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1. Foster students to maintain good relationship among community 

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1. Foster students to maintain good relationship among community 

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Helps students to engage with the world and community through digital world. Opportunities for students to make positive, socially responsible contributions and to engage in empathetic online behaviour that fosters relationships and community.

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Teach students to engage in digital world with protection of intellectual rights and property.

Promoting management of personal date and digital identity

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Shape, advance and accelerate a shared vision

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Shape, advance and accelerate a shared vision

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By engaging with new content and the educational community, teachers are also demonstrating initiative, role modeling, and critical thinking skills for their peers, students, and community. LEADERSHIP doesn’t have to be providing expert level consulting or professional development. It can be as easy as sharing lesson ideas, advancing effective technology use, or promoting universal excellence in practices. Regarding leadership as a position of service rather than authority is essential.

The current COVID-19 crisis has obliged most education systems to adopt alternatives to face-to-face teaching and learning. Many education systems moved activities online, to allow instruction to continue despite school closures.

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Utilizing Learner Element in school during Covid-19 pandemic

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

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By providing access to technology and opportunities for the students, they would be able to meet their diverse needs in order to gain more knowledge or deeper understanding. Teachers should be able to provide students with enough resources to refer for their subjects so that they can do their own research and readings to gain better understanding for the subject. During the COVID-19 crisis, technology is very important for the students to simply join the classes held online. Teachers should be able to provide the students with necessary technology, opportunity and content for them to keep up with the lesson

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a. Dedicate planning time to collaborate with colleagues to create authentic learning experiences that leverage technology. Authentic learning experiences are activities that are based on students' real world experiences or current issues, use real data or work to solve real-world problems. For example, social entrepeneurship which students created a market survey using a Google Form and transfer the data into Google Sheet.

b. Collaborate with students
Teachers co-learn with students and explore together the use of technology to improve the teaching-learning session. For example, learning on how to transfer work from one device to another, troubleshoot when audio or video would not play during online lecture and recognize functional similarities between different devices or software.

c. Utilise collaborative tools in virtual classroom
Collaboration tools can create a space for students to do so, through direct messaging, video conferencing, forums and online group tasks. Ensure the tool has media capabilities for learners to communicate with voice, video, chat, document upload and screen share. Example of collaborative tools are Gather.town, Google slides, and Jamboard.

d. Demonstrate cultural competency when communicating with students, parents and colleagues and interact with them as co-collaborators in student learning.
Teachers are able to communicate with parents, students and colleagues of different races and cultures without showing any prejudice or hate. For example, teachers collaboratively plan a series of virtual chats with a partner school in Indonesia centered on cultural exchange and the principles of effective communication, where they can create an authentic learning experience for the students as well

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

- 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 Analysts standard highlights the importance of planning, measuring and communicating various competencies, assessments and directions.

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

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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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- 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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1. Enhancing the learning process by finding varieties of tools or resources.
Example:
- asking or observing students in using the new technology.
- reading related publications
- explore several apps that can be used for teaching and learning.
- providing motivation through other educators or leaders.

2. Experimenting the new tools
-  Due to the pandemic as students are learning online, this is an opportunity for them to experiment and explore the technology.
- Teachers should allow students to explore and implement the usage of certain new apps such as 'Gather Town' as an exposure.

3. Evaluating
- Teachers can use technology as a platform to evaluate students' performance and assessment.
- Find out if the app is suitable to be used

4. Values
- Teachers needs to provide an activity which is able for students to gain something at the end of the lesson.

5. Practice
- Teachers can provide practice using platforms for students.

6. Adoption of new digital resources.
-  These may include OERs; apps, websites and other software; hardware tools and devices; networked devices and the “Internet of Things;” and emerging pedagogies around digital tools and resources.

Even though students are not able to have a face-to-face learning due to the COVID-19 somehow learning through online has allow students to gain more knowledge in learning through varieties of ways.

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Using the advantage of technology during Covid-19 pandemic.

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Using the advantage of technology during Covid-19 pandemic.

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Teachers can use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs. They can deliver instruction through engaging forms of media, including videos, audio clips, and interactive games. Technology also provides pupils with easy-to-access information, accelerated learning, and fun opportunities to practice what they learn. It enables pupils to explore new subjects and deepen their understanding of difficult concepts.

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Instructional design guiding teachers to create meaningful learning experiences.

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Instructional design guiding teachers to create meaningful learning experiences.

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The teacher will be assisted with the framing of an instructor’s ideas for their class into the shape of the delivery platform, physical or digital. They will watch out for the pupils to create opportunities and motivation for pupils to engage in the community of the classroom.
They must have a natural sense of how pupils will feel about learning of the subject and during pandemics, particularly in the digital space. Teachers as designers play a critical role in “making learning meaningful, not just instructional.”