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Technology in Teaching and Learning

• Administrators and teachers define standards to guide and help students gain knowledge and skills.
• Standards guide the development for the skills needed for the 21st century.
• The use of technology in education helps students to serve themselves and the world.

ISTE (International Society for Technology in Education)

• ISTE is a non-profit that promotes technology use to support and enhance teaching and learning.
• ISTE has developed three standards for administrators, teachers, and students to establish a better connection and empowerment.

ISTE Standards for Administrators

• Administrators are lead supporters of digital and technology-rich teaching and learning environments.
• Technologies make teaching and learning more engaging, interesting, inspiring, reflecting, and empowering.
• The four components include visionary leadership, digital age learning culture, excellence in professional practice, and systemic improvement

Visionary Leadership

• Visionary leaders inspire and engage stakeholders in the development, communication, and implementation of educational transformations.
• The use of digital and technological resources and ensure they are aligned with the shared vision.

Digital Age Learning Culture

• Educational administrators lead in creating, promoting, and upholding digital age educational environments.
• They ensure the proper use of digital tools and technological resources to meet the diverse needs of learners.
• They help learners to be more innovative, creative, and efficient.

Excellence in Professional Practice

• Administrators ensure healthy and professional growth in fluency and integration among educators.
• This supports helping improve student learning.
• Administrators are to stay informed with technology changes and updates.

Systemic Improvement

• Educational administrators extend leadership to improve the department, organization, and school.
• Support the promotion and effective use of information and technology resources to simplify daily operations

Digital Citizenship

• Educational administrators ensure ethical use of information and communication technology with implemented policies and legalities.

ISTE Standards for Teachers

• Effective teachers design, create, implement, promote, and model the use of technologies to teach the lessons and its contents with quality.
• The six ISTE standards for teachers include: facilitating and inspiring student learning and creativity, design and develop digital age learning experiences and assessments, model digital age work and learning, promote and model digital citizenship and responsibility, and engage in professional growth and leadership

Facilitate and Inspire Student Learning and Creativity

• Teachers inspire students to be creative and innovative thinkers.
• Teachers develop students’ inventive skills and enhance their ability in knowledge construction.

Design and Develop Digital Age Learning Experiences and Assessments

• Teachers design and develop technology-enriched learning experiences, activities, and assessments.
• This results in students experiencing authentic and improved learning.

Model Digital Age Work and Learning

• Teachers demonstrate and exhibit knowledge and proficiency in the use of technologies.
• The goal is to support their teaching and student learning.

Promote and Model Digital Citizenship and Responsibility

• Teachers demonstrate and exhibit knowledge and proficiency in the use of technologies.
• The goal is to support their teaching and student learning.

Engage in Professional Growth and Leadership

• Teachers endlessly improve the use of digital and technological information tools and resources.
• The goal is to contribute to the services that the school and community may need.

ISTE Standards for Students

• Developing and improving skills are goals of the learners.
• The six ISTE standards for students include: Creativity and Innovation, Communication and Collaboration, Research and Information Fluency, Critical Thinking, problem solving and decision making, Digital Citizenship, and Technology operations and concepts.

Creativity and Innovation

• Students exhibit constructive learning by generating new ideas out of existing knowledge.
• They create, develop, explore, and innovate products with the help of technology.

Communication and Collaboration

• Students make use of a variety of technological tools and digital media.
• The goal is to effectively converse, interact, disseminate information, communicate, and collaborate with peers to work on school projects.

Research and Information Fluency

• Students utilize digital and technological tools to search and select data and information, organize, process, analyze, synthesize, and evaluate.
• Students produce processed reports with the aid of the digital and technological tools.

Critical Thinking, Problem Solving, and Decision Making

• Students use appropriate digital & technological tools in practicing their creative and critical thinking skills.
• Goal is to identify problems, plan, investigate, collect, process, analyze information in developing solutions to help in decision making.

Digital Citizenship

• Students practice the ethical, legal, and responsible use of information, communication, and technology in learning and production of outputs.

Technology Operations and Concepts

• Students exhibit awareness and knowledge in the selection and usage of technology.
• Goal is to allow students to learn, improve, and innovate.

Standards in the Integration of Technology in Teaching and Learning

• ISTE standards provide expectations from the administrators, teachers, and learners
• Regarding the knowledge and skills that each should acquire while becoming competent in technology.

Technological Pedagogical Content Knowledge (Tech-PACK)

• Tech-PACK, previously known as TPCK, later TPACK, is a framework that integrates technology in education to encapsulate interactions.
• Interactions include content, pedagogy, and technology.
• It helps identify what is essential in discussions of a teacher using technology when teaching subject matter.
• The TPACK Framework emphasizes the connections, interactions, and constraints between content, pedagogy, and technology

Content Knowledge (CK)

• Teacher's knowledge about the subject matter includes concepts, theories, ideas and concepts.
• Also included are: organizational frameworks, evidences and proofs, established practices and approaches toward developing such knowledge.

Pedagogical Knowledge (PK)

• Teacher's knowledge of teaching and learning processes; Includes lesson planning, classroom management skills, and student assessment.
• Requisites of pedagogical knowledge include understanding of cognitive, social, and developmental theories to learning and in the classroom.
• Includes conditions that promote learning and that transformation of the subject matter which happens when teachers interprets the subject matter.

Technological Knowledge (TK)

• Technology applies to all technological tools and resources.
• It's important to understand information technology, the processing of information, and communications.

Technological Content Knowledge (TCK)

• Understand the way technology and content affect and restrict eachother.
• Teachers must have knowledge on the how specific technologies can teach subject matter.

Technological Pedagogical Knowledge (TPK)

• Understanding of how teaching and learning can change when particular technologies are used in particular methods.
• Teachers must look beyond the normal functions of a technology, and be creative.

Pedagogical Content Knowledge (PCK)

• Shows the interactions among the components of knowledge including content and pedagogy.

Learning & Teaching Contexts

• The outer-dotted circle highlights the understanding that technology, pedagogy, and content do not exist in a vacuum.

Technology Integration Planning (TIP)

• TIP is a model for teachers that ensures the efficient integration of technology in education
• Identifies and addresses integration challenges.

Analysis of Learning and Teaching Needs

• Teachers review curriculum and teaching methods, then determine instructional problems and find the technology that solves them.

Step 1: Determine Relative Advantage

• Focus: Will a technology based method offer a relative advantage?
• Compatibility: Method consistent with cultural values and beliefs.
• Complexity: Easy to learn and carry out on a frequent basis.
• Triability: The ability to try out a method before making a final decision.
• Observability: Seeing others succeeding.

Summary of Issues to address in Step 1

• Are there any topics or curriculum objectives that are difficult to teach?
• Do any of these instructional problem areas have a technology-based solution?
• What is the relative advantage of the technology-based solution?
• Is the relative advantage sufficient to justify the effort?

Step 2: Assess Tech-Pack

• Teachers need to be proficient in content, pedagogy, and technology before teaching.

Summary of Issues to Address in Step 2.

• Mastery of the subject matter, both content and context?
• Is the pedagogy appropriate for the subject matter, learners and technology?
• Is the technology is appropriate for the subject matter, pedagogy, and learners?

Phase Two - Planning for Integration

• Step 3: Decide on objectives, assessments + establish how the student will learn the lesson and how activities are successful.
• Step 4: Design integration strategies that align with instruction, curriculum, grouping, and sequence.

Summary of Issues to Address in Step 4

• Should instruction be directed, constructivist, or a mix?
• Do the activities take place individually, paired, or grouped?
• What strategies are available to use to integrate minority students involved with technology?

Step 5: Prepare Instructional Environment

• Teachers and leaders use ISTE to align the technology and methods for teaching and learning.
• Consider technological needs, computer access, legality of technology use, student privacy and safety, provisions for those with disabilities, and backup plans.

Steps 6 & 7: Analyse Results and Make Revisions

• Teachers reflect and revise to improve upon instruction and the integration of technology - determining what could be improved to ensure the processes in teaching went well and was successful in delivery.

Phases of Technology Integration Planning

• Phase 1 is Analysis of Learning and Teaching Needs, with the following steps.
• Determine relative advantage.
• Assess Tech-PACK
• Phase 2 is Planning for Integration, with the following Steps.
• Decide on objectives, assessments
• Design integration strategies
• Prepare Instructional Environment
• Phase 3 is Post-Instruction Analysis and Revisions, with the following Steps.
• Analyze results
• Make revisions

Stages of Technology Integration in Teaching and Learning

• The stages include beginning, developing, proficient, and transformative.

Beginning Stage

• Use of traditional teaching tools and methods that support student learning.

Developing Stage

• The planning, management, and facilitation of student understanding through technologies.

Proficient Stage

• Focuses on modeling of technology and resources to students.
• Supports creativity, innovation and student safety / conduct ethics.

Transformative Stage

• Exploration of technology based resources to effectively manage and evaluate learning experiences.