ISTE Standards 2024 PDF

Standards iste.org/standards 4.01 INTRODUCTION The ISTE Standards serve as a framework for innovation and excellence in learning, teaching and leading. They set out a holistic and comprehensive approach to advancing educator practice and professional growth for using technology in th...

Standards iste.org/standards 4.01 INTRODUCTION The ISTE Standards serve as a framework for innovation and excellence in learning, teaching and leading. They set out a holistic and comprehensive approach to advancing educator practice and professional growth for using technology in the service of learning, and support planning for digital learning, curriculum mapping and school improvement. At their core, the standards are about learning, not tools, and emphasize agency and ways to transform teaching and learning. CONTENTS SECTION 1: STUDENTS............................................................................................................... 3 SECTION 2: EDUCATORS............................................................................................................ 5 SECTION 3: EDUCATION LEADERS............................................................................................ 7 SECTION 4: COACHES................................................................................................................ 9 ADOPTING THE ISTE STANDARDS.......................................................................................... 11 iste.org/standards 2 SECTION 1: STUDENTS 1.1. Empowered Learner 1.2. Digital Citizen Students leverage technology to take an active role in choosing, Students recognize the responsibilities and opportunities for achieving and demonstrating competency in their learning goals, contributing to their digital communities. Students: informed by the learning sciences. Students: 1.2.a. Manage their digital identity and understand the lasting 1.1.a. Set learning goals, develop strategies leveraging technology impact of their online behaviors on themselves and others and to achieve them and reflect on the learning process to improve make safe, legal and ethical decisions in the digital world. learning outcomes. 1.2.b. Demonstrate empathetic, inclusive interactions online and use 1.1.b. Build networks and customize their learning environments in technology to responsibly contribute to their communities. ways that support the learning process. 1.2.c. Safeguard their well-being by being intentional about what 1.1.c. Use technology to seek feedback that informs and improves they do online and how much time they spend online. their practice and to demonstrate their learning in a variety of 1.2.d. Take action to protect their digital privacy on devices and ways. manage their personal data and security while online. 1.1.d. Understand fundamental concepts of how technology works, demonstrate the ability to choose and use current technologies effectively, and are adept at thoughtfully exploring emerging technologies. 1.3. Knowledge Constructor Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. Students: 1.3.a. Use effective research strategies to find resources that support their learning needs, personal interests and creative pursuits. 1.3.b. Evaluate the accuracy, validity, bias, origin, and relevance of digital content. 1.3.c. Curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions. 1.3.d. Build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions. iste.org/standards 3 1.4. Innovative Designer 1.5. Computational Thinker Students use a variety of technologies within a design process to Students develop and employ strategies for understanding and identify and solve problems by creating new, useful or imaginative solving problems in ways that leverage the power of technological solutions. Students: methods to develop and test solutions. Students: 1.4.a. Know and use a deliberate design process for generating 1.5.a. Formulate problem definitions suited for technology- ideas, testing theories, creating innovative artifacts or solving assisted methods such as data analysis, abstract models and authentic problems. algorithmic thinking in exploring and finding solutions. 1.4.b. Select and use digital tools to plan and manage a design 1.5.b. Collect data or identify relevant data sets, use digital tools to process that considers design constraints and calculated risks. analyze them, and represent data in various ways to facilitate 1.4.c. Develop, test and refine prototypes as part of a cyclical problem-solving and decision-making. design process. 1.5.c. Break problems into component parts, extract key information, 1.4.d. Exhibit a tolerance for ambiguity, perseverance and the and develop descriptive models to understand complex capacity to work with open-ended problems. systems or facilitate problem-solving. 1.5.d. Understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions. 1.6. Creative Communicator 1.7. Global Collaborator Students communicate clearly and express themselves creatively for Students use digital tools to broaden their perspectives and enrich a variety of purposes using the platforms, tools, styles, formats and their learning by collaborating with others and working effectively in digital media appropriate to their goals. Students: teams locally and globally. Students: 1.6.a. Choose the appropriate platforms and digital tools for meeting 1.7.a. Use digital tools to connect with peers from a variety of the desired objectives of their creation or communication. backgrounds recognizing diverse viewpoints and broadening 1.6.b. Create original works or responsibly repurpose or remix digital mutual understanding. resources into new creations. 1.7.b. Use collaborative technologies to work with others, including 1.6.c. Use digital tools to visually communicate complex ideas to peers, experts or community members, to examine issues and others. problems from multiple viewpoints. 1.6.d. Publish or present content that customizes the message and 1.7.c. Contribute constructively to project teams, assuming various medium for their intended audiences. roles and responsibilities to work effectively toward a common goal. 1.7.d. Explore local and global issues and use collaborative technologies to work with others to investigate solutions. For more information, contact [email protected]. ISTE Standards © 2024 4.01, ISTE (International Society for Technology in Education), iste.org. All rights reserved. iste.org/standards 4 SECTION 2: EDUCATORS Empowered Professional 2.1. Learner 2.2. Leader Educators continually improve their practice by learning from and Educators seek opportunities for leadership to support student with others and exploring proven and promising practices that empowerment and success and to improve teaching and learning. leverage technology to improve student learning. Educators: Educators: 2.1.a. Set professional learning goals to apply teaching practices 2.2.a. Shape, advance and accelerate a shared vision for made possible by technology, explore promising empowered learning with technology by engaging with innovations, and reflect on their effectiveness. education stakeholders. 2.1.b. Pursue professional interests by creating and actively 2.2.b. Advocate for equitable access to technology, high-quality participating in local and global learning networks. digital content, and learning opportunities to meet the 2.1.c. Stay current with research that supports improved student diverse needs of all students. learning outcomes, including findings from the learning 2.2.c. Model for colleagues the identification, experimentation, sciences. evaluation, curation and adoption of new digital resources and tools for learning. 2.3. Citizen Teachers inspire students to positively contribute and responsibly participate in the digital world. Educators: 2.3.a. Create experiences for learners to make positive, socially responsible contributions and build inclusive communities online. 2.3.b. Foster digital literacy by encouraging curiosity, reflection, and the critical evaluation of digital resources. 2.3.c. Mentor students in safe, legal, and ethical practices with digital tools and content. 2.3.d. Model and promote management of personal data, digital identity, and protection of student data. iste.org/standards 5 Learning Catalyst 2.4. Collaborator 2.5. Designer Teachers dedicate time to collaborate with both colleagues and Teachers design authentic, learner-driven activities and environments students to improve practice, discover and share resources and ideas, that recognize and accommodate learner variability. Educators: and solve problems. Educators: 2.5.a. Use technology to create, adapt and personalize learning 2.4.a. Dedicate planning time to collaborate with colleagues to create experiences that foster independent learning and accommodate authentic learning experiences that leverage technology. learner differences and needs. 2.4.b. Collaborate and co-learn with students to discover and use new 2.5.b. Design authentic learning activities that align with educational digital resources and diagnose and troubleshoot technology standards and use digital tools and resources to maximize issues. learning. 2.4.c. Use collaborative tools to expand students’ authentic, real-world 2.5.c. Apply evidence-based instructional design principles to create learning experiences by engaging virtually with experts, teams innovative and equitable digital learning environments that and students, locally and globally. support learning. 2.4.d. Demonstrate cultural competency when communicating with students, parents and colleagues and interact with them as co- collaborators in student learning. 2.6. Facilitator 2.7. Analyst Teachers facilitate learning with technology to support student Teachers understand and use data to drive their instruction and support achievement of the 2016 ISTE Standards for Students. Educators: students in achieving their learning goals. Educators: 2.6.a. Foster a culture where students take ownership of their learning 2.7.a. Provide alternative ways for students to demonstrate goals and outcomes in both independent and group settings. competency and reflect on their learning using technology. 2.6.b. Manage the use of technology and student learning strategies in 2.7.b. Use technology to design and implement a variety of formative digital platforms, virtual environments, hands-on makerspaces and summative assessments that accommodate learner needs, or in the field. provide timely feedback to students and inform instruction. 2.6.c. Create learning opportunities that challenge students to use a 2.7.c. Use assessment data to guide progress, personalize learning, design process and/or computational thinking to innovate and and communicate feedback to education stakeholders in support solve problems. of students reaching their learning goals. 2.6.d. Model and nurture creativity and creative expression to communicate ideas, knowledge or connections. Crompton, H. (2023). Evidence of the ISTE Standards for Educators leading to learning gains. Journal of Digital Learning in Teacher Education, 39(4), 201–219. https://doi.org/10.1080/21532974.2023.2244089 For more information, contact [email protected]. ISTE Standards © 2024 4.01, ISTE (International Society for Technology in Education), iste.org. All rights reserved. iste.org/standards 6 SECTION 3: EDUCATION LEADERS 3.1. Equity and Citizenship Advocate 3.2. Visionary Planner Leaders use technology to increase equity, inclusion, and digital Leaders engage others in establishing a vision, strategic plan and citizenship practices. Education leaders: ongoing evaluation cycle for transforming learning with technology. 3.1.a. Ensure all students learn from educators who are skilled in Education leaders: using technology to create authentic and engaging learning 3.2.a. Include a wide range of perspectives from the community to experiences. develop and sustain a vision for using technology to advance 3.1.b. Ensure access to technology, connectivity, inclusive digital student learning and success. content and learning environments that meet the needs of all 3.2.b. Build on the shared vision by collaboratively creating a students. strategic plan that articulates how technology will be used to 3.1.c. Model the use of technology in inclusive, healthy ways to enhance learning. solve problems and strengthen community. 3.2.c. Evaluate progress on the strategic plan, make course 3.1.d. Model the safe, ethical, and legal use of technology and the corrections, measure impact and scale effective approaches critical examination of digital content. for using technology to transform learning. 3.2.d. Communicate effectively with stakeholders to gather input on the plan, celebrate successes and engage in a continuous improvement cycle. 3.2.e. Share lessons learned, best practices, challenges and the impact of learning with technology with other education leaders who want to learn from this work. 3.3. Empowering Leader Leaders create a culture where teachers and learners are empowered to use technology in innovative ways to enrich teaching and learning. Education leaders: 3.3.a. Empower educators to exercise professional agency, build teacher leadership skills and pursue personalized professional learning. 3.3.b. Build the confidence and competency of educators to put the ISTE Standards for Students and Educators into practice. 3.3.c. Inspire a culture of innovation, creative problem-solving, and collaboration that allows the time to explore and develop teaching practices using digital tools. 3.3.d. Support educators in using technology to advance learning that meets the diverse learning, cultural, and social- emotional needs of individual students. 3.3.e. Develop learning assessments that provide a personalized, actionable view of student progress in real time. iste.org/standards 7 3.4. Systems Designer 3.5. Connected Learner Leaders build teams and systems to implement, sustain and Leaders model and promote continuous professional learning for continually improve the use of technology to support learning. themselves and others. Education leaders: Education leaders: 3.5.a. Set goals to remain current on emerging technologies for 3.4.a. Guide teams to establish equitable technology policies that learning, innovations in pedagogy and advancements in the support effective learning. learning sciences. 3.4.b. Ensure that resources and infrastructure for supporting 3.5.b. Participate regularly in online professional learning networks effective use of technology for learning are sufficient and to collaboratively learn with and mentor other professionals. scalable to meet future demand. 3.5.c. Use technology to regularly engage in reflective practices 3.4.c. Protect privacy and security by ensuring that students and that support personal and professional growth. staff observe effective privacy and data management 3.5.d. Develop the skills needed to lead and navigate change, policies. advance systems and promote a mindset of continuous 3.4.d. Establish partnerships that support the strategic vision, improvement for how technology can improve learning. achieve learning priorities and improve operations. Learn how to apply ISTE Standards in your classroom with ISTE U. Focus on where, when and why to integrate tech that supports student learning Build your instructional tech practice using the ISTE Standards courses Enroll now at iste.org/ISTEU For more information, contact [email protected]. ISTE Standards © 2024 4.01, ISTE (International Society for Technology in Education), iste.org. All rights reserved. iste.org/standards 8 SECTION 4: COACHES 4.1. Change Agent 4.2. Connected Learner Coaches inspire educators and leaders to use technology to create Coaches model the ISTE Standards for Students and the ISTE equitable and ongoing access to high-quality learning. Coaches: Standards for Educators and identify ways to improve their coaching 4.1.a. Create a shared vision and culture for using technology to practice. Coaches: learn and accelerate transformation through the coaching 4.2.a. Pursue professional learning that deepens expertise in the process. ISTE Standards in order to serve as a model for educators and 4.1.b. Facilitate equitable use of digital learning tools and content leaders. that meet the needs of each learner. 4.2.b. Actively participate in professional learning networks to 4.1.c. Cultivate a supportive coaching culture that encourages enhance coaching practice and keep current with emerging educators and leaders to achieve a shared vision and technology and innovations in pedagogy and the learning individual goals. sciences. 4.1.d. Recognize educators across the organization who use 4.2.c. Establish shared goals with educators, reflect on successes technology effectively to enable high-impact teaching and and continually improve coaching and teaching practice. learning. 4.1.e. Connect leaders, educators, instructional support, technical support, domain experts and solution providers to maximize the potential of technology for learning. 4.3. Collaborator Coaches establish productive relationships with educators in order to improve instructional practice and learning outcomes. Coaches: 4.3.a. Establish trusting and respectful coaching relationships that encourage educators to explore new instructional strategies. 4.3.b. Partner with educators to identify digital learning content that is culturally relevant, developmentally appropriate and aligned to content standards. 4.3.c. Partner with educators to evaluate the efficacy of digital learning content and tools to inform procurement decisions and adoption. 4.3.d. Personalize support for educators by planning and modeling the effective use of technology to improve student learning. iste.org/standards 9 4.4. Learning Designer 4.5. Professional Learning Facilitator Coaches model and support educators to design learning Coaches plan, provide and evaluate the impact of professional experiences and environments to meet the needs and interests of learning for educators and leaders to use technology to advance all students. Coaches: teaching and learning. Coaches: 4.4.a. Collaborate with educators to develop authentic, active 4.5.a. Design professional learning based on needs assessments learning experiences that foster student agency, deepen and frameworks for working with adults to support their content mastery and allow students to demonstrate their cultural, social-emotional and learning needs. competency. 4.5.b. Build the capacity of educators, leaders and instructional 4.4.b. Help educators use digital tools to create effective teams to put the ISTE Standards into practice by facilitating assessments that provide timely feedback and support active learning and providing meaningful feedback. personalized learning. 4.5.c. Evaluate impact of professional learning and continually 4.4.c. Collaborate with educators to design accessible and active make improvements in order to meet schoolwide vision for digital learning environments that accommodate learner using technology for high-impact teaching and learning. variability. 4.4.d. Model the use of instructional design principles with educators to create effective digital learning environments. 4.6. Data-Driven Decision-Maker 4.7. Digital Citizen Advocate Coaches model and support the use of qualitative and quantitative Coaches model digital citizenship and support educators and data to inform their own instruction and professional learning. students in recognizing the responsibilities and opportunities Coaches: inherent in living in a digital world. Coaches: 4.6.a. Model best practices for educators and leaders for securely 4.7.a. Encourage educators and students to use technology to collecting, protecting and analyzing student data. address community challenges. 4.6.b. Support educators to interpret qualitative and quantitative 4.7.b. Collaborate with educators, leaders and students to foster data to inform their decisions and support individual student inclusive online spaces and healthy balance in their use of learning. technology. 4.6.c. Partner with educators to empower students to use learning 4.7.c. Support educators and students to critically examine data to set their own goals and measure their progress. the sources and accuracy of online content and evaluate underlying assumptions, biases, and perspectives. 4.7.d. Empower educators, leaders and students to make informed decisions to protect their personal data and curate the digital profile they intend to reflect. For more information, contact [email protected]. ISTE Standards © 2024 4.01, ISTE (International Society for Technology in Education), iste.org. All rights reserved. iste.org/standards 10 ADOPTING THE ISTE STANDARDS The ISTE Standards are research-based and can meet local goals, needs and priorities. Adopting the standards in a school, district, state/province or nation takes different forms. Leaders may decide to use the standards in a variety of ways, including: As part of statewide or district-level expectations. To guide systemwide planning, including school improvement, technology or digital learning plans. To guide professional development plans and/or individual professional growth goals. To map curriculum. To ensure that lesson design and plans include the purposeful use of technology. As part of a learning management system or web system. In teacher preparation across the curriculum. To embed in job descriptions and hiring decisions. Crompton, H., & Sykora, C. (2021). Developing instructional technology standards for educators: A design-based research study. Computers and Education Open 2 https://doi.org/10.1016/j.caeo.2021.100044 Interested in really applying the ISTE Standards in your practice? Become ISTE Certified. When you do, you walk away with: The ability to deeply apply Skills to face the changing Connections to a the ISTE Standards. education landscape with passionate community confidence. of change-makers. Enroll today at iste.org/certification iste.org/standards 11