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

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.

- 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.

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

·     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.

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.

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.