ISTE Standards for Technology in Teaching and Learning PDF

TECHNOLOGY IN TEACHING AND LEARNING  (ISTE) INTERNATIONAL SOCIETY FOR TECHNOLOGY IN EDUCATION In education, administrators and teachers with the support of the national educational departments and organizations define their standards that would guide and help th...

TECHNOLOGY IN TEACHING AND LEARNING  (ISTE) INTERNATIONAL SOCIETY FOR TECHNOLOGY IN EDUCATION In education, administrators and teachers with the support of the national educational departments and organizations define their standards that would guide and help the students in possessing the knowledge and skills that are required of them to make them successful learners and professionals in he future.  (ISTE) INTERNATIONAL SOCIETY FOR TECHNOLOGY IN EDUCATION The use of technology in education is likewise guided by standards to develop among learners the skills that they need to possess for the 21st century for them to be able to serve not only themselves but the world.  (ISTE) INTERNATIONAL SOCIETY FOR TECHNOLOGY IN EDUCATION ISTE is a non-profit organization that promotes the use of technology to support and enhance teaching and learning.  ( ISTE ) INTERNATIONAL SOCIETY FOR TECHNOLOGY IN EDUCATION  There are three standards that have been developed by Standards for Administrators ISTE for better connection and empowerment among Standards for Teachers administrators, teachers and students: Standards for Students ISTE STANDARDS FOR ADMINISTRATORS ISTE STANDARDS FOR ADMINISTRATORS  Administrators are the lead supporters of digital and technology-rich teaching and learning environment.  They lead in the transformation of educational system with the affirmation that these technologies make teaching and learning more engaging, interesting, inspiring, reflecting, and empowering. ISTE STANDARDS FOR ADMINISTRATORS VISIONARY LEADERSHIP - Being visionary leaders, they inspire, and engage stakeholders in the development, communication, and implementation of educational transformation with the use of digital and technological resources which are aligned with the shared vision. ISTE STANDARDS FOR ADMINISTRATORS DIGITAL AGE LEARNING CULTURE - educational administrators lead in creating, promoting, and upholding digital age educational environment culture. - they ensure the effective use of digital tools and technological resources in meeting the diverse needs of learners and help them to be more innovative, creative, and efficient in learning. ISTE STANDARDS FOR ADMINISTRATORS EXCELLENCE IN PROFESSIONAL PRACTICE - educational administrators ensure healthy and professional growth in technology fluency and integration among educators to help enhance students’ learning.. - Educational administrators keep themselves informed with the changes and updates in technology. ISTE STANDARDS FOR ADMINISTRATORS SYSTEMIC IMPROVEMENT - Educational administrators extend leadership in the improvement of the department, organization, and school through the promotion and effective use of Information and technology resources which make the daily operations easy and efficient. ISTE STANDARDS FOR ADMINISTRATORS DIGITAL CITIZENSHIP - Educational administrators ensure, promote, ethical use of information and communication technology following policies and legalities of technology. ISTE STANDARDS FOR TEACHERS ISTE STANDARDS FOR TEACHERS Effective teachers not only support technologies in education, they design, create, implement, promote, and model the use of technologies to enable them to teach the lessons and its contents with quality. ISTE STANDARDS FOR TEACHERS FACILITATE AND INSPIRE STUDENT LEARNING AND CREATIVITY Teachers inspire students to be creative and innovative thinkers, to develop students’ inventive skills, and to enhance their ability in knowledge construction. ISTE STANDARDS FOR TEACHERS DESIGN AND DEVELOP DIGITAL AGE LEARNING EXPERIENCES AND ASSESSMENTS Teachers design and develop technology-enriched learning experiences, activities, and assessments to enable students experience authentic and improved learning. ISTE STANDARDS FOR TEACHERS MODEL DIGITAL AGE WORK AND LEARNING Teachers demonstrate and exhibit knowledge and proficiency in the use of technologies that would support their teaching and students’ learning. ISTE STANDARDS FOR TEACHERS PROMOTE AND MODEL DIGITAL CITIZENSHIP AND RESPONSIBILITY Teachers demonstrate and exhibit knowledge and proficiency in the use of technologies that would support their teaching and students’ learning. ISTE STANDARDS FOR TEACHERS ENGAGE IN PROFESSIONAL GROWTH AND LEADERSHIP Teachers endlessly enhance and improve heir knowledge and skills by participating in seminars, trainings, and workshops on the effective use of digital and technological information tools and resources, to enable them to contribute to the services that the school and community may need. ISTE STANDARDS FOR STUDENTS ISTE STANDARDS FOR STUDENTS Acquisition of knowledge is not the only reason why students go to school. Developing and improving skills are likewise the goals of the learners. ISTE STANDARDS FOR STUDENTS 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. ISTE STANDARDS FOR STUDENTS COMMUNICATION AND COLLABORATION Students make use of variety of technological tools and digital media to effectively converse, interact, disseminate information, communicate, and collaborate with their peers to work on their school projects. ISTE STANDARDS FOR STUDENTS RESEARCH AND INFORMATION FLUENCY Students utilize digital and technological tools to search and select for data and information, organize, process, analyze, synthesize, and evaluate information. Students produce the processed reports with the aid of the digital and technological tools. ISTE STANDARDS FOR STUDENTS CRITICAL THINKING, PROBLEM SOLVING, AND DECISION MAKING Students use appropriate digital and technological tools in practicing their creative and critical thinking skills to identify problems, plan, investigate, collect, process, analyze information in developing solutions to help in decision making. ISTE STANDARDS FOR STUDENTS DIGITAL CITIZENSHIP Students practice ethical, legal, ad responsible use of information, communication, and technology in learning and production of outputs. ISTE STANDARDS FOR STUDENTS TECHNOLOGY OPERATIONS AND CONCEPTS Students exhibit awareness and knowledge in the effective selection and usage of technology which allow them to learn, improve, and innovate.  STANDARDS IN THE INTEGRATION OF TECHNOLOGY IN TEACHING AND LEARNING The ISTE standards provide expectations from the administrators, teachers and learners regarding the knowledge and skills that each on should acquire while forming competency in technology integration within the teaching and learning process. TEACHERS CAN BE ASSOCIATED WITH SOLDIERS WHO GO TO WAR Technological Pedagogical Content Knowledge (Tech-PACK) Technology Integration Planning TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TECH-PACK) Tech-PACK, previously known as TPCK, later TPACK, is a framework that integrates technology in education to help encapsulate the complex interactions among content, pedagogy, and technology. It provides a picture of the entire process of technology integration that helps identify what is essential and what is not in any discussions of teacher using technology for teaching subject matter.   According to Mishra & Koehler, the TPACK Framework emphasizes the connections, interactions, and constraints between and among content, pedagogy, and technology. COMPETITIVE LANDSCAPE   CONTENT KNOWLEDGE COMPETITIVE LANDSCAPE  - Teacher’s knowledge about the subject matter. - includes concepts, theories, ideas, organizational frameworks, evidences and proofs, established practices ad approaches toward developing such knowledge.   PEDAGOGICAL KNOWLEDGE COMPETITIVE LANDSCAPE  - Teacher’s deep knowledge about the process and practices or methods of teaching and learning. - includes lesson planning, classroom management skills understanding how students learn, and student assessment.   PEDAGOGICAL KNOWLEDGE COMPETITIVE LANDSCAPE  - Understanding of cognitive, social, and developmental theories of learning and how they apply to students in the classroom are requisites of pedagogical knowledge.   PEDAGOGICAL CONTENT KNOWLEDGE COMPETITIVE LANDSCAPE  - Cover conditions that promote learning: teaching, learning, curriculum assessment, reporting, and pedagogy. - There is transformation of the subject matter for teaching which happens when teachers interprets the subject matter.   TECHNOLOGY KNOWLEDGE COMPETITIVE LANDSCAPE  - technology applies to all technological tools and resources - understanding technology which is beyond the definition of computer literacy is a must in TK. - understanding of information technology, processing of information, communication   TECHNOLOGICAL CONTENT KNOWLEDGE COMPETITIVE LANDSCAPE  - understanding of the way in which technology and content affect and restrict one another. - This overlap explains that teaching is more than subject matter they teach; they must also have a profound knowledge on the way how subject matter can be taught through the use of particular technologies.   TECHNOLOGICAL COMPETITIVE LANDSCAPE PEDAGOGICAL KNOWLEDGE - understanding of how teaching and learning can change when particular technologies are used in particular methods. - teachers have to look beyond the normal functions of technology, they have to be creative and think other possible things tat these technologies can do.   TECHNOLOGICAL COMPETITIVE LANDSCAPE PEDAGOGICAL CONTENT KNOWLEDGE Tech-PACK shows the interactions among the main components of knowledge – content – pedagogy. - the basis of effective teaching with technology.   CONTEXT COMPETITIVE LANDSCAPE the outer-dotted circle which highlights the understanding that technology, pedagogy, and content do not exist in a vacuum, but rather, represented in specific learning and teaching contexts.  TECHNOLOGY INTEGRATION PLANNING TECHNOLOGY INTEGRATION PLANNING (TIP - a model created for teachers as a guide that ensures the efficiency of integration of technology in education. - TIP gives teachers a systematic way to identify and address challenges involved n integrating technology into teaching practices. PHASE 1: ANALYSIS OF LEARNING AND TEACHING NEEDS FOCUS: Will a technology-based method offer relative advantage? PHASE 1: ANALYSIS OF LEARNING AND TEACHING NEEDS At this phase, teachers do curriculum review and assessment of teaching methods, then, they determine problems in instruction and find out which technology may be helpful to remedy the problem. Summary of Issues to Address in Step 1 1. Are there any topics or curriculum objectives I have difficulty teaching? 2. Do any of these instructional problem areas have technology-based solution? 3. What is the relative advantage of the technology-based solutions? 4. Is the relative advantage sufficient to justify the effort involved? PHASE 1: ANALYSIS OF LEARNING AND TEACHING NEEDS Step 2: Assess Tech-PACK FOCUS: What is my technological pedagogical content knowledge (techPACK knowledge) Teachers have to be proficient in content, pedagogy and technology before the day of instruction comes. The teacher has to spend time in understanding all the components of knowledge to have better and successful delivery of the lesson. PHASE 1: ANALYSIS OF LEARNING AND TEACHING NEEDS Summary of Issues to Address in Step 2 1. Do I have mastery of the subject matter, both the content and its context? 2. Is the pedagogy I am planning to employ appropriate for the subject matter, my learners, and technology? 3. Is the technology I am planning to use appropriate for the subject matter, pedagogy and my learners? 4. Have I reviewed my TPACK? PHASE 2: PLANNING FOR INTEGRATION Step 3: Decide on objectives, assessments FOCUS: How will I know students have learned? Teachers define the skills they want their students to possess upon learning the lesson and create ways to measure authenticity of students’ learning and how successful the activities have been carried pout by them The problems that have been identified in Phase 1 must be addressed successfully by defining observable and measurable outcomes. Then, teachers design activities or performance tasks to measure the outcomes. PHASE 2: PLANNING FOR INTEGRATION Step 3: Decide on objectives, assessments FOCUS: How will I know students have learned? Teachers must remember that having more than the multiple choice activities is better to effectively see authentic learning among learners. 1. What kind of performances do I expect from students to show they learned? 2. What is the best way for me to asses the students’ learning progress and products? 3. Do the desired instruments exist or do I have to develop them? 4. What other methods cold gauge success? PHASE 2: PLANNING FOR INTEGRATION FOCUS: What teaching strategies and activities will work best? In deciding on the instructional course of action, the characteristics of the topic and the needs of the students are being taken into consideration whenever teachers create an instructional design for technology integration. PHASE 2: PLANNING FOR INTEGRATION Step 4: Design Integration Strategies FOCUS: What teaching strategies and activities will work best? Summary of Issues to Address in Step 4 1. Should instruction be directed, constructivist, or a combination of both? 2. Will the instruction be single subject or interdisciplinary? 3. Should activities be individual, paired, small group, large group, or whole class? 4. What strategies should I use to encourage females and minority students to be integrally involved with the technologies? 5. What sequence of activities should I teach? 6. Have I allowed students enough time to get used to materials before beginning a graded activity? PHASE 2: PLANNING FOR INTEGRATION Step 5: Prepare Instructional Environment FOCUS: Are essential conditions in place to support teaching and learning? Teachers establish the educational environment to carry out effectively the plan using technology in teaching and learning. With the support of ISTE, the teachers will be guided in setting the essential standards to unleash at its level best the potentials of technology tools and methods when used in teaching and learning. PHASE 2: PLANNING FOR INTEGRATION Step 5: Prepare Instructional Environment FOCUS: Are essential conditions in place to support teaching and learning? 1. What are the technological needs necessary to carry out the activities? 2. Is the supply of computers and copies of software enough to carry the activities? 3. When and how long will the technology resources be needed? 4. Have I checked out the legalities of the uses of technology I want to make? 5. Have I looked into students’ privacy and safety in carrying out the activities? 6. Have I considered the necessary provisions for students with physical disabilities in carrying out the activities? 7. Do students already have knowledge in using the technologies that they will be using for the activity? 8. Am I ready with backup plan whenever the planned resources fail to work? PHASE 3: POST INSTRUCTION ANALYSIS AND REVISONS Step 6: Analyze Results FOCUS: What worked well? What could be improved? Teachers have to spend reflecting and assessing themselves to determine whether the integration of technology and if all the processes in teaching went well on smoothly and been successful in the delivery. PHASE 2: PLANNING FOR INTEGRATION Step 6: Analyze Results FOCUS: What worked well? What could be improved? 1. Was there a change in the behavior of the students upon learning the subject matter? 2. Were the students engaged in the instruction and tasks given? 3. Did the technological resources work well as expected? 4. Did the students work deeply and thoroughly in the teaching and learning environment? 5. Is the integration of technology in education, instructions, strategies, activities work well in the entire teaching and learning process? PHASE 3: POST INSTRUCTION ANALYSIS AND REVISONS Step 7: Make Revisions FOCUS: Should I make the revisions? After analyzing the results, it is important to determine the necessary areas which need improvement for better execution of instruction with technology integration the next time around PHASE 2: PLANNING FOR INTEGRATION Step 7: Make Revisions FOCUS: Should I make the revisions? 1. What pedagogy should I do to make the instruction more interesting and engaging? 2. What technology resources should I use next time for better understanding of the lesson PHASES OF INTEGRATION TECHNOLOGY PLANNING (TIP) ROBLYER, M. D. & DOERING, A. (2013) Step 3: Decide on Objectives, Assessments PHASE 1 Analysis of Learning and Step 4: Design Integration Strategies Teaching Needs Step 1: Determining Relative Step 5: Prepare Instructional Environment Advantage PHASE 3 Post-Instuction Analysis and Revisions Step 2: Assess Tech-PACK Step 6: Analyze Results PHASE 2 Planning for Integration Step 7: Make Revisions  STAGES OF TECHNOLOGY INTEGRATION IN TEACHING & LEARNING BEGINNING STAGE DEVELOPING STAGE PROFICIENT STAGE PROFICIENT STAGE TRANSFORMATIVE STAGE TRANSFORMATIVE STAGE