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Andrew B., Megan H., Alyssa L., April M., Gabi P.

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Alexander, P. A. (2020). What Research Has Revealed About Readers’ Struggles With     Comprehension in the Digital Age: Moving Beyond the Phonics Versus Whole Language Debate. Reading Research Quarterly, 55, S89-S97.
Chase, Z., & Laufenberg, D. (2011). Embracing the squishiness of digital literacy. Journal of       Adolescent & Adult Literacy, 54(7), 535-537
Leu, D. J., Forzani, E., Burlingame, C., Kulikowich, J., Sedransk, N., Coiro, J., & Kennedy, C. (2013). The new literacies of online research and comprehension: Assessing and preparing students for the 21st century with Common Core State Standards. Quality reading instruction in the age of common core standards, 219-236.

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Collaboration is a major part of digital literacy. Students can use different digital platforms (Padlet, Google Docs, Microsoft teams, etc.) to work with others, dividing the roles and work. Similarly, students can use technology to learn about others background, cultures, beliefs and interact with people around the globe (e.g. epals).

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Once students have their information, whether through their own research or an investigation students designed, they have to communicate the results. When communicating complex ideas, as Alexander (2020) mentions, it is important to ensure that the ideas are made to be too simplistic or not take into account the opposite point of view. Students should be able to show express their ideas in different ways, appropriate to the audience, while citing sources.

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We want students to be "outside of the box" thinkers. Leu et al. (2013) discuss how schools have changed standards because the workplace now wants creative and innovative thinkers/problem solvers. Students can use known technology or learn of new technologies that can help them solve problems. While testing these solutions, students can collect data and information that will lead to key information.

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Alexander (2020) discusses how students have access to so much information but might not really know how to find what they need. Students need to be taught how to find credible sources (through different resources) and evaluate that information (for things such as biases).

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As we all know, or have heard, once it is on the internet, it is there forever. Students need to be explicitly taught safe digital skills, to make sure they are properly using technology. This includes things like not sharing too personal of information, being mindful of their "digital profile", and ensuring to follow copyright laws. One major focus in this category for schools is cyberbullying.

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Standard 1 is all about the student being in charge of their own learning. We see examples of this from Chase & Laufenberg (2011), when they discuss inquiry learning. When students are given a choice in their learning and have to find information themselves, they have more power. Similar to teachers, as Koehler et al. (2014) mention, students must know how to use their technology and constantly be learning/using new technology.

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Some examples of skills that can be used for culturally responsive teaching with technology education would be using programs that would benefit all students based on their prior experiences with it, groups and group work, randomizer for group selection and discussion, setting a basis for the responsibilities that students need, and providing all students with equitable opportunities and assistance.

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Standard 6, creative communicator, encompasses a lot of culturally responsive necessity because students need to communicate and express themselves creatively for a variety of purposes which can be affected by their culture. The teachers would need to set a standard on how to incorporate their cultures into their platforms, tools, styles, and formats to match the goals of the assignments and of their own engagement or culture.

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Another way that culturally responsive teaching fits into the ITSE standards is through standard 7, global collaborator. This whole standard is about using digital tools to broaden perspectives and enrich their learning by collaborating with others. Students can communicate and express themselves differently and using digital tools to connect with others can help others to learn about each other’s cultural differences and how they engage with everything. The teachers would need to set a standard for how to incorporate the student’s cultures into the mutual understanding and collaboration that the students have with the technology and each other.

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A student's culture can encompass so many things that are very important for teachers to understand because they can have direct implications for teaching and learning. Culture affects how students learn, their educational motivation, aspirations, and problem-solving skills. When students are dealing with real-world issues and problems (like with standard 3d) they have to develop ideas and theories to come up with answers and solutions for these problems. They must use their variety of backgrounds and cultures to help solve these problems and help others (Like with standard 7a and 7b). Teachers must think of and incorporate ways to teach the students using culturally responsive strategies to help all students be engaged in the material.

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-Culturally responsive teaching can fit into Technology Education based on the ITSE standards. Culturally responsive teaching is using the cultural characteristics, experiences, and perspectives of ethnically diverse students as outlets for teaching them more effectively.
-Many of the standards including empowered learner, knowledge constructor, innovative designer, computational thinker, creative communicator, and global collaborator incorporate aspects that require culturally diverse and responsive views.
-Every student has a different fund of knowledge that age them in viewing education and issues differently.

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How does culturally responsive teaching fit in?

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How does culturally responsive teaching fit in?

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Where does Critical Digital Literacy fit into the ITSE standards?

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Where does Critical Digital Literacy fit into the ITSE standards?

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How will traditional literacy skills and strategies help students achieve these standards?

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How will traditional literacy skills and strategies help students achieve these standards?

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What new skills and strategies do students need to successfully achieve the standards?

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What new skills and strategies do students need to successfully achieve the standards?

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Standard 7: Global Collaborator

Knowledge on how to use different software to share work with others

Apply what was learned through online research to solve problems

Work and collaborate with others online on collaborative apps (e.g. Padlet, Jamboard, google docs)

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Standard 6: Creative Communicator

Have a knowledge of how to use multiple digital platforms to effectively communicate new ideas

Have the skills to use these digital platforms

Knowledge of the multiple ways to represent information to best reach an audience

Knowing how to communicate new ideas over multiple digital platforms

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Standard 5: Computational Thinker

Use digital sources to support a claim

Locate and identify relevant information on a website with multiple pages

Analyze information from search results to draw a conclusion

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Standard 4: Innovative Designer

Create something digitally to express understanding of a topic (e.g. Powerpoint, video, google form, blog post)

Use information from digital sources to identify problems

Interpret information from multiple, reliable digital sources to learn about possible solutions

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Standard 3: Knowledge Constructor

Gather and synthesize information from multiple online sources

Using search engines to locate relevant information

Knowing how to narrow down search results by doing things like a keyword search or using Ctrl+F to find a specific word on a page

Recognize credible sources based on their domain (.edu, .gov, .org)

Evaluate the author’s point of view in order to determine the accuracy of the information

Move between different genres of digital text

Being able to construct meaning by interacting with multi-modal sources

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Standard 2: Digital Citizen

Self-awareness of their “digital footprint” (knowing how their actions online will represent themselves as well as others)

Being able to evaluate how safe a website is

Have an understanding of how copyright works to be able to use online sources correctly

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Standard 1: Empowered Learner

Connect with others over digital platforms (e.g. emails, commenting on social media, video conferencing)

Knowledge of how to access different digital sources like videos, online articles, and podcasts.

Knowledge of different types of tools for feedback such as spellcheck and accessing peer feedback digitally.

Skills to navigate a website to access the entirety of its information

Understanding of different forms of digital presentation to express learning

Knowing how to access digital tools to meet their needs such as increasing the text size, text to speech, close captions, and changing the contrast.

Using digital tools to increase comprehension like highlighting, note taking, and using an online dictionary

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Students working together and communicating in order to learn about themselves and one another relate to the Global Collaborator category under the ISTE Standards.

Communicating with peers to learn about different cultures and backgrounds

Working as a team to complete inquiry-based projects

Inquiry-based projects should have an element where students are involved in solving issues that are relevant to the students. (Ex: problems in their community)

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Writing workshops allow for students to engage in the Creative Communicator category under the ISTE  Standards.

During a writing workshop students are collaborating with their peers on topics they are researching.

Once students receive feedback from teachers and peers they begin to gather their knowledge in a variety of different ways on different platforms.

Students then publish and present their work to peers

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Students researching topics and constructing ideas/opinions on the topic are engaging in the Knowledge Constructor category under the ISTE Standards.

Constructing knowledge from a variety of reliable resources

Collaborating with peers to gain more insight and connect to their readings

Developing their own arguments/ideas based on what they have researched