Alignment Map

ISTE Certification
Updated June, 2022

ISTE Certification
Alignment Map

Note that the foundational expectation is that artifacts meet the ISTE Standards for Educators, which is to say, your
artifacts should reflect strong pedagogy and professionalism that makes thoughtful use of technology or digital resources.

Portfolio submitter (Please provide name, title, and a brief description of your primary role and responsibilities.
Additionally, if you serve in a position other than classroom teacher, describe who your “students” are within the
context of your artifact):

Link to artifacts folder/space:

Link to reflection document/artifact:

Artifact(s) Links Contextualization of Artifact &

ISTE Description of Implementation
Criteria Please use naming
Standard convention Please provide 1 unique contextualization per each criterion.
“LastName_Artifact#”

1. The educator reflects Does not count Dooley_Reflection

on his/her application of against 9-14
the ISTE standards and artifacts. Please
goals for using them in introduce yourself in
the future. reflection.
1. Learner 2. Set professional Dooley_Artifact1 In ITEC 7430 [Digital Tools for Learning], I identified two
learning goals. professional learning goals to explore and apply
pedagogical approaches focused on the use of
educational technology to improve both my teaching
practice and student learning in my classroom.
For Goal #1, I created an evaluation rubric to allow
myself and other educators to identify, explore,
evaluate, and curate digital tools and resources
appropriate for teaching and learning. I was able to

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Alignment Map
3. Actively participate in a
local or global digital
network.
4. Report changes made
to teaching practice
based on timely,
research-based best
practices.
ISTE Certification
accomplish Goal #2 by introducing, modeling, and
providing time for my first grade students to use
three new types of technology to create an
informational writing piece from starting the planning
phase, to publishing a final product. Students used
the technology tools Popplet, Spotify Podcasting,
and Storyjumper to help them complete this process.
Each goal is followed by the learning I participated in to
strengthen my practice using technology in the
classroom. This criterion is highlighted in slides 2-8.
In Artifact 2, I identified the two professional learning
networks (PLNs) where I actively participate in local and
global learning to pursue professional interests. I am
currently a member of Twitter and a Collaborative
Learning Team (CLT) at Arcado Elementary. I
contributed to discussions on Twitter, a global
learning network, to support teachers with ideas for
behavior management and student engagement. This
criterion is highlighted on slides 4-6. I also participated
in discussions during CLTs, a local learning network, with
my grade level team to contribute ideas, request support
Dooley_Artifact2 and provide support to other team members.
Dooley_Artifact3 This artifact will showcase how research influenced
my use of the online resource Pear Deck to support
students, specifically English Language Learners
(ELLs), with vocabulary development and by
practicing cultural responsiveness. I have learned that
using online resources like Pear Deck along with the
Flashcard Factory, can enhance student learning and
improve students' academic vocabulary, making them
more successful across all subject areas. I’ve integrated
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Pear Deck’s Flashcard Factory activity into my practice

and shared with other educators how this educational
technology increased students’ formative and summative
assessment scores. This criterion is highlighted in
slides 2-6.
2. Leader 5. Promote a shared Dooley_Artifact13 In Criterion 5, I was responsible for shaping,
vision. advancing, and promoting a shared vision for
empowered learning with technology by engaging
with education stakeholders. To achieve this shared
vision, I evaluated ISTE’s Essential Conditions for
effective technology use in schools, the national, state,
and local technology plans, and looked at recent research
on factors that influence learning outcomes. Finally, I
gathered insight from stakeholders from my school. I
compiled all this information together in an infographic
that addresses empowering learning with technology
through personalized learning, educator training, the
promotion of collaboration and communication, and fun
and meaningful learning as part of the shared vision. I
plan to share this infographic with stakeholders through
email, during school level professional development, and
to parents on curriculum night. This criterion is
highlighted in slides 2-10.
6. Advocate for equitable Dooley_Artifact4 My goal for this assignment was to advocate for equitable
access. access to technology to create learning opportunities to
meet the diverse needs of all students. I was
responsible for writing a grant proposal to integrate
technology for students, with a focus on students of
low socioeconomic status, English Language
Learners, and Special Education students. This project

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Alignment Map

is necessary because it will promote equity in technology

use to promote language development as well as
development of English Language Arts skills for
elementary students. This artifact shows the steps in
creating a grant to advocate for all students to acquire the
technology necessary to participate in learning
opportunities that will allow them to succeed in the digital
world. This criterion is highlighted on slides 2-6.
7. Model new resources Dooley_Artifact5 One of the goals I set for ITEC 7430 [Digital Tools for
or tools. Learning] was to learn how to identify, explore, evaluate,
and curate digital tools and resources appropriate for
teaching and learning. I selected this goal to learn how
to create an evaluation instrument for digital tools. I was
responsible for sharing three new digital resources
with colleagues and my cohort to help increase the
acquisition of digital tools for instruction. This artifact
shows the implementation of the evaluation instrument
and three mobile apps that support collaboration. This
criterion is highlighted in slides 2-6.
3. Citizen 8. Implement learning Dooley_Artifact6 One learning goal I set for ITEC 7455 [Digital
experiences for students Citizenship in Schools] was to relay age appropriate
to be empathetic and digital citizenship skills to my first grade students. I
socially responsible. was able to accomplish this goal through my
implementation of 6 different mini lessons on different
topics about digital citizenship. In particular, mini lessons
five and six focused on how students can practice
empathy and social responsibility as they navigate the
digital world. My artifact showcases how I guided and
instructed my students to be empathetic and socially
responsible when contributing to the online world. This

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Alignment Map
9. Promote student
behaviors that encourage
curiosity as they critically
identify/examine online
resources.
10. Mentor students in
safe, ethical and legal
use, including intellectual
property.
11. Model responsible
use, including protection
of digital identity and
personal data.
ISTE Certification
criterion is highlighted in slides 2-8.
Dooley_Artifact7 As an educator, I not only taught my first grade
students how to discern valid, accurate, and relevant
information online, but I also established a learning
culture that promoted curiosity. Through modeling, I
showed my students how pictures could be digitally
altered. This artifact showcases the guidelines my
learners used to critically evaluate online resources, by
considering why the photo may have been altered, such
as to be creative or to persuade people. By providing
these tools and modeling critical thinking skills, I was able
to foster a culture of curiosity in my classroom. This
criterion is highlighted in slides 2-5.
Dooley_Artifact6 One learning goal I set for ITEC 7455 [Digital
Citizenship in Schools] was to relay age appropriate
digital citizenship skills to my first grade students. I
was able to accomplish this goal through my
implementation of 6 different mini lessons on different
topics about digital citizenship. In particular, mini lessons
three and four focused on digital safety and digital ethics,
respectively. My artifact provides examples of direct
instruction, examples, and activities learners participate in
to understand the proper and ethical use of intellectual
property. This criterion is highlighted in slides 10-16.
Dooley_Artifact6 One learning goal I set for ITEC 7455 [Digital
Citizenship in Schools] was to relay age appropriate
digital citizenship skills to my first grade students.
Mini lesson one was designed to guide my students in
managing their digital identity. Mini lesson two was
designed to teach students how to protect their personal
data. My artifact specifically showcases the learning
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Alignment Map

experiences I provided to learners on how to keep their

digital identity and their personal data safe. This criterion
is highlighted in slides 18-23.
4. 12. Collaborate with Dooley_Artifact8 My role as an educator involved collaborating with
another educator. peers to design engaging and authentic educational
Collaborator experiences using technology for students. To
enhance our use of technology in teaching, I utilized
Kennesaw State University's D2L Discussion Board to
collaborate with other educators and my instructor to
implement the Engaged Learning Project in ITEC 7400
[Teaching Engaged Learning]. Through this collaboration,
I was able to design and implement an authentic learning
experience for my first grade students that integrated
technology. This criterion is highlighted in slides 2-5.
13. Co-learn with students Dooley_Artifact1 In Artifact 1, I co-learned with my first grade students
about a new digital tool. how to use Popplet. This digital tool was new for both
my students and I. One of the challenges for students in
using Popplet was having the dexterity to manipulate the
tool using their touchpad, since they did not have a
mouse, as I did. This contributed to the time required to
complete this step. This artifact provides clear evidence
of the learning journey between my students and I. This
criterion is highlighted in slides 9-12.
14. Facilitate students’ Dooley_Artifact8 Through my artifact, I provided specific evidence of
virtual meetings with my active role in a virtual meeting with a
experts or students. meteorologist. This virtual meeting allowed my students
to engage in meaningful discussions with an expert,
which further enhanced their learning. Overall, by utilizing
collaborative tools, my students were able to engage
virtually with an expert and ask questions, expanding
their authentic, real-world learning experiences beyond

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Alignment Map

the classroom. This criterion is highlighted on slide 7.

15. Demonstrate effective Dooley_Artifact8 As an educator, I understood the importance of effective
communication with all communication with my first grade students' parents and
students’ supporters. support teachers, especially when it comes to integrating
technology into their learning experiences. My artifact
showcases my ability to effectively communicate in
an ongoing process by collaborating with my
learners’ supporters with the use of educational
technology. This criterion is highlighted in slides 9-
10, where I demonstrated my proficiency in
communicating with parents through announcements and
reminders using Class Dojo and with our STEM Specials
teacher via email to help support students during and at
the end of this project. By effectively communicating with
parents and our STEM Specials teacher, I was able to
establish a collaborative learning environment and
support my students' growth both in and outside of their
homeroom classroom.
5. Designer 16. Accommodate learner Dooley_Artifact9 My artifact for Criterion 16 directly showcases how I
differences. design learning by creating, adapting, personalizing, and
using technology to access content in various ways that
accommodate learner differences and needs. I was
responsible for designing learning for first grade
students. This artifact focuses directly on the UDL
Principle of Representation. My learning activities
included pictures, audio, video, contrasting colors, and
clarifying vocabulary. This criterion is highlighted in
slides 2-5.
17. Align to content area Dooley_Artifact8 As an educator, my primary goal was to design
standards. authentic learning activities that aligned with specific
first grade content/subject area standards. To achieve

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Alignment Map

this, I developed an Engaged Learning Project that

assessed the Gwinnett County Science AKS (Academic
Knowledge and Skills) standard 4. obtain, evaluate, and
communicate weather data to identify weather patterns.
By incorporating this standard along with its
substandards, my students were able to conduct research
and investigations and share their findings with the use of
digital tools and resources, such as video recorders like
video note or Flip (formerly Flipgrid). This criterion is
highlighted in slides 12-14.
18. Design a digital Dooley_Artifact10 As an instructional designer, my primary goal was to
learning environment. create an innovative digital learning environment to
effectively engage and support learning. I utilized
Canva to create a website for my digital learning
environment in order to showcase Math Module 1,
Counting to 120. My provided artifact showcases the
various activities that I have created in a digital learning
environment, including Nearpod activities, YouTube
videos/tutorials, and online manipulatives. Daily whole
group lessons, small group lessons, student interaction,
and teacher feedback is provided during video
conferences via Zoom. This criterion is highlighted in
slides 2-5.
6. Facilitator 19. Facilitate and guide Dooley_Artifact9 My artifact outlines how I fostered a culture for my
learning as students take students to take ownership of their learning goals and
ownership of their outcomes in both independent and group settings. I am
learning goals. responsible for facilitating and guiding learning as
my first grade students take ownership of their

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Alignment Map

learning goals. I provide evidence of supporting my

students in meeting their independent learning goals by
using a Personalized Learning Plan along with
educational technology. This criterion is highlighted in
slides 7-12.
20. Manage the use of Dooley_Artifact11 In managing the use of technology in the classroom, I
technology for learning in developed student learning strategies that were hands-on
a nontraditional and allowed my students to experience coding in the field.
classroom setting. My Creative Computing Project, inspired by ITEC
7485 [Creating with Emerging Technologies],
showcased how I introduced coding to first grade
students using Code Spark Academy. To ensure my
students stayed engaged and on task, I monitored and
guided students by checking in on student progress,
answering questions, making suggestions and clarifying
any confusions in the program as they practiced coding
independently or collaboratively with a partner to create
and share their own game or digital story. Students could
troubleshoot independently by altering their code or seek
support from a peer to help troubleshoot issues during the
process. This criterion is highlighted in slides 2-4.
21. Create opportunities Dooley_Artifact11 I am responsible for designing and implementing
for students to use a activities and creating opportunities for first grade
design process and/or students to gain practice in problem solving using a
computational thinking. design process and/or computation thinking. This
artifact provides evidence of the five-step design process,
Creative Play, that was implemented. This design
process includes 5 steps: inspire, imagine, create, play,
and share. Each step explains in detail the overview of
the learning components that were provided to my
students with a focus on the technology aligned with

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Alignment Map

pedagogy. This criterion is highlighted in slides 6-8.

22. Model and nurture Dooley_Artifact11 My artifact showcases my ability to model and
creativity. nurture creativity and creative expression in first
grade students using digital tools and technology
through my Creative Computing Project, completed
during the ITEC 7485 [Creating with Emerging
Technologies]. In this project, I utilized the 4 P's of
Creative Learning: projects, peers, passion, and play to
provide my students with a platform to express their
creativity while allowing me to effectively model and
nurture creativity in my students, providing them with the
necessary digital tools and technical skills to be creative
thinkers and communicators. By nurturing these
elements, my students were able to use technology to
communicate their ideas, knowledge, and connections in
a creative and engaging way. I encouraged my students
to share their final product to their peers as well as on the
website to share with kids outside of their class, providing
them with a sense of pride and accomplishment for their
creative efforts. This criterion is highlighted in slides
10-12.
7. Analyst 23. Provide alternative Dooley_Artifact9 I am responsible for designing alternative ways for
ways for students to show my first grade students to demonstrate competency
competency. and reflect on their learning using technology. My
artifact provides evidence that my students were provided
voice and choice using Nearpod, eClass, or a
Presentation tool to create drawings, voice recordings,
videos, etc. As an educator, I design and implement
projects and learning experiences that allow my students
an opportunity to demonstrate their learning and reflect
on their learning experiences. The units I design allow

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Alignment Map

multiple opportunities to evaluate student work as they

meet the required objectives and standards. This
criterion is highlighted on slides 14-17.
24. Use assessment data Dooley_Artifact12 My artifact showcases the data that I used to analyze
to inform and guide learning and inform a change in instruction through the
instruction based on Summative Assessment Analysis created in ITEC 7305
individual student needs. [Data Analysis and School Improvement]. I am
responsible for collecting and analyzing data for first
grade students to ensure my students are
progressing in their understanding. I show and explain
the process I use to collect and analyze data using a
summative Math assessment. My artifact also exhibits
how I use the data to make adjustments to my instruction.
This criterion is highlighted in slides 2-7.
25. Provide opportunities Dooley_Artifact12 This artifact shows and explains how I provide
for students to reflect on opportunities for my first grade learners to reflect on
their own learning data. their own learning using digital tools and technology.
My artifact shows how I share data with students and
stakeholders in order to reflect and determine next steps.
This data is shared in the Summative Assessment
Analysis I created in ITEC 7305 [Data Analysis and
School Improvement]. This criterion is highlighted in
slides 9-12.

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