The Seven Roles for Teachers under the ISTE

Standards.
Learner

Great teachers are great learners, intellectually curious and interested in their own
professional growth. According to the indicators in this standard area, teachers model
lifelong learning for their students by setting goals, exploring new approaches to
teaching through edtech tools, participating in professional learning networks (PLNs),
and staying current on research-based best practices for student learning.

Example: A teacher sets a professional learning goal of learning how to write and
implement web quests via the school's learning management system (LMS). The
teacher attends a series of weekly edtech Twitter chats in which she benefits from the
knowledge of colleagues both locally and internationally. She uses an up-to-date
instructional framework, such as Marzano's Nine, in implementing related strategies.

Leader

Teachers often make natural leaders, and ISTE-compliant teachers exhibit leadership
qualities in the classroom, within professional networks, and as a vehicle for student
empowerment. They lead the development of a shared vision for empowered student
learning, advocate for equity of access as well as diverse viewpoints, and model "…the
identification, exploration, evaluation, curation, and adoption of new digital resources
and tools for learning" for their fellow educators.

Example: A fifth-grade math teacher serves on the district technology committee, helping

to develop strategic goals and action steps in collaboration with school and community
stakeholders. She advocates for a 1:1 device policy and a district-wide digital content
license available to all students and demonstrates the potential uses of these tools in the
elementary math classroom for her colleagues at monthly meetings.

Citizen

Beyond the standard subject matter, the goal of a well-rounded education is to prepare
students to be engaged and conscientious global citizens, especially in the digital
age. Digital citizens are empathetic, respectful, and ethical online, think critically about
the validity and reliability of online resources, and take steps to safeguard their digital
privacy and that of others.

Example: A high school social studies teacher collaborates with his students to create
classroom protocols for online discussions, guides students to evaluate sources via the
CRAAP Test, and includes rubric-assessed "fair use" guidelines for all digital mash-up
assignments.

Collaborator

A potential unintended consequence of America's individualistic society is the "close the

door and teach" phenomenon that is all too pervasive in our schools. The ISTE
standards reject isolation in favor of collaboration, including team lesson development
and resource sharing.

Designer

There should be no "one size fits all" approach to student learning. Effective educators
use digital resources to design lessons and learner-driven educational activities that put
students in control of their own learning experience.

Example: A high school science teacher creates a blended environment consisting of a

digital classroom combined with in-person lab periods. Her environmental science class
then combines direct observation, online research, and digital mapping software to make
an environmental impact recommendation to the school board related to proposed new
facility construction.

Facilitator

As facilitators, teachers help to build bridges for students between technology,

educational goals and challenges, and personal challenges and abilities. Indicators in
this standard area attempt to help the teacher move from "sage on the stage" to "guide
on the side" by requiring teachers to build a classroom culture of student initiative and
responsibility, and to create and model learning opportunities linked to innovation and
the design process.

Example: A STEM teacher presents an open-ended design challenge to the class.

Students initiate the use of a design process to solve the problem. The teacher facilitates
student work by providing the appropriate resources and consulting with them as they
construct and test a prototype solution.

Analyst

Teachers are encouraged to be data driven decision makers. By stepping back and
serving as an analyst, the teacher's perspective is broadened for the greatest impact on
student learning. Teacher-analysts use assessment data to drive future instruction and
to communicate effectively with students and their families. They use edtech tools to
design different types of formative and summative assessments, providing students with
multiple ways to demonstrate that they have mastered the target content, concepts, and
processes.

Example: An English teacher allows his students to complete an e-portfolio as a

summative assessment choice for a comparative culture unit. He charts writing,
listening, and speaking data throughout, works with students to set goals related to each
area, and communicates formative and summative progress to students and their
families.

Teaching with Technology

When teachers use technology as a means to empower students and their learning, the
true potential of EdTech is unleashed. The ISTE standards for teachers provide a
powerful framework by which teachers can lead, model best practices, and learn
alongside their students.
ISTE National Educational Technology Standards for
Teachers (NETS*T)
The ISTE standards for both teachers and students were referred to in the development
of the Philippine ICT Competency Standards which include the following:

Standard 1: Technology Operations and Concepts

                      This means that teachers demonstrate a sound understanding of  

                       technology concepts and operations.

Standard 2: Planning and Designing Learning Environment and Experiences

                      This implies that teachers utilize technology to plan and design effective 

                       learning environments and experiences.

Standard 3: Teaching, Learning and Curriculum

                      Teachers should be mindful that in the implementation of curriculum 

                       plan, they have to include strategies for applying technology to 

                       maximize student learning.

Standard 4: Assessment and Evaluation

                      Teachers apply technology to facilitate a variety of effective assessment 

                       and evaluation strategies to collect and analyze data, interpret results, 

                       and communicate findings to improve instructional practice and 

                       maximize student learning.

Standard 5: Productivity and Professional Practice

                      Teachers use technology to engage in on-going professional 

                      development and lifelong learning in support of student learning, 

                      increase productivity and to build community of learners.

Standard 6: Social, Ethical,  Legal and Human Issues

                      Teachers understand the social, ethical, legal and human issues 

                       surrounding the use of technology in support of students who come 

                       from diverse background, affirm diversity, promote safe and healthy use 

                       of technology resources and facilitate access to technology resources 

                       for all students.

ISTE National Educational Technology Standards for

Students (NETS*S)
Likewise, ISTE developed standards needed for students. These standards will be used
as a guide by teachers to plan technology-based activities in which students achieve
success in learning, communication and life skills.

From how technology teachers facilitate learners, outcomes of student learning should

indicate that the following standards have been complied with:

Standard 1: Creativity and Innovation

                      This standard will produce students who demonstrate creative thinking, 

                      construct knowledge, develop innovative products and processes using 

                      technology from existing knowledge.

Standard 2: Communication and Collaboration

                      This standard requires students to use digital media and environments  

                      to communicate and work collaboratively to support individual learning 

                      and contribute to the learning of others. This includes the variety of 

                      media and formats for global awareness with learners from other 

                      cultures.

Standard 3: Research and Information Fluency

                      Students are expected to apply digital tools to gather, evaluate and use 

                      information and plan strategies for inquiry. This standard expects the 

                      students to locate, organize, analyze, evaluate, synthesize, and ethically 

                      use information from a variety of sources and media.

Standard 4: Critical Thinking, Problem-Solving and Decision-Making

                      This standard expects the students to use critical thinking skills to plan 

                      and conduct research, manage projects, solve problems and make 

                      informed decisions using appropriate digital tools.

Standard 5: Digital Citizenship

                      It is required by this standard that every technology student becomes a 

                     digital citizen who demonstrates ethical and legal behavior, exemplified 

                     by the practice of safe, legal and responsible use of information. Further, 

                     the student exhibits positive attitude towards the support of technology 

                     for collaboration, learning and productivity as a digital citizen.

Standard 6: Technology Operations and Concepts

                      Sound understanding of technology concepts, systems and operations is 

                      a standard that students should comply with. They too, are expected to 

                      further transfer current knowledge to learning of new technologies.

Basic Concepts in ICT

Information and communications technology (ICT) is an extensional term
for information technology (IT) that stresses the role of unified communications and the
integration of telecommunications (telephone lines and wireless signals) and computers, as
well as necessary enterprise software, middleware, storage, and audiovisual systems, that
enable users to access, store, transmit, and manipulate information.

Let us explore various resources to have a clear understanding of this lesson. Let us unpack
some concepts and terms related to technology for teaching and learning.

Here are some terms and concepts that you need to know and understand.

1.  Technology refers to a mix of process and product used in the application of knowledge. It
includes tools from pencil and paper to the latest electronic gadgets and tools for practical
task.
2. Information and Communication Technology and Literacy or ICT Literacy is the use of
digital technology, communication tools and/or networks to access, manage, integrate,
evaluate, create and communicate information in order to function in a knowledge society
(Guro 21, 2011).

3. Educational Technology refers to the use of technology in and learning. Educational

technology includes both the non-digital (flip charts, pictures, models, realias, etc.). and
digital (electronic tools: hardware, software and connections, etc.).

4. Digital Literacy is the ability to find, evaluate, utilize, share and create contents using
information technologies and internet (Cornell University). According to American Library
Association (2018), digital literacy is the ability to use information and communication,
requiring both cognitive and technical skills (https:// edweek.org. download 06-03-18).

5. Digital learning is any type of learning that is accompanied by technology or by

instructional practice that makes effective use of technology. It encompasses the application
of a wide spectrum of practices which included blended or virtual learning. It can come as
online or off-line which utilizes digital technology.

6. Online digital tools and Apps use an Internet connection to access the information needed.
A common example is Skype. It is a telecommunication application software product that
specializes in providing a video chat and video calls between computers, tablets, mobile
devices via Internet and to regular telephones.

7. Off-line digital tools and Apps can still be used even if there is no internet access. Among
these are Canary Learning, Pocket, Evertone, ibooks, KA LITE (Gupta, Prinyaka, 2017)
downloaded in edtech review (July 03, 2017).

8. Instructional technology is the theory and practice of design, development, utilization,

management, and evaluation of the processes and resources for learning (Association for
Educational Communications and Technology, Seels, B.B. &Richey, P.C. 1994).

9. Software refers to program control instructions and accompanying documentation stored

on disks or tapes when not being used in the computer. By extension, the term refers to
audiovisual materials (Smaldino, 2005).

10. Multimedia is a sequential or simultaneous use of a variety of media formats in a given

presentation or self-study program (Smaldino, 2005).

11. Internet is a massive network of networks, a networking infrastructure. It connects

millions of computers together globally, forming a network in which any computer can
communicate with any other computer as long as they are connected to the internet. It is
generally defined as a global network connecting millions of computers
(http://www.webopedia.com).

12. World Wide Web (www) is also called a Web which is a graphical environment on
computer networks that allows you to access, view and maintain documentations that can
include text, data, sound and videos (Smaldino, 2005). It is a way of accessing information
over the medium of the internet. It is an information sharing model that is built on top of the
Internet.

13. Web access is the ability of the learner to access the Internet at any point during the
lesson in order to take advantage of the array of available education resources.

14. Webquest is an inquiry-oriented lesson format in which most or all information that

learners work with comes from the web. These can be create using various programs,
including simple word processing documents that include links to websites.

15. Productivity tools refers to any type of software associated with computers and related
technologies that can be used as tools for personal, professional or classroom productivity.

Examples: Microsoft Office, Apple Works – word processing, grade and record keeping, web
page production, presentation) (KFIT-Unesco 2016).

16. Technology  tool is an instrument used for doing work. It can be anything that help you
accomplish your goal with the use of technology. These technology tools can be classified as:

a) Data/Calculation tools.

Examples: spreadsheets, Excels, Sketchpads, probability constructor

b) Design tools. These are used to make models and design, creating and building. Included
here are Family Tree Maker, GollyGee, and Crazy Machines among others.

c) Discussion tools. There are 4 different approaches that utilize discussion and interaction in
the Internet. These are threaded discussion forum, Blogging, Live chat and Video
Teleconferencing, Netiquette and Safety on the Net.

d) Email tools. Emails are great communication tools for sending messages, photographs,
videos and other files. It allows you to reach out to others around the world.

Examples are google mail, Ymail, Yahoo mail and many more.

e) Handheld devices. Handheld devices have become popular among learners. These include
Personal Digital Assistants, global positioning system, (GPS) and geographic Information
system (GIS) in the classroom, Portable electronic keyboards, Digital cameras, Mobile
phones, Palm, Handheld computers.

17. Webquest is a teacher structured research experience for the students that is primarily
based on use of the World Wide Web and typically takes one or more instructional periods
(Bender & Waller, 2011).

18. Blog is an online journal where posted information from both teachers and students are
arranged. There are three kinds of blogs: blogs used for communication, blogs used for
instruction, and blogs used for both (Ferriter & Garry, 2010).
19. Wiki, an editable website usually with limited access, allows students to collaboratively
create and post written work or digital files, such as digital photos or videos. Wikipedia is one
of the most widely recognized of all the wikis (Watters, 2011).

20. Flipped classroom utilizes a reverse instructional delivery, where the teacher is required

to use the web resources as homework or out of class activity as initial instruction of the
lesson which will be discussed during class time.

21. Podcast is a video or audio multi-media clip about a single topic typically in the format of
the radio talk show. The two basic functions of a podcast are to retrieve information to
disseminate information (Eash, 2006).

22. Google Apps is a cloud-based teaching tool which is stored in the Google server and is
available for students both at home and in school. It includes the gmail, a free-mail for all;
Google calendar – a tool used for organizational purposes; Google sites that provide options
for developing blogs and wikis; and Google docs is used for sophisticated word processing
and editing for the document.

23. Vlog is a video blog where each entry is posted as a video instead of the text.

24. Facebook is a popular social networking site used by students and adults worldwide to
present information on themselves and to the world.

25. VOIP (voice over internet protocol) is a category of hardware and software that enables
people to use the Internet as transmission medium for telephone calls by sending voice data
in packets using IP rather than traditional circuit transmission.