iste Standards
1. Facilitate and inspire student learning
and creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
A. Promote, support, and model creative and innovative thinking and inventiveness
The sample lesson plan was written to promote collaboration amongst students through the Edmodo app with support from classroom teacher as well as outside influence of meteorologist and travel agent. Student creativity and inventiveness was promoted through presenting a vacation destination to teachers with support from professionals.
The student blog was a part of our classroom website. The blog was updated weekly by students in the classroom. The blog was used as a tool for students to share what was happening in the classroom each week and share their learning to parents and website visitors.
B. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
Our class took a weedy patch and transformed it into a tulip garden. Parents helped as well. We started by writing letters to our principal asking for permission to utilize the garden. We wrote letters to multiple sources for funding. We were granted with permission and help with all we would need. We wrote thank you notes and began our work. We registered on the website of Journey North before planting our tulips. We were able to keep track of growth, weed our garden, and keep record in our journals and websites. So much time went into this as well as every subject was integrated around this one project using technology as an aid. This was truly a real problem and together we solved it. I will never forget this experience and hopefully my class won't either.
Students will use critical online research skills to compare and contrast two animals/habitat. They will then use multimedia to present to peers and parents. Rubics will be given to guide students’ research from the beginning of the lesson to the end as an evaluation. Live web cams and maps from Journey Northhttps://www.learner.org/jnorth/ will be used to gather data and research as well as other sites in our Moodle classroom. After gathering information, students will interview each other via video and upload videos to Seesaw. This will allow students to share with their parents. (Teacher approved, of course.)
C. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
Students used Google Forms to evaluate their work as well as the work of their classmates. Refections and evaluations were made which allows analyzing learning. Students were able to complete a Google Form evaluation and receive two analyzations from peers. This gave opportunity to assess their own learning and processes as well as toward peers.
Seesaw was used this past year for the first time. It is a great tool to connect with parents and other classmates. Tools are available to show student creativity and processes. Parents were invited and included to see instruction and student samples of work. Other classrooms were included as well.
D. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Links within this lesson plan show collaboration between colleagues who live in different states throughout America. We used Google Hangout for collaboration in a virtual environment. We also built a Wiki Space to show our working progress as one collaborative unit.
This video was made as my first online teaching experience. We taught our colleagues as a mock online classroom using classroom learning objectives. In return, we received feedback and analyzation using digital tools and communication from peers across the country.
2. Design and develop digital age
learning experiences and assessments
Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the Standards•
learning experiences and assessments
Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the Standards•
A. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
I designed a lesson plan for students to analyze and research toys from the past that are still popular today. Students then created their own toy creations and made commercials using Animoto to show throughout our school. Students were able to create commercials using creativity through creation of toys and commercials. This is an example of a creation from a student.
Students create commercials to show creativity with digital tools through Animoto. See commercial example from a student presenting her very own toy invention, using persuasive measures to notice her invention.
B. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
Students used Google Forms to evaluate their work as well as the work of their classmates. Refections and evaluations were made which allows analyzing learning. Students were able to complete a Google Form evaluation and receive two analyzations from peers. This gave opportunity to assess their own learning and processes as well as toward peers.
Kahoot is a great use of technology and a way for students to assess their own progress. Students are able to check their comprehension without being embarrassed if they happen to get the incorrect answer. This is a fun interactive way for everyone to participate and set their own educational goals while assessing their own individual progress and the teacher is able to see individual progress as well as whole group. Part of the lesson plan incorporates Kahoot before and after learning.
C. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
Seesaw was used this past year for the first time. It is a great tool to connect with parents and other classmates. Tools are available to show student creativity and processes. Parents were invited and included to see instruction and student samples of work. Other classrooms were included as well.
This concept map was used for students to generate ideas, brainstorm, more clearly connect thoughts and ideas, and evaluate information. Digital tools are available for student use. I created this concept map to tie teaching, technology, and changing the world together as one map.
D. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards, and use resulting data to inform learning and teaching
Padlet is used as a form of an assessment before instruction, during, and after. It is a great way for students to see others thinking as well as their own. Also a great to use as an exit ticket. Padlet was used in this reading lesson plan to make predictions about what our book was going to be about. After reading we were able to check our predictions and discuss our reading.
Students used journals throughout this learning experience as an ongoing assessment, as well as student built websites, and formal assessments from teacher for integrated subjects such as perimeter and area. Pictures are included in this link as artifacts.
3. Research and information fluency
Students apply digital tools to gather, evaluate, and use information.
A. Plan strategies to guide inquiry
Concept mapping can help students generate ideas, brainstorm, more clearly connect thoughts and ideas, and evaluate information. Digital tools are available for student use. I created this concept map to tie teaching, technology, and changing the world together as one map.
My Action Research Project was concerning homework. My grade level works really well together, sharing ideas, lesson plans, etc. However, two out of the seven of us disagree over giving homework to our third graders. Observation 1- There are those families who have no internet connection at home. Observation 2- Many students do not have access to technological devices, much less internet connection. Assumption- No internet connection from home creates an unequal scenario for those students concerning participation/grades. Questions- Should homework be given according to internet connection at home? If some students have devices/connection and some do not, should the homework be different? Does homework make a difference in student performance.
B. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
Using Audacity, a digital audio tool, students presented educational clips shared amongst peers. We analyzed and gave peer reviews of two colleague's work of how to improve and what we thought was beneficial. Sources were to be cited and credit given for use of another's work.
My learning goals in Digital Media were to explore and learn everything available in the educational technology field from some of the greatest instructors and peers on the planet. I captured this knowledge and now I hope to share it in my classroom in hopes of passing the torch to the leaders of tomorrow, our children. The artifact includes many tools for not only student, but also for peers and colleagues as well.
C. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks
In this link is the process I used to edit my original family photo taken at the Grand Canyon, and pasted it onto the photo taken at Horseshoe Bend in the same trip. It was the only family picture we took the time to make and I was upset to not have one made in front of Horseshoe Bend. So thanks to Photoshop I was able to fix it. The process is included in this project. This tool can be used in numerous ways in educating students using digital tools available in a variety of ways.
This link shows an audio project built using Audacity and Garage Band. These are multiple digital tools that can be used in the classroom in multiple subjects and display a student's abilities and interests.
D. Process data and report results
I created a survey for parents and students to accompany my Action Research Project. Data was collected and results presented to apply to the Action Research Plan.
The following was my Action Research Project and I have the paper attached as an artifact. My grade level works really well together, sharing ideas, lesson plans, etc. However, two out of the seven of us disagree over giving homework to our third graders. Observation 1- There are those families who have no internet connection at home. Observation 2- Many students do not have access to technological devices, much less internet connection. Assumption- No internet connection from home creates an unequal scenario for those students concerning participation/grades. Questions- Should homework be given according to internet connection at home? If some students have devices/connection and some do not, should the homework be different? Does homework make a difference in student performance?
4. Promote and model digital citizenship
and responsibility
Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.
A. Advocate, model, and teach safe, legal,
and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources
Teaching Online Instruction course design required a Team Wiki Project which was very informative for each student through collaboration and research. As a means to display our learning and refer back to it we built a Team Project Wiki for Novice Online Instructors. One part of research dealt with the responsibilities of Copyright and fair use policies. A screen shot has been shared due to the wiki not being allowed to all public users. This will be useful for our future careers as online instructors.
My learning goals in Digital Media were to explore and learn everything available in the educational technology field from some of the greatest instructors and peers on the planet. I captured this knowledge and now I hope to share it in my classroom in hopes of passing the torch to the leaders of tomorrow, our children. The artifact includes many tools for not only student, but also for peers and colleagues as well.
B. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources
Concept mapping can help students generate ideas, brainstorm, more clearly connect thoughts and ideas, and evaluate information. Digital tools are available for student use. I created this concept map to tie teaching, technology, and changing the world together as one map.
A student came to my classroom from China this past year. In one of my classes through Missouri I was able to build video projects to intervene with my student's learning. She was weak in reading due to vocabulary. After using the videos to build her vocabulary, she became a stronger student in the area of reading. This would not have been possible without the help of University of Mizzou Online teaching me the powerful ways technology can be used in and out of the classroom.
C. Promote and model digital etiquette and responsible social interactions related to the use of technology and information
In this project we were required to create a banner and an icon using three images from the image project files of Canvas online. The banner and icon would be designed for a specific purpose for a client who would be building a website for parenting and the influence they have on their children. One image would be for a background and the two other would be overlapping foreground images. The rubric we followed required resizing the background image to 1000 x 400px.
A website built and published to assist students, parents, and fellow educators through the educational journey. Ideas can be shared to others within the teaching profession, as well as information and assistance shared to parents and students.
D. Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital age communication and collaboration tools
This video was made as my first online teaching experience. We taught our colleagues as a mock online classroom using classroom learning objectives. In return, we received feedback and analyzation using digital tools and communcication from peers across the country.
A student came to my classroom from China this past year. In one of my classes through Missouri I was able to build video projects to intervene with my student's learning. She was weak in reading due to vocabulary. After using the videos to build her vocabulary, she became a stronger student in the area of reading. This would not have been possible without the help of University of Mizzou Online teaching me the powerful ways technology can be used in and out of the classroom.
5. Engage in professional growth
and leadership
Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources.
A. Participate in local and global learning communities to explore creative applications of technology to improve student learning
My learning goals in Digital Media were to explore and learn everything available in the educational technology field from some of the greatest instructors and peers on the planet. I captured this knowledge and now I hope to share it in my classroom in hopes of passing the torch to the leaders of tomorrow, our children. The artifact includes many tools for not only student, but also for peers and colleagues as well.
The following was my Action Research Project and I have the paper attached as an artifact. My grade level works really well together, sharing ideas, lesson plans, etc. However, two out of the seven of us disagree over giving homework to our third graders. Observation 1- There are those families who have no internet connection at home. Observation 2- Many students do not have access to technological devices, much less internet connection. Assumption- No internet connection from home creates an unequal scenario for those students concerning participation/grades. Questions- Should homework be given according to internet connection at home? If some students have devices/connection and some do not, should the homework be different? Does homework make a difference in student performance?
B. Exhibit leadership by demonstrating a vision
of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others
of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others
The sample lesson plan was written to promote collaboration amongst students through the Edmodo app with support from classroom teacher as well as outside influence of meteorologist and travel agent. Student creativity and inventiveness was promoted through presenting a vacation destination to teachers with support from professionals.
This video was made as my first online teaching experience. We taught our colleagues as a mock online classroom using classroom learning objectives. In return, we received feedback and analyzation using digital tools and communication from peers across the country.
C. Evaluate and reflect on current research and professional practice on a regular basis to
make effective use of existing and emerging digital tools and resources in support of student learning
make effective use of existing and emerging digital tools and resources in support of student learning
A student came to my classroom from China this past year. In one of my classes through Missouri I was able to build video projects to intervene with my student's learning. She was weak in reading due to vocabulary. After using the videos to build her vocabulary, she became a stronger student in the area of reading. This would not have been possible without the help of University of Mizzou Online teaching me the powerful ways technology can be used in and out of the classroom.
Teaching Online Instruction course design required a Team Wiki Project which was very informative for each student through collaboration and research. As a means to display our learning and refer back to it we built a Team Project Wiki for Novice Online Instructors. One part of research dealt with time management. A screen shot has been shared due to the wiki not being allowed to all public users. This will be useful for our future careers as online instructors.
D. Contribute to the effectiveness, vitality, and self- renewal of the teaching profession and of their school and community
A website built and published to assist students, parents, and fellow educators through the educational journey. Ideas can be shared to others within the teaching profession, as well as information and assistance shared to parents and students. Intermediate Web Development Portfolio shares a different variety of webpages built to share with community, family, students, colleagues, and to the world.
Our class took a weedy patch and transformed it into a tulip garden. Parents helped as well. We started by writing letters to our principal asking for permission to utilize the garden. We wrote letters to multiple sources for funding. We were granted with permission and help with all we would need. We wrote thank you notes and began our work. We registered on the website of Journey North before planting our tulips. We were able to keep track of growth, weed our garden, and keep record in our journals and websites. So much time went into this as well as every subject was integrated around this one project using technology as an aid. This was truly a real problem and together we solved it. I will never forget this experience and hopefully my class won't either.