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Lindsay Watkins

ISTE Project
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-toface and virtual environments. Teachers:
a. promote, support, and model creative and innovative thinking and inventiveness.
b. engage students in exploring real-world issues and solving authentic problems using digital
tools and resources.
c. promote student reflection using collaborative tools to reveal and clarify students conceptual
understanding and thinking, planning, and creative processes.
d. model collaborative knowledge construction by engaging in learning with students,
colleagues, and others in face-to-face and virtual environments.
The purpose of this standard is to promote students to become their best selves within a
classroom setting. We must set them up for success before they can succeed themselves, and
this branch of the ISTE sets each student up for greatness in this way.
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 NETS*S. Teachers:
a. design or adapt relevant learning experiences that incorporate digital tools and resources to
promote student learning and creativity.
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.
c. customize and personalize learning activities to address students diverse learning styles,
working strategies, and abilities using digital tools and resources.
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.
Standard two zeroes in on pieces of technology that can be used to better adapt a students
needs to a classroom. It can also be used in assessing a students problem area and use that
data in order to better meet the needs of the student.
3. Model Digital-Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative
professional in a global and digital society. Teachers:
a. demonstrate fluency in technology systems and the transfer of current knowledge to new
technologies and situations.
b. collaborate withs students, peers, parents, and community members using digital tools and
resources to support student success and innovation.
c. communicate relevant information and ideas effectively to students, parents, and peers
using a variety of digital-age media and formats.
d. model and facilitate effective use of current and emerging digital tools to locate, analyze,
evaluate, and use information resources to support research and learning.

This standard has a lot to do with communication and branching out with the technology that is
used in a classroom. This could have to do with communicating with the parents, students, or
even between teachers. Creating a classroom and school that is a community is extremely
important in its success.
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. Teachers:
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.
b. address the diverse needs of all learners by using learner-centered strategies providing
equitable access to appropriate digital tools and resources.
c. promote and model digital etiquette and responsible social interactions related to the use of
technology and information.
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.
Teachers know much more about the real world than they are required to teach to their
students. This standard entitles teachers to inform students about the ethical issues regarding
education, which can range from citing sources all the way to proper use of social media. This
is included so that teachers are permitted to add these life lessons to what they regularly teach.
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. Teachers:
a. participate in local and global learning communities to explore creative applications of
technology to improve student learning.
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.
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.
d. contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of
their school and community.
The reason for standard number five is to use what they know, not only in the classroom, but
also in the real world as well. A teacher can take what he or she taught and share it with other
teachers, or even let students create projects that can be shared with other people outside of
the school environment as well.

One project that we had to do in our ten hour block in the spring of 2015 was to review several
different applications and technology pieces that related to special education. I looked through

dozens of apps, computer software programs, etc. and our assignment was to come up with a
pseudo-letter to a principal requesting different items for our classroom.
I see a correspondence between this project and standard 5c because this particular standard
requires reflecting on research and digital tools in order to better a students learning. Looking
around and browsing through different tools that I could use in my classroom proved to be a
critical way to improve my future classroom. It is impossible to be able to find the best
accommodation without first considering the students needs and then shopping around until
finding what is actually best for the student.
In my class for Transitions for Secondary students, we were assigned to do a quick presentation
on a certain agency that could be of resource to a special education student. In order to do that,
we were instructed to go to the agency and to do a short interview with them, and record that
interview. Then, we were instructed to crop the most important parts out and put them into a
presentation to show the class.
I was able to tie this standard to standard 1b, as it engaged me in exploring real-world issues
using technology. Going to this interview was important, but being able to review it later on and
to be able to show everyone what I had learned from the interview was also crucial. In the
future, I would definitely like to use this sort of project with students because it forces them to be
engaged in the subject matter.

During my time as an English minor, I took a class called Ethic American Literature. During this
course, we studied a variety of different ethnic texts and were asked to put together a portfolio
to describe what we had learned to several members of the Hope College community. This was
a wonderful experience because it allowed to me to learn a great deal of knowledge about
Ethnic American Literature, and also to share it with people who were not just in my class.
I was able to align this to 4d, which has to do with cultural understanding and global awareness.
Being able to inform people of what I had learned proved to be a very wonderful experience for
me, and I think I would definitely recommend doing something like this in my future classroom.
It allowed students to learn and to teach the people around them what they had learned, which
was particularly interesting since it was not a subject area that many people had a great deal of
understanding about in the first place.