of the impact of technology on school attainment of 5-18-year old concludes: “There is no doubt that technology engages and motivates young people. However, this benefit is only an advantage for learning if the activity is effectively aligned with what is to be learned. It is, therefore, the pedagogy of the application of technology in the classroom which is important: the how rather than the what. This is the crucial lesson emerging from the research” (Higgins, et al, 2012).

Innovative pedagogical models can support teaching while using technology. For instance, a randomized experiment in South African primary schools concluded that “Virtual coaching al- lowed just one coach to do the same work that three coaches did in the on-site coaching intervention. So virtual coaching has real potential to solve the problem of finding lots of high-quality coaches in low-performing education systems” (Kotze, 2019; Evans, 2018).

Ertmer et a. (2012) remarks that “Teachers’ own beliefs and attitudes about the relevance of technology to students’ learning were perceived as having the biggest impact on their success”. Eickelmann and Vennemann (2017) based on the results from large study conducted by the International Association for the Evaluation of Educational Achievement, they elaborated a typology of teachers with different attitudes towards the potential of ICTs for learning (n=4670). Teacher’s beliefs and attitudes are summarized in five groups: (1) ICT enthusiasts, (2) Partial ICT enthusiasts, (3) Information-focused teachers, (4) Partial doubters with some hope and (5) Absolute doubters who reject the use of ICT in schools. This study opens a necessary perspective regarding how to design policies and strategies to promote digital skills among educators. It also emphasizes the idea that there is not a one size fits all approach to intervention when promoting and facilitating technology adoption among educators.

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1. Jamboard
2. Gather Town
3. Wordwall
4. PowerPoint

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Example of other teacher colleague video that can be observe

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Example of other teacher colleague video that can be observe

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DORAEMON CLASSROOM POWER POINT GAMES - MUCH FUN !!! #permainanpptdalambilikdarjah   #powerpointgames