Browse Tag: ISTE

Items relating to ISTE Standards

STNA-S Results and Transformation

checklist-154274_1280Thanks for participating in the School Technology Needs Assessment (STNA) during our PD afternoon on January 16.  The results are encouraging and point out many positive ways that technology is embedded within instruction at OTMS.  Your responses also indicate where additional resources and professional development are needed in the future.  The leadership team looked at the results of the faculty and student surveys during our meeting on January 20 and we will use the STNA data, along with other resources, to create a technology plan for the 2015-2016 school year.  This plan will address student needs, teacher PD, funding/equipment needs, and access concerns.  I will talk more about the STNA results and the technology plan on February 13 after our EdTech Chef competition.  The PLC leaders should be contacting you soon to help organize your teams for the challenge.

The Student-Led PD event was a success.  Two students presented Duolino and Lastpass to several faculty members in attendance.  Due to the success of the event and positive feedback from those who participated, we may host another student-led session in the future.

Continuing our conversation of transformation, I will share the first in a four-part series titled “Ten Steps. . .Transforming Past Lessons For the 21st Century Digital Classroom.”  These articles are from Michael Gorman’s blog “21st Century Educational Technology and Learning.”  This first article walks you through the first three steps of picking a lesson you want to transform, declaring the standards you want to cover in the lesson, and choosing at least two 21st Century skills to incorporate into the lesson.  I will share steps 4-10 of this process in future newsletters.

ISTE and the ISTE Technology Standards

What does effective technology integration look like?  Am I integrating technology appropriately?  How can I tell if elements of a lesson employ technology beyond replacement?  What is the next step I should take when implementing technology?  Will I know transformation when I see it?

These are some of the questions that come to my mind when I strive to be specific about instructional technology.  While attempting to answer these questions, it is easy to become quickly inundated with sources, opinions, examples, lesson plans, and philosophies–some of which do not always agree.  One of the best sources I have found as a starting place to answer these questions is the ISTE Student Standards.

The International Society for Technology in Education (ISTE) “serves educators around the world through professional development, advocacy, and the creation of standards for teachers, administrators, coaches, and students.”  The ISTE Standards are not meant to be a evaluation tool, but rather a source of guidance when asking the question “Am I effectively integrating technology into instruction?”  Think of the Standards as a compass that can help keep us on the correct instructional course, rather than a stopwatch that enforces deadlines and specific requirements.  As we strive to move beyond using technology for only replacement purposes, the ISTE Standards can serve as a guide to advancing our technology integration to the next level.

The ISTE Student Standards are organized in six main categories.

  1. Creativity and innovation
  2. Communication and collaboration
  3. Research and information fluency
  4. Critical thinking, problem solving, and decision making
  5. Digital citizenship
  6. Technology operations and concepts

You likely noticed a column for the ISTE Student Standards in the discussion document that we used during Wednesday’s faculty meeting.  I included this column in the document to encourage us to reflect on our technology use in light of the ISTE Standards.  If our technology integration aligns with one or more of the standards, we know we are on the right course.  Although we did not address the ISTE standards on Wednesday, they will be included in future conversations.  Take a few minutes to familiarize yourself with the ISTE Students Standards in preparation for these discussions.


During the PD afternoon on January 16 PD, the faculty will be taking the School Technology Needs Assessment (STNA).  Students will be taking the student version (STNA-S) this month during Computer Lit classes.

The STNA and STNA-S are intended to determine the collective needs of a school, from the teachers’ and students’ perspectives, related to the use of technology in education settings. The STNA and STNA-S provide information to help planners—administrators, technology and media specialists, and school or technology planning team members—make purchasing, resource allocation, or other decisions relating to technology. They also provide decision makers and policy makers with data to guide building- and district-level decisions about resource allocation, professional development, and school readiness for technology initiatives.

STNA results are not scored or reported for each individual respondent. Instead, each person’s responses are combined with those of other educators in their building, and reported at the school level in terms of how many times each possible response is selected for each item.

Both the faculty and student assessments are taken online, and we will be provided the results shortly after the assessment window closes.  I am anxious to see the results and utilize them as we strive to meet our building technology goals and apply the ISTE Standards to our instructional planning.

If you haven’t submitted your proposal for the speed table discussions on January 16, there is still time.

Mr. Schuler is looking for a few volunteers to provide an instructional video for administration training purposes.  If you are interested in helping out, please contact Mr. Schuler or me.  I will record and process the video, so you don’t have to provide anything except the opportunity to share what is happening in your classroom.

  • The clips will be fairly short, between 5 and 7 minutes generally
  • The clip will need to show evidence of ‘teaching’ (the teacher presenting/talking to the class or a group of students) and ‘learning’ (students responding in some way to what the teacher is saying or demonstrating)
  • We are interested in clips ranging across all grades and subject areas
  • We would like to have at least one clip from each building
  •  We don’t plan to identify the teacher or the students in the clips, and they will only be used for training purposes within the district

Fa</con> Tech, the student technology leadership group here at OTMS, will be hosting student-led professional development during early out Thursday on January 22.  The format will be similar to our speed table discussions on January 16.  Please attend to support our students as they share their knowledge with us.  I will provide more specific information as we get closer to the event.

STNA information from http://www.fi.ncsu.edu/selected-resources/stna/

ISTE Standards · Students
ISTE Standards for Students, Second Edition, ©2007, ISTE® (International Society for
Technology in Education), iste.org. All rights reserved.

Goal: Transformation and TAR

A few weeks ago, I introduced our five building-wide technology goals.  Our first goal focuses on transforming education practice and is probably the most challenging goal to implement and evaluate:

  • Teachers will use technology to transform lessons with activities that could not be accomplished outside of a 1:1 learning environment.

This goal easily aligns with the first four ISTE Student Standards.

1. Creativity and Innovation
2. Communication and Collaboration
3. Research and Information Fluency
4. Critical Thinking, Problem Solving, and Decision Making

These four standards and their sub-standards contain several ways in which student learning can be transformed through the integration of technology.  Fortunately, transformation is not limited to a to only a few activities or technology tools.

Transformation through technology is also a district goal.  Maria introduced the TAR model in a Believe to Achieve blog post earlier this year.  In this post, Maria defines transformation and lists a few examples of using technology to achieve learning experiences that were previously impossible.

The PLC met in December and discussed specific instructional technology activities and assessed where they fit into the TAR model.  Based on the success of this discussion, the entire faculty participated in a similar activity during our January 7 faculty meeting.  These discussions are helping us clarify where our technology integration fits within the classifications of transform, amplify, and replace.  As John, Robbie, Joe, Mel, and I have said in the past, TAR is not an evaluation model, but a reflective tool to help us honestly assess how we use technology.  Just like every lesson can not contain level four Depth of Knowledge, not every lesson will be transformative.  That being said, we should strive to use technology beyond only replacement of other educational tools and methods.  Through a clear understanding of the TAR model, we can honestly assess our implementation of technology.

As you think about how you can transform your teaching and student learning, I will share a few resources in addition to the ISTE Student Standards to help guide your thinking.

 

 

Standards•S © 2007 International Society for Technology in Education.