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 Insert the link to your reflection document here.
on his/her application of against 9-14 Link
the ISTE standards and artifacts. Please
goals for using them in introduce yourself
the future. in reflection.
1. Learner 2. Set professional SamariaTrimbleArtif In Artifact 1, I share two professional learning goals I
learning goals. act1 identified for effective technology use. Two professional
learning goals for effectively using technology that I set
for myself regarding the use of technology were: Goal 1:
Have expertise on how to identify, explore, and evaluate
digital tools used for learning. Goal 2: Successfully
integrate technology into classroom lessons. I created a
digital toolbox with information on the digital tools
explored during the course. I also did an evaluation on

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each of them and documented it. Moving forward, I will

use this toolbox as a resource for myself as well as
when assisting other educators and recommending
digital tools. For goal 2 I used Canva to create a video
to teach elementary students about Even and Odd
numbers.
3. Actively participate in In Artifact 2 I shared how my active participation in
a local or global digital multiple personalized learning communities, I was able
network. to create discussions and contribute to discussions
created by others. I quickly learned that I preferred
Instagram over Twitter for personal reasons. I have
made post to request support in my learning from my
network through instagram. I have replied to others to
support their learning and answer questions. From
these experiences with professional learning, I became
SamariaTrimbleArtif a part of communities of highly effective educators who
act2 collaborate and reflect on their practice,
4. Report changes SamariaTrimbleArtif In Artifact 3, I share research articles I used to support
made to teaching act3 the development of my capstone project. The title of my
practice based on capstone project is "Reducing Lost Instructional Time
timely, research-based Due to Technology Troubleshooting". The purpose of
best practices. this project was to reduce the amount of lost
instructional time due to technology troubleshooting.The
problem that triggered this project was the amount of
instructional time being lost due to technology
troubleshooting. As teachers continue to integrate more
technology in the classroom, the need to troubleshoot
increases. By conducting research, I learned
information on how teachers felt about receiving
professional development to become more comfortable
with using technology in the classroom. I was able to

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analyze the articles to create a plan for my capstone.

2. Leader 5. Promote a shared SamariaTrimbleArtif In Artifact 13, I share a infographic that I created to
vision. act13 show how technology should be used to support
teaching and learning in schools. To start, I examined
ISTE’s essential conditions of student-centered
learning, summarized recent peer-reviewed articles in
the area of constructivist learning/engaged learning, and
analyzed various technology plans at the school,
district, state, and national levels. I then compiled the
information gained across these areas into an executive
summary that highlights key trends in instructional
technology. Next, I communicated virtually with
stakeholders to gather insights on how they envision
technology empowering student learning. The purpose
of the infographic is to articulate how empowered
learning with technology can be achieved. Below you
will find my infographic, executive summary, and
highlights from conversations with stakeholders.
6. Advocate for Artifact 4, is represented through my “Headphones For
equitable access. iReady” Grant Proposal. It shows my ability to advocate
SamariaTrimbleArtif for equitable access to learning opportunities for all
act4 students within my classroom. Providing my second
grade class with headphones allows students to fully
access online resources. These resources can include
online instructional tools, educational videos, and online
read alouds. This project specifically shows how
beneficial headphones can be when accessing iReady.
However, students use their personal computers for all
subjects constantly in the classroom. This project helps
students reach instructional objectives in all subjects
and can increase their ability to stay focused. Students

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will not have the burden of wondering how they will get
headphones or worrying because their parents can not
provide them. This project provided equitable access to
digital tools and resources for disadvantaged learners
within the classroom.
7. Model new resources Artifact 5 highlights my ability to identify, explore, and
or tools. use mobile learning tools. I created a digital toolbox with
SamariaTrimbleArtif information on the digital tools we explored and did an
act5 evaluation on each of them. My blog was used to directly
show the new digital tools I introduced to colleagues. A
Nearpod lesson was developed and used to teach my
colleagues how to use the mobile learning tools. This
acts as evidence of how I modeled for colleagues the use
of the tool in instruction.
3. Citizen 8. Implement learning In Artifact 6, I showcase a series of digital citizenship
experiences for SamariaTrimbleArtif lessons I created for my 2nd grade students. This
students to be act6 artifact provides evidence of my ability to teach learners
empathetic and socially to respectfully contribute and participate responsibly in
responsible. their digital world. There are 6 lessons that focus on
important digital citizenship topics. From creating these
lessons, I realized how important it is for students to
learn about digital citizenship. Students need lessons to
teach them how to function and be successful online. It
is important to establish a plan that has online safety of
students in mind. These lessons show ongoing
opportunities for learners to practice to contribute
positively within online interactions.
Criterion 8 is shown in slides 2-8
9. Promote student Artifact 7 shows my ability to teach students to evaluate
behaviors that online resources. The artifact focuses on a lesson I
encourage curiosity as SamariaTrimbleArtif created titled "Website Detective (Evaluate a Website)".

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they critically act7 Students learn to identify credible and reliable websites.
identify/examine online My artifact shows evidence of the guidelines learners
resources. used to evaluate online resources and information
critically. I also provide examples of how I guided my
learners to evaluate online information and resources
for the author's biases, information accuracy, and
relevancy when researching information found online.
Evidence can be found throughout the lesson
description and when exploring the ongoing lessons.
10. Mentor students in In Artifact 6, I showcase a series of digital citizenship
safe, ethical and legal SamariaTrimbleArtif lessons I created for my 2nd grade students. This
use, including act6 artifact provides evidence of my ability to teach learners
intellectual property. to respectfully contribute and participate responsibly in
their digital world. There are 6 lessons that focus on
important digital citizenship topics. From creating these
lessons, I realized how important it is for students to
learn about digital citizenship. Students need lessons to
teach them how to function and be successful online. It
is important to establish a plan that has online safety of
students in mind. These lessons show ongoing
opportunities for learners to practice to contribute
positively within online interactions.
Criterion 10 is shown in slides 9-15
11. Model responsible In Artifact 6, I showcase a series of digital citizenship
use, including protection lessons I created for my 2nd grade students. This
of digital identity and SamariaTrimbleArtif artifact provides evidence of my ability to teach learners
personal data. act6 to respectfully contribute and participate responsibly in
their digital world. There are 6 lessons that focus on
important digital citizenship topics. From creating these
lessons, I realized how important it is for students to
learn about digital citizenship. Students need lessons to

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teach them how to function and be successful online. It

is important to establish a plan that has online safety of
students in mind. These lessons show ongoing
opportunities for learners to practice to contribute
positively within online interactions.
Criterion 11 is shown in slides 16-22
4. 12. Collaborate with In Artifact 8, I share an engaged learning project I
another educator. created for my 2nd grade class. The project is titled "
Collaborator SamariaTrimbleArtif Georgia Historian Interview". During this project
act8 students took on the role of an important Georgia
historian and answered interview questions. Students
also took on the role of a professional interviewer to
interview their peers using technology. The students
collaboratively researched their historian in order to gain
a deep understanding of their contributions to Georgia’s
history and take on their role.
Standard 4.1 | Criterion 12 is highlighted on slides 3-11
13. Co-learn with Artifact 1 shows me co-learning with my students about
students about a new SamariaTrimbleArtif a new digital tool. Students were able to use tools like
digital tool. act1 Padlet, Nearpod, and Flipgrid during a big lesson we
did. Previously, I had never used Nearpod and my
students were not familiar with it either. We were able to
take on the challenge and go through the journey
together as a class. This experience inspired me to do
more learning with my students and not just teach them.
14. Facilitate students’ SamariaTrimbleArtif In Artifact 8, I share an engaged learning project I
virtual meetings with act8 created for my 2nd grade class. The project is titled "
experts or students. Georgia Historian Interview". During this project students
took on the role of an important Georgia historian and
answered interview questions. Students also took on the
role of a professional interviewer to interview their peers

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using technology. The students collaboratively

researched their historian in order to gain a deep
understanding of their contributions to Georgia’s history
and take on their role.
Standard 4.3 | Criterion 14 is highlighted on slides 12-17
15. Demonstrate SamariaTrimbleArtif In Artifact 8, I share an engaged learning project I
effective communication act8 created for my 2nd grade class. The project is titled "
with all students’ Georgia Historian Interview". During this project students
supporters. took on the role of an important Georgia historian and
answered interview questions. Students also took on the
role of a professional interviewer to interview their peers
using technology. The students collaboratively
researched their historian in order to gain a deep
understanding of their contributions to Georgia’s history
and take on their role.
Standard 4.4 | Criterion 15 is highlighted on slides 18-21
5. Designer 16. Accommodate SamariaTrimbleArtif Artifact 9 shows how I designed a plan to develop and
learner differences. act9 implement personalized learning for individual students
to progress. In my plan, I include the major components
such as classroom setting, strategy, standards and
technology tools. This artifact shows students having a
voice in their learning and setting goals. Using
technology, this plan allowed students to have a choice
in how they show competency.
Stand 5.1/Criterion 16 is highlighted in slides 2-8.
17. Align to content area SamariaTrimbleArtif In Artifact 8, I share an engaged learning project I
standards. act8 created for my 2nd grade class. The project is titled "
Georgia Historian Interview". During this project
students took on the role of an important Georgia
historian and answered interview questions. Students
also took on the role of a professional interviewer to

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ALIGNMENT MAP

interview their peers using technology. The students

collaboratively researched their historian in order to gain
a deep understanding of their contributions to Georgia’s
history and take on their role.
Standard 5.2 | Criterion 17 is highlighted on slides 22-27
18. Design a digital In artifact 10, I created an online module and designed a
learning environment. digital learning environment. The module was for my 2nd
grade students and titled " Unit 1 Life Cycle". The 5 week
unit has a goal for students to develop an understanding
of the life cycle of living things. Students will participate in
various activities to support deep learning in a digital
learning environment. In each module students have the
SamariaTrimbleArtifac opportunity to interact with the peers, participate in
t10 discussions, and receive feedback.
6. Facilitator 19. Facilitate and guide SamariaTrimbleArtif Artifact 9 shows how I designed a plan to develop and
learning as students act9 implement personalized learning for individual students to
take ownership of their progress. In my plan, I include the major components
learning goals. such as classroom setting, strategy, standards and
technology tools. This artifact shows students having a
voice in their learning and setting goals. Using
technology, this plan allowed students to have a choice in
how they show competency.
Stand 6.1/Criterion 18 is highlighted in slides 9-13.
20. Manage the use of SamariaTrimbleArtif Artifact 11 highlights my Creative Computing
technology for learning act11 experience. Students were able to design and
in a nontraditional implement a thinking process based on the Scratch
classroom setting. instruction provided by me. Creativity and creative
problem solving is demonstrated for students when
sharing my Scratch story with them. Students were able
to create their own ideas and imagine what would
happen in their own story. Throughout the project

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students were continuously sharing and collaborating

with their group members.
Standard 6.2 | Criterion 20 is shown in slides 2-6.
21. Create opportunities SamariaTrimbleArtif Artifact 11 highlights my Creative Computing
for students to use a act11 experience. Students were able to design and
design process and/or implement a thinking process based on the Scratch
computational thinking. instruction provided by me. Creativity and creative
problem solving is demonstrated for students when
sharing my Scratch story with them. Students were able
to create their own ideas and imagine what would
happen in their own story. Throughout the project
students were continuously sharing and collaborating
with their group members.
Standard 6.3 | Criterion 21 is shown in slides 7-15
22. Model and nurture SamariaTrimbleArtif Artifact 11 highlights my Creative Computing
creativity. act11 experience. Students were able to design and
implement a thinking process based on the Scratch
instruction provided by me. Creativity and creative
problem solving is demonstrated for students when
sharing my Scratch story with them. Students were able
to create their own ideas and imagine what would
happen in their own story. Throughout the project
students were continuously sharing and collaborating
with their group members.
Standard 6.4 | Criterion 22 is shown in slides 16-22
7. Analyst 23. Provide alternative SamariaTrimbleArtif Artifact 9 shows how I designed a plan to develop and
ways for students to act9 implement personalized learning for individual students
show competency. to progress. In my plan, I include the major components
such as classroom setting, strategy, standards and
technology tools. This artifact shows students having a
voice in their learning and setting goals. Using

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technology, this plan allowed students to have a choice

in how they show competency.
Stand 7.1/Criterion 23 is highlighted in slides 14-17.
24. Use assessment SamariaTrimbleArtif Artifact 12 focuses on the assignments developed in
data to inform and guide act12 ITEC 7305 titled Summative Assessment Analysis. This
instruction based on experience allowed me to gather and analyze data to
individual student ensure that my students were progressing in their
needs. understanding. The artifact includes a description of the
summative assessment and visuals of the data
collected. A reflection is included that discusses findings
and plans for standards that need revision.
Standard 7.2 | Criterion 24 is shown is slides 2-10
25. Provide SamariaTrimbleArtif Artifact 12 focuses on the assignments developed in
opportunities for act12 ITEC 7305 titled Summative Assessment Analysis. This
students to reflect on experience allowed me to gather and analyze data to
their own learning data. ensure that my students were progressing in their
understanding. The artifact includes a description of the
summative assessment and visuals of the data
collected. A reflection is included that discusses findings
and plans for standards that need revision.
Standard 7.3 | Criterion 25 is shown is slides 11-15

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