Mykeayoung Swot Analysis 1

ITEC 7410/EDL 7105 SWOT Analysis Template for Assessment of Eight ISTE Essential Conditions
Name: Mykea Young Semester: 2021
ESSENTIAL CONDITION ONE: Effective Instructional Uses of Technology Embedded in Standards-Based,

Student-Centered Learning
ISTE Definition: Use of information and communication technology (ICT) to facilitate engaging approaches to learning.
Guiding Questions:
● How is technology being used in our school? How frequently is it being used? By whom? For what purposes?
● To what extent is student technology use targeted toward student achievement of the Georgia Learning Standards (GPSs,
CCSs)?
● To what extent is student technology use aligned to research-based, best practices that are most likely to support student
engagement, deep understanding of content, and transfer of knowledge? Is day-to-day instruction aligned to research-based
best practices?
Strengths Weaknesses Opportunities Threats
Currently, technology is used The use of technology is Digital learning specialists Technology use is not targeted
daily by all administrators, happening daily, but it’s use is (DLS) are available for every toward student achievement.
teachers, and students at Forest not research-based. school for whole group, small
Park High School. group, and even one-on-one
Students’ extent and comfort sessions.
Administrators and coaches levels of instructional
use technology to deliver technology are typically as Each school has a technology
professional development; strong as that of their teachers. liaison who specializes in
teachers use technology to Google Suites. They provide
make teaching and learning monthly professional
easier and more accessible; development sessions.
and lastly, students use
technology to complete
assignments.
Summary of Results/Conclusions:
For this first essential condition, the strengths include the daily use of technology by administrators, teachers and students.
Administrators, academic coaches, and department leads use technology for planning sessions and PDs. Teachers use technology in
some form to teach their daily lessons, and students are required to bring their charged laptops to class daily. As a threat, the use of
technology is not targeted toward student achievement. Teachers utilize technology because it’s there, but not necessarily because it
could help students succeed. This relates to the weakness of the technology integration not being research-based. Additionally, most
students are not well versed in instructional technology, as their knowledge only extends as far as their teachers’.
Recommendations from Analysis:

Based on the above information, it is recommended that teachers learn more about ISTE standards for educators and students. This
will help them see the need to make sure that their use of technology is grounded in research, and not just because it is convenient.
Teachers can take advantage of the DLS, who provide the opportunity to have one-on-one sessions as requested. During these
sessions, teachers can learn about some of the newest research and trends on technology integration.
Supporting Sources:
ISTE. (2021). Essential Conditions | ISTE. https://www.iste.org/standards/iste-essential-conditions
ISTE Standards for Coaches (2011). Retrieved from https://www.iste.org/standards/for-coaches
ISTE Standards for Educators (2017). Retrieved from https://www.iste.org/standards/for-educators
ESSENTIAL CONDITION TWO: Shared Vision
ISTE Definition: Proactive leadership in developing a shared vision for educational technology among school personnel, students,
parents, and the community.
Guiding Questions:
● Is there an official vision for technology use in the district/school? Is it aligned to research-best practices? Is it aligned to
state and national visions? Are teachers, administrators, parents, students, and other community members aware of the
vision?
● To what extent do teachers, administrators, parents, students, and other community members have a vision for how
technology can be used to enhance student learning? What do they believe about technology and what types of technology
uses we should encourage in the future? Are their visions similar or different? To what extent are their beliefs about these
ideal, preferred technology uses in the future aligned to research and best practice?
● To what extent do educators view technology as critical for improving student achievement of the GPS/CCSs? To preparing
tomorrow’s workforce? For motivating digital-age learners?
● What strategies have been deployed to date to create a research-based shared vision?
● What needs to be done to achieve broad-scale adoption of a research-based vision for technology use that is likely to lead to
improved student achievement?
The district has decided to There is not an official vision It would be beneficial for the The lack of knowledge of the
issue all students, grades 3-12 for technology use within my school to develop an actual ISTE standards contributes to
their own laptop, making school. plan for technology use and the lack of proper use and
almost all learners one to one. integration. integration.
Most teachers (and even
All administrators and school administrators) are not familiar Teachers and students use The district is constantly
leaders, teachers and students with the standards presented technology daily, but it is not adding new technology
have a Google Suites for by ISTE. always research-based or without the proper assessment
Education account. aligned to technology of existing technology, or with
standards. the input of all stakeholders
The district has a strong (particularly teachers and
technology department. students).
Teachers can put in tech
tickets, and someone will work
to solve their issues either in
person or virtually.
Administrators and teachers

understand that technology
integration is important, and it
is expected that technology is
used almost daily.
When it comes to the shared vision, Forest Park High School and Clayton County Public Schools have the following strengths: one-
to-one laptops for all teachers and students, all teachers and students have a Google Suites for Education account, a strong
technology and efficient technology department, and administrators and teachers understand that daily technology integration is
essential. As far as weaknesses, FPHS does not have an official vision or plan for technology. The SIP mentions technology, but
only vaguely, and only in one particular section. Additionally, most staff members are not aware of ISTE standards, and therefore,
are not incorporating them into daily instruction. Opposite of the strengths are the threats. One of the threats is the lack of
knowledge of ISTE standards leading to improper integration. Also, the constant introduction of new technology without the proper
assessment of current technology is a threat. According to ISTE, leaders should be continuously evaluating how effective
technology is being applied at all levels. This evaluation includes the technology itself and those who use it (2021). This is not
happening.

Currently, the school’s improvement plan does not have a plan specifically for technology integration. This presents the opportunity
for staff members to create one. Typically a technology coach would help with the creation of the shared vision and creating a
culture of using technology (ISTE Standards for Coaches, 2011). Forest Park does not have a technology specialist, but there are
teachers who are aware of ISTE’s standards in the building who could offer assistance. After the creation of the plan, it can be
shared with all stakeholders, that way everyone is clear on what the goal is, and have a vested interest in its success.
It will also be beneficial to include stakeholders in the selection and purchase of certain technologies. Oftentimes, technology or
software subscriptions are purchased without the consultation of those who use it the most. This becomes problematic when the
purchases do not accomplish what they were initially purchased for. By consulting teachers and other members of the community,
technology purchases can be rooted in ISTE standards, helping to propel student learning.
Supporting Sources:
Forest Park High School Improvement Plan 2020-2021
ESSENTIAL CONDITION THREE: Planning for Technology
ISTE Definition: A systematic plan aligned with a shared vision for school effectiveness and student learning through the infusion
of ICT and digital learning resources.
Guiding Questions:
● Is there an adequate plan to guide technology use in your school? (either at the district or school level? Integrated into
SIP?)
● What should be done to strengthen planning?
● In what ways does your school address the needs of diverse populations in the school or district to include how race,
gender, socio-economic, and geographic diversity giving consideration to how these factors commonly affect K-12
students’ access to school and beyond-school access to high-speed Internet, modern computing devices, software,
knowledgeable technology mentors, culturally-relevant digital content, and other affordances critical to technology literacy
acquisition.

The school provided each If a student does not already The school’s improvement Many teachers are intimidated
student grades 3-12 with their have an IEP or 504s, a plan to plan does not directly mention by new and emerging
own laptops, and for those address the needs of diverse technology use and integration. technologies, making their
students who are in earlier populations does not exist. There are staff members who interest in learning about new
grades, they have enough are keen on technology and its technologies low.
laptops in the schoolhouse for Parents are not always aware benefits who would offer
students to use. of how to use technology assistance in this area. Teachers are not taught about
themselves, limiting the ISTE standards for educators
Hotspots were given to those amount of help they can offer or students, and do not know
students/families who their child at home. how to incorporate them into
requested them. the classroom.
For the third condition of planning for technology, the district as a whole has made great efforts to ensure that most, if not all,
students have access to technology at home. All students in grades 3-12 have received a laptop to use for the duration of their time
as a student. For those families who requested one, a hotspot was given to them to ensure that students had reliable access to the
internet to properly engage in virtual learning. For the threats, many teachers and administrators are intimidated by new and
emerging technologies (L. Lambert, personal communications, 2021). Teachers feel like learning about new technologies adds to
what they already have to know, and this learning process is seen as a burden, and not a necessity. Additionally, teachers are not
taught about ISTE standards for educators or students, so these standards are not being incorporated into the learning environment.
As a weakness, the school does not necessarily address the needs of diverse populations unless a student already has an outlined
IEP. Additionally, most parents are not aware of how to use instructional technology, limiting the amount of help they are able to
offer their children at home.
The threats and weaknesses mentioned above create the space for opportunities. As a start for introducing ISTE standards to staff,
those staff members who are proficient and comfortable with them (such as Digital Learning Specialists, technology liaisons, or
STEM teachers) can hold monthly meetings showing the staff how these standards work with the curriculums. During this time,
new technologies can also be introduced, easing the fear many teachers have about new technologies.
Just as there are professional learning sessions offered for teachers concerning technology, these types of sessions should also be
offered to parents and community members. According to ISTE (2021), students should be surrounded by learning opportunities at
all times, including at home. If technology sessions are held for parents, then this will increase the chances of the learning
opportunities for students at all times.
Supporting Sources:
Forest Park High School Improvement Plan 2020-2021
L. Lambert, personal communications, 2021
ESSENTIAL CONDITION FOUR: Equitable Access (Specifically Low SES and gender groups)
ISTE Definition: Robust and reliable access to current and emerging technologies and digital resources.
Guiding Questions:
● To what extent do students, teachers, administrators, and parents have access to computers and digital resources necessary
to support engaging, standards-based, student-centered learning?
● To what extent is technology arrange/distributed to maximize access for engaging, standards-based, student-centered
learning?
● What tools are needed and why?
● To what extent are strategies needed to address equity issues among Low SES and gender groups? What are examples of
strategies that would benefit your school/district? (required)
● Do students/parents/community need/have beyond school access to support the shared vision for learning?
All administrators, teachers, Not all students and families Create a SIP that takes all Technology as it relates to
and students (grades 3-12) are have access to reliable devices student groups (low SES, those gender groups are not
given their own device to and internet outside of the with disabilities, and all mentioned at the county or
utilize. school house. genders) into consideration. school level.
Parents have the opportunity to Give a hotspot to all families,

go to their child’s school and regardless of request.
speak with the parent liaison
who will allow them to use
school computers within the
schoolhouse.
All staff and students are given

a Google email address and

have access to all applications
included in Google Suites for
Education.
All stakeholders have access to

the county website, school
websites, and live messages
from the Superintendent.
The strengths for equitable access include the fact that all teachers have their own device and almost all students are given their own
device to utilize throughout their time as a student in the county. If a parent wants to use a computer, they can go to their child’s
school and the parent liaison will allow them to use the computers there. Additionally, all students and teachers were given a
Google email address as well as access to Google Suite for Education applications. This ensures that students have the necessities to
complete assignments and collaborate with their peers and teachers. For the threats, gender groups are not mentioned in the county
or school level plans. This could potentially leave out an entire group from being properly educated. As far as weaknesses, not all
students and families have access to reliable devices and internet outside of the school. Only students in grades 3-12 were given
their own devices; students in grades K-2 have to have their own devices. Also, the district did have hotspots available for those
who requested them, but not all parents were aware of this opportunity.

Based on the treats and weaknesses presented, the following opportunities are present: creating a SIP that takes into consideration
and acknowledges all student groups, and issuing hotspots to all families. The school improvement plan does not mention gender.
Ring mentions that women only make up 26% of all IT positions. This is maybe due to the lack of attention given to them as it
relates to technology. The SIP is not strong in the first place, so with the edification of it, stakeholders have the opportunity to make
sure that students of all genders, low SES, and disabled are included.
Additionally, the school and district gave hotspots only to those families that requested one. It is recommended that hotspots be
given to all families, as not everybody was aware that this was an option. This would ensure that everyone have reliable internet
when not at school to engage in the learning process.
Supporting Sources:
Ring, S. (2008). Tech gURLs: Closing the Technological Gender Gap. Edutopia. https://www.edutopia.org/computer-science-
technology-gender-gap
ESSENTIAL CONDITION FIVE: Skilled Personnel
ISTE Definition: Educators and support staff skilled in the use of ICT appropriate for their job responsibilities.
Guiding Questions:
● To what extent are educators and support staff skilled in the use of technology appropriate for their job responsibilities?
● What do they currently know and are able to do?
● What are knowledge and skills do they need to acquire?
(Note: No need to discuss professional learning here. Discuss knowledge and skills. This is your needs assessment for
professional learning. The essential conditions focus on “personnel,” which includes administrators, staff, technology specialists,
and teachers. However, in this limited project, you may be wise to focus primarily or even solely on teachers; although you may
choose to address the proficiency of other educators/staff IF the need is critical. You must include an assessment of teacher
proficiencies.)
At least one person in every Teachers use technology, but Teachers can request one-on- Many teachers are so
building is proficient at the usage is not grounded in one sessions with a DLS, concerned with teaching the
Google Suite for Education research or best practices. allowing them to gain more curriculum in the short,
and its integration into the knowledge and skills as it allotted time, learning
learning environment. Many teachers are not aware of relates to various technologies. research-based technology
or trained on the technologies integration is not a priority.
Most teachers are comfortable that are available to them. Teachers can utilize peer
and know how to use Google observations to see how those
Suites, USA Test Prep, and teachers who are proficient
Microsoft applications. with technology and ISTE
standards integrate them into
Many teachers have gotten the learning environment. .
comfortable with Mimio
technologies, and use these in
the classroom daily.
Digital Learning Specialists

are well versed on county
technologies, and emerging
technologies.
Looking at the strengths for skilled personnel, the district and the school have many members who are fluent with technology and
its integration. At least one person in every school is a Google certified educator, and these individuals serve as the technology
liaison. These liaisons hold monthly sessions on how to creatively and effectively incorporate Google products into the classroom.
Also, the district has Digital Learning Specialists (DLS) who have a good understanding of the county’s main technology
investments. These individuals hold sessions based on the request of school and departmental leaders. If teachers would like a one-
on-one session with them, they can submit a request for their preferred time slot. While these resources are available, most teachers
do not take advantage unless made to do so. Many teachers are so concerned with teaching the curriculum within the allotted time,
that learning about research-based technology integration is not a priority, thus posing a threat.
For weaknesses, teachers are using technology in the classroom, but on a surface level. As mentioned, teachers are not mandated to
attend the trainings on technology, so many teachers are not aware of the resources that are available for their use. Aslo, those
teachers who do incorporate technology, do not consider the research behind the integrations.
Based on the fact that teachers do not view research-based integration as a priority due to the demanding curriculum, it is
recommended that at least once a month, teachers participate in departmental sessions with a DLS. The DLS can show how new
and emerging technologies can be used to help teach the curriculum and deepen the understanding of the students.
Supporting Sources:
ESSENTIAL CONDITION SIX: Ongoing Professional Learning

ISTE Definition: Technology-related professional learning plans and opportunities with dedicated time to practice and share ideas.
Guiding Questions:
● What professional learning opportunities are available to educators? Are they well-attended? Why or why not?
● Are the current professional learning opportunities matched to the knowledge and skills educators need to acquire? (see
Skilled Personnel)
● Do professional learning opportunities reflect the national standards for professional learning (NSDC/Learning Forward)?
● Do educators have both formal and informal opportunities to learn?
● Is technology-related professional learning integrated into all professional learning opportunities or isolated as a separate
topic?
● How must professional learning improve/change in order to achieve the shared vision?
Professional learning is offered Collaborative planning is Teachers have the opportunity Unless the training is paid,
at the school level and the required weekly for each to steer their collaborative many teachers do not want to
county level. content area/grade level, planning sessions in the spend their free time attending
however, these meetings are direction they see fit. PDs.
Professional learning is offered more content and pedagogy
in a general sense, as well as to based, rather than technology. The Digital Learning Teachers may not see the
specific grade level band, or Specialists send out surveys to benefit of a PD (just based on
content areas. Some mandated professional gather information from staff the given name and
learning sessions are about on what topics they would like description) and therefore, will
Educators topics and concepts teachers to see covered in professional not attend.
are already knowledgeable trainings.
Attendance for mandatory about.
professional learning sessions During collaborative planning,
is high. department meetings, and staff
meetings, teachers have the
opportunity to share any new
and effective resources.
According to ISTE, professionals need ongoing training to stay updated on the rapid changes that occur with educational
technologies. Although all professional learning sessions are not mandated, both Clayton County and Forest Park High School do a
great job of offering professional development opportunities. Professional development is offered almost year-round, including the
summer and weekends. These PDs can be for teachers in general (such as a High Impact Strategies session), for specific grade level
bands, or even for specific content areas. While the district provides many opportunities for educators to engage in professional
learning, many of these sessions are optional. Because they are not mandated, this poses a threat for teachers not attending and
gaining necessary information. Additionally, many teachers do not see the benefit of professional development sessions. Mizell
(2010) states that teachers may not want to partake in a training that they do not see as being readily beneficial or partake in
sessions that are “one size fits all.”
As far as weaknesses, teachers are required to engage in collaborative planning weekly (which is a positive), but the planning
sessions are mostly focused on content rather than integration of technology with the content. Also, some of the mandated
professional development sessions are about skills or concepts teachers are already well versed in, deepening a dislike for future
PDs.

Because most teachers dislike professional development because they don’t think they need it, it is recommended that a needs
assessment be given before mandated professional development, and provide a list of professional development by topics, that way
educators can pick sessions that align to what they need. The TEAL Center says that adults learn best when the material they are
learning pertains directly to them (2011). This will decrease the amount of teachers who feel like they are wasting their time.
Supporting Sources:
Mizell, H. (2010). Why Professional Development Matters. Learning Forward: The Professional Learning Association.
https://learningforward.org/wp-content/uploads/2017/08/professional-development-matters.pdf
TEAL Center Fact Sheet No. 11: Adult Learning Theories. (2011). LINCS | Adult Education and Literacy | U.S. Department of
Education. https://lincs.ed.gov/state-resources/federal-initiatives/teal/guide/adultlearning
ESSENTIAL CONDITION SEVEN: Technical Support
ISTE Definition: Consistent and reliable assistance for maintaining, renewing, and using ICT and digital resources.
Guiding Questions:
● To what extent is available equipment operable and reliable for instruction?
● Is there tech assistance available for technical issues when they arise? How responsive is tech support? Are current “down
time” averages acceptable?
● Is tech support knowledgeable? What training might they need?
● In addition to break/fix issues, are support staff available to help with instructional issues when teachers try to use
technology in the classroom?
Technology tickets can be For some platforms, such as It would be beneficial for each There are not enough
submitted when a problem the county’s testing platform, school to have a technology personnel to train teachers
arises. The ticket can specify there is only one contact specialist or coach to assist about new and emerging
whether the problem is about person. If that person is not with the use and integration of instructional technologies.
hardware, software, or even available or out on leave, it instructional technology.
certain programs/applications. may take a while to receive a Technicians can only help with
response. district sponsored
Response times for technology sites/devices.
tickets are usually within the
same day.
Technology technicians are

very knowledgeable about
laptops, Mimio Boards, and
device troubleshooting.
For technical support, the county and school does a great job with this. Whenever teachers, students, or administrators have an
issue, a technology ticket can be submitted. Through the ticket, the user specifies what type of problem they are having, and even
upload pictures to help describe the problem. Technical support usually responds the same day either, virtually, or by calling.
Sometimes the issues are able to be rectified remotely, and other times, they will come to the school building to fix the issues. Also,
the technology technicians are quite knowledgeable about the devices the schools use, such as MimioStudio devices and laptops,
offering great troubleshooting support. The biggest threat for this category is that the technicians can only help with district
sponsored sites and devices. For example, the district pays for the testing platform, Illuminate, so they are able to troubleshoot and
offer services for this application. NearPod on the other hand, is not a district sponsored site, so the amount of help for
troubleshooting this application is very limited.
The main weakness for technical support is the lack of personnel who specialize in certain applications. All technicians are trained
to a certain degree, but each platform has a person who is trained more than the others. If that person is out or on leave, it takes
longer to receive an answer, because the other technicians are not as proficient for that particular application.
Based on the presented information, it is recommended that more than one person is fully trained for each district sponsored
platform. This will cut down on the amount of work for one person, and decrease the wait time for those who are having issues with
that platform. It is also recommended to have instructional coaches in the building who can not only help troubleshoot, but also help
with integrating those district platforms into the daily teachings and learnings.
Supporting Sources:
ESSENTIAL CONDITION EIGHT: Curriculum Framework
ISTE Definition: Content standards and related digital curriculum resources.

Guiding Questions:
● To what extent are educators, students, and parents aware of student technology standards? (ISTE Standards for Students)
● Are technology standards aligned to content standards to help teachers integrate technology skills into day-to-day
instruction and not teach technology as a separate subject?
● To what extent are there digital curriculum resources available to teachers so that they can integrate technology into the
GPS/CCS as appropriate?
● How is student technology literacy assessed?
The digital resources that are Technology is used as an Those teachers who are aware Most educators, students and
available for student use, such enhancement, and not of ISTE standards can use parents are not aware of the
as USA Test Prep, iReady, or necessarily as an integral part planning, departmental, and ISTE standards.
Gizmo, are standards based. of teaching and learning. staff meetings to share how
they are utilizing them in the Technology standards are not
Teachers lack the knowledge classroom. included unless in a STEM
of how to use technology to class.
deepen the understanding and ISTE standards for students

propel the growth of students. could be incorporated into the Technology literacy is not
curriculum. addressed past online security
or bullying.
For essential condition eight, one of the strengths include standards-based digital resources. These digital resources include USA
Test Prep, Khan iReady, Math 180, and Gizmos. These resources require students to interact and engage with technology, all while
learning standards-based content. When it comes to the threats, technology standards are not included by the county unless students
are in a STEM class. This is due to the fact that many educators and even those higher up, are not aware of ISTE standards.
Additionally, technology literacy is not addressed unless referring to online bullying or online security.
As for the weaknesses, technology is typically used as an enhancement, and not as an integral part of the learning process. For
example, teachers may require that students complete their assignment on Google Docs, but not necessarily use technology to teach
the lesson or learn anything new.

Collaborative planning is held weekly among content areas. Those teachers who are proficient with ISTE standards could use some
of the time to teach about the standards as they relate to teaching the content curriculum. These teachers can share the ISTE
standards for educators as well as students. Teachers can work on their integration of the standards by incorporating at least one
ISTE standard person lesson plan, then gradually increasing as time passes.
Supporting Sources:
ISTE Standards for Students (2011). Retrieved from https://www.iste.org/standards/for-students

References
ISTE Standards for Students (2011). Retrieved from https://www.iste.org/standards/for-students
Mizell, H. (2010). Why Professional Development Matters. Learning Forward: The Professional Learning Association.
https://learningforward.org/wp-content/uploads/2017/08/professional-development-matters.pdf
Ring, S. (2008). Tech gURLs: Closing the Technological Gender Gap. Edutopia. https://www.edutopia.org/computer-science-
technology-gender-gap
TEAL Center Fact Sheet No. 11: Adult Learning Theories. (2011). LINCS | Adult Education and Literacy | U.S. Department of
Education. https://lincs.ed.gov/state-resources/federal-initiatives/teal/guide/adultlearning

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ITEC 7410/EDL 7105 SWOT Analysis Template for Assessment of Eight ISTE Essential Conditions

Name: Mykea Young Semester: 2021

ESSENTIAL CONDITION ONE: Effective Instructional Uses of Technology Embedded in Standards-Based,

Recommendations from Analysis:

ISTE Standards for Coaches (2011). Retrieved from https://www.iste.org/standards/for-coaches

ISTE Standards for Educators (2017). Retrieved from https://www.iste.org/standards/for-educators

ESSENTIAL CONDITION TWO: Shared Vision

Administrators and teachers

Recommendations from Analysis:

ISTE. (2021). Essential Conditions | ISTE. https://www.iste.org/standards/iste-essential-conditions

ISTE Standards for Coaches (2011). Retrieved from https://www.iste.org/standards/for-coaches

ESSENTIAL CONDITION THREE: Planning for Technology

Strengths Weaknesses Opportunities Threats

Recommendations from Analysis:

opportunities for students at all times.

ISTE. (2021). Essential Conditions | ISTE. https://www.iste.org/standards/iste-essential-conditions

L. Lambert, personal communications, 2021

Parents have the opportunity to Give a hotspot to all families,

All staff and students are given

a Google email address and

All stakeholders have access to

Recommendations from Analysis:

ISTE. (2021). Essential Conditions | ISTE. https://www.iste.org/standards/iste-essential-conditions

ESSENTIAL CONDITION FIVE: Skilled Personnel

Digital Learning Specialists

Recommendations from Analysis:

ESSENTIAL CONDITION SIX: Ongoing Professional Learning

Recommendations from Analysis:

ISTE Standards for Coaches (2011). Retrieved from https://www.iste.org/standards/for-coaches

ESSENTIAL CONDITION SEVEN: Technical Support

Technology technicians are

Recommendations from Analysis:

ISTE. (2021). Essential Conditions | ISTE. https://www.iste.org/standards/iste-essential-conditions

ISTE Standards for Coaches (2011). Retrieved from https://www.iste.org/standards/for-coaches

ISTE Standards for Educators (2017). Retrieved from https://www.iste.org/standards/for-educators

ESSENTIAL CONDITION EIGHT: Curriculum Framework

ISTE Definition: Content standards and related digital curriculum resources.

deepen the understanding and ISTE standards for students

Recommendations from Analysis:

ISTE Standards for Educators (2017). Retrieved from https://www.iste.org/standards/for-educators

ISTE Standards for Students (2011). Retrieved from https://www.iste.org/standards/for-students

ISTE. (2021). Essential Conditions | ISTE. https://www.iste.org/standards/iste-essential-conditions

ISTE Standards for Coaches (2011). Retrieved from https://www.iste.org/standards/for-coaches

ISTE Standards for Educators (2017). Retrieved from https://www.iste.org/standards/for-educators

ISTE Standards for Students (2011). Retrieved from https://www.iste.org/standards/for-students

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