ALIGNMENT MAP

ISTE Certification
Updated June, 2022

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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.

Name: Lauren Nesbitt

Title: Second Grade Teacher
Primary Role and Responsibilities: I am current second grade teacher at Mountain Park Elementary in Roswell, Georgia in Fulton
County Schools. This is my fourth-year teaching. I received my Bachelor of Science in Elementary Education and a minor in
Psychology at the University of West Georgia in the spring of 2020.
Link to artifacts folder/space: Artifact folder/ portfolio space

Link to reflection document/artifact: Reflection

Artifact(s) Links Contextualization of Artifact &

ISTE
Criteria
Standard
1. The educator reflects
on his/her application of
the ISTE standards and
goals for using them in the
future.
1. Learner 2. Set professional
learning goals.
Please use naming convention
“LastName_Artifact#”
Does not count against
9-14 artifacts. Please
introduce yourself in
reflection.
Nesbitt_Artifact1
Description of Implementation
Please provide 1 unique contextualization per each criterion.
Insert the link to your reflection document here.
Contextualization: In artifact one, to address criterion two
I set professional learning goals that focused on the
implementation of digital tools in teaching and learning
contexts at the elementary level. To achieve these
learning goals, I explored and applied pedagogical
approaches made possible by technology that
included creating a podcast, as well as incorporating
Blooket and Adobe Express into my classroom. I
incorporated Blooket into math workshop before

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3. Actively participate in a
local or global digital
network.
4. Report changes made to
teaching practice based on
timely, research-based
best practices.
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assessments by creating test reviews that focused on
multiplication and division. (add screenshots from
Blooket math review) My second grade students
created an Adobe Express animal presentation about
their favorite animal and practiced adding their voice to
the presentation. I reflected on my professional learning
goals on the effectiveness of implementing new digital
tools in the classroom. Criterion 2 is highlighted in slides
1-6.
Contextualization: In artifact two, I demonstrate my understanding
of pursing professional interests by creating and actively participating
in local and global learning networks. I shared my development of
creating my own global digital network through my teacher Instagram
account which has connected me with educators across the world. I
have connected with educators in New Zealand to California. I've been
able to learn about various digital technology tools that I could use
with my students. I also connected with educators on Threads. Threads
is a new social media network by Meta which allows for users to share
their thoughts through Threads. Lastly, I've explored Club RCA and
Black Educators Rock on Facebook and have learned more about these
educational organizations through social media. Lastly, I connected
Nesbitt_Artifact2 with educators on Instagram stories about the various types of
technology resources that educators have used in their classrooms.
Nesbitt_Artifact3 Contextualization: My contextualization directly identifies the peer
research that I read and investigated by researching about digital tools
used in primary education classrooms and in elementary based
settings. I deep dived into my research and the following two articles
stood out: Is Metaverse in education a blessing or curse: a combined
content and bibliometrics analysis (Ahmed, 2022) and Using digital
story writing as a pedagogy to develop Al literacy among primary
students (Ng, 2022). The second article that I research that supports
improving students learning outcomes impacted my teaching practices
by questioning my understanding of how the Metaverse can impact
elementary students in their classrooms daily based on augmented
reality and virtual reality (Ahmed, 2022). My research in my
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annotations bibliography activated my schema on previous learned

digital tools and also provided me with many opportunities to learn
about age appropriate digital tools. My teaching practice changed
throughout my annotations by learning about digital tools that can be
used during daily instruction and how AI and the Metaverse can
impact primary education.
2. Leader 5. Promote a shared Nesbitt_Artifact13 Contextualization: I created a shared vision to empower learning
vision. with technology by engaging with educators across Fulton County
Schools. To create my shared vision, I looked at district, state, national
technology plans, and ISTE essential conditions. I also surveyed
educators in Fulton County Schools to establish my shared vision. My
shared vision speaks on the importance of empowering learning with
technology and how technology can change the education setting.
Stakeholders spoke on the importance of how technology can increase
student engagement and creativity. My artifact shows the importance
of how I led the promotion of my shared vision to a larger audience in
Fulton County Schools.
6. Advocate for equitable Nesbitt_Artifact4 Contextualization: I identified in my artifact students with IEPs
access. and special needs with an unfair disadvantage to learning with the
unavailability of technology such as Apple iPads in primary
classrooms to help accommodate to their learning needs. My artifact
provides evidence of how I advocated for access to support the
identified second grade learner(s) with IEPs and special needs
accommodations with the proper technology access through iPads. My
artifact and grant proposal provides evidence of how I encouraged
leveling the playing field for disadvantaged second grade students at
Mountain Park Elementary. It would be vital for students with special
needs and IEPs success to be able to have iPads to increase their
technology awareness and to be able to accommodate to their learning
needs. I would like to increase the playing field and provide more
opportunities for low-income, special needs, and students who have
IEPS that are in second grade students at my school, Mountain Park
Elementary and implementing my grant proposal will help do that.

7. Model new resources or Nesbitt_Artifact5 Contextualization: In artifact five, I reviewed a post from my

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tools.
3. Citizen 8. Implement learning
experiences for students to
be empathetic and socially
responsible.
9. Promote student
behaviors that encourage
curiosity as they critically
identify/examine online
resources.
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blog post that focused on identification, exploration, evaluation,
curation and adoption of new digital resources and tools such as
Podbean, Lucid Chart, Adobe Express, Kahoot, Canva, and
Nearpod. I focused on digital tools that elementary students could
use in their daily instruction. My digital tools checklist provided
me with the opportunity to see if the digital tool met my needs for
my students and myself while teaching. I evaluated new tools by
testing out the tools with my students, co-workers, and friends. I
suggested the use of various tools to my friends that teach middle
school. I shared it with my educator friends and demonstrated
how to use Adobe Express for science educators. After, the
professional development they were able to implement Adobe
Express in their Biology classroom.
Nesbitt_Artifact6 Contextualization: My artifact shows the experiences that I
created for my second-grade students on how to become
positive, socially responsible digital citizens. It was important
that I created experiences for my students to become socially
responsible in an online community. To extend my socially
responsible, I signed my class up for a media lesson about
socially responsibility and empathetic behavior online with our
school's media specialist. Students were able to learn about
how they already stay socially responsible at school, home, and
online. I created opportunities for my students to build upon their
prior knowledge by having turn and talks with their peers about
this topic which helped build relationships and community in my
classroom.
Nesbitt_Artifact7 Contextualization: My artifact shows my mini lesson that
focuses on critically examining online resources and fosters
digital literacy. My second-grade students worked on identifying
pictures of safe online resources vs. unsafe online resources.
To identify the unsafe resources, students put a thumbs down
and students put a thumbs up if the online resource was safe to
use in the classrooms. My students and I created an anchor
chart together on safe vs. unsafe online resources for students
to be able to identify these resources in the future as well. My
second grade students learned about deciphering through
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10. Mentor students in
safe, ethical and legal use,
including intellectual
property.
11. Model responsible use,
including protection of
digital identity and
personal data.
4. 12. Collaborate with
another educator.
Collaborator
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whether information is valid, accurate, and relevant.
Nesbitt_Artifact6 Contextualization: In criterion ten, I focused on teaching my
students about online ethics and legal practices online for
students. My second grade students were emerged into
activating their schemas about online ethics and online legal
practices by watching a video about online ethics for elementary
aged students. My students were able to grasp a deeper
understanding of what the practice was all about and focused
our conversation on our KWL chart next. Students discussed
with each other what they already knew about online ethics and
legal practices and we wrote together a few bullet points on our
classroom anchor chart. It was important to me to show my
second grade students real world scenarios because it provides
students with the opportunity to create a connection while
learning about online ethics and safety.
Nesbitt_Artifact6 Contextualization: My artifact showcases the learning
experiences I provided my second-grade learners throughout
our digital identity and data privacy mini lessons. Students were
able to activate their schemas together by doing a KWL chart
together about digital identity. The media specialist modeled
and promoted management of personal data and digital identity
for students during a monthly classroom lesson. Students were
able to develop a concrete example of the importance of
protecting their digital identity.
Nesbitt_Artifact8 Contextualization: My contextualization specifically shows
and outline how I worked with other colleagues to design
learning experiences using digital tools by using Kiddle! and
Epic. I developed an activity that through the creation of my
Engaged Learning Project that centers around the use of digital
tools.My second grade students participated in an Engaged
Learning Project that focuses on the implementation of the
Georgia State Standards of Excellence in social studies.
Students focused on researching famous Georgians and
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creating a commercial about their famous Georgian on Flip

(formerly known as Flipgrid). Throughout the preparation for this
project, I collaborated with my colleagues and media specialist
about Kiddle, Flip and EPIC. My colleagues reflected on how
they could possibly implement EPIC into their enrichment block
curriculum during PLC.

13. Co-learn with students Nesbitt_Artifact1 Contextualization: In artifact one, to address criterion two I
about a new digital tool. set professional learning goals that focused on the
implementation of digital tools in teaching and learning contexts
at the elementary level. To achieve these learning goals,
I explored and applied pedagogical approaches made
possible by technology that included creating a podcast, as
well as incorporating Blooket and Adobe Express into my
classroom. I incorporated Blooket into math workshop before
assessments by creating test reviews that focused on
multiplication and division. (add screenshots from Blooket math
review) My second grade students created an Adobe Express
animal presentation about their favorite animal and practiced
adding their voice to the presentation. I reflected on my
professional learning goals on the effectiveness of implementing
new digital tools in the classroom. Criterion 2 is highlighted in
slides 1-6.
14. Facilitate students’ Nesbitt_Artifact8 Contextualization: My artifact provides specific evidence of my
virtual meetings with active role as the facilitator of my second-grade students learning
experts or students. and participating in the research stages of the engaged learning
project. My students were introduced to Microsoft Teams during a
virtual meeting with my cousin, Jamar Nesbit. My students got to
experience a famous Georgian from my family that played on the
New Orleans Saints, Jacksonville Jaguars, and the Charlotte
Panthers. My cousin, Jamar Nesbit served as a virtual expert, and
explained in detail to my students the variety of components of
becoming a successful football player inside the football field and
outside the field.

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15. Demonstrate effective Nesbitt_Artifact8 Contextualization: My artifact proves evidence of how I

communication with all effectively communicate with my learners’ supporters around their
students’ supporters. learning goals and use of educational technology. It was vital for
my second-grade students to have monthly and sometimes bi-
weekly media lessons with our media specialist. Our media
specialist and I collaborated to discuss the necessary technology
lessons for my second-grade students to be able to successfully
implement their famous Georgian or landform. Communication
was vital when collaborating with my co-workers and second
grade students to make sure students understood their learning
target and the goals that we wanted students to meet.

5. Designer 16. Accommodate learner Nesbitt_Artifact9 Contextualization: My artifact addresses the standard by
differences. showcasing how I designed my personalized learning project for
my second grade students and by incorporating technology in
various ways. My personalized learning classroom is centered
around my second grade students with a ranging of learning
abilities that will connect with each other to create a food truck.
My personalized learning project was centered around project
based learning where students worked in teams of three to five
students to design a food truck. Students worked on their food
truck designs independently and then collaborated with their
classmates to create a food truck together. While developing the
food truck project students worked to develop a design, planned
the materials needs, and worked together to build the food
truck. My second grade students demonstrated competency
based learning throughout the project based learning
assignment.
17. Align to content area Nesbitt_Artifact9 Contextualization: My artifact outlines social studies and ELA
standards. standards that are aligned with the implementation of digital
tools. My second grade students learned about famous
Georgians that made a difference and will create a video
presentation of their famous Georgian or landform. Students
were facilitators of their learning by researching their famous
Georgian or landform on PebbleGo, Kiddle, and FCS approved
digital resources. My artifact drills down to the specific ELA and

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Social studies that will meet students learning needs. The

Famous Georgians Making a Difference project is aligned to it's
use of educational technology by creating an activity that
deepens students understanding of famous Georgians and
landforms with technology. My artifact for standard 5.2 is on
slides 17-22.
18. Design a digital Contextualization: My artifact focuses on the
learning environment. implementation of UDL by guiding students through a
hybrid-based learning setting. My second-grade
advanced math students participated in an online
learning setting on Teams and face to face. Instruction
was centered around the Georgia Standards of
Excellence based on 2D and 3D shapes. My second-
grade students had to become facilitators of their learning
throughout the implementation of the online module. It
was vital for students to become engaged in lessons that
were student to teacher based which occurred during the
mini lesson on Nearpod and face to face. Nearpod
increased student engagement using an innovate design
process to best benefit students learning goals while
Nesbitt_Artifact9 learning about 2D and 3D shapes.
6. Facilitator 19. Facilitate and guide Nesbitt_Artifact9 Contextualization: My artifact fosters a culture of students
learning as students take taking ownership of their learning goals. My second-
ownership of their grade students thrive in student driven projects. My
learning goals. personalized learning classroom project focuses on
building students’ independence and developing their
social skills while working with their peers. I support my
learners in meeting their learning goals for their food
truck project by giving students adequate time to plan
with their peers and time to implement their plan. My
second-grade students reached their learning goals by
slowly working towards their goals daily with the use of
technology to learn about various food groups to sell on

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their "food truck."

20. Manage the use of Nesbitt_Artifact11 Contextualization: In criterion 20, I focused on
technology for learning in teaching my second grade students at Mountain Park
a nontraditional classroom Elementary about digital storytelling through the Scratch
setting. platform. The project began with a small group of
students (two to three students) participated in the
digital storytelling. By having my students create a
retelling of famous folktales through digital storytelling it
provided students with opportunities to tap into their
creativity and learn how to code. In order to manage the
use of technology, I shared with students an explicit
Scratch technology checklist that was based on our
district's technology expectations. After, reviewing the
Scratch technology checklist students begun working on
their digital storytelling projects. My artifact highlights
the importance of students using technology in a non-
traditional way to demonstrate their understanding of
folktales.
21. Create opportunities Nesbitt_Artifact11 Contextualization: In artifact 11, my second grade
for students to use a students from my small group began to apply the
design process and/or components of computational thinking through digital
computational thinking. storytelling with Scratch. Students specifically learned
about coding on the Scratch platform and how to
decode, compose, and finalize a project. Computational
thinking was at the forefront of this assignment with my
second grade students to help develop their
understanding of coding while using technology in their
classroom. My students followed the design thinking
model throughout this project by implementing their very
own design journal before starting to code their project
on Scratch. As students, began working on their project
they notice similarities and differences between the

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22. Model and nurture Nesbitt_Artifact11
creativity.
7. Analyst 23. Provide alternative
ways for students to show
competency.
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variations of movements while using various characters
in their folktale retelling. Students began to learn about
sprites and how their sprites movements can impact
their digital storytelling.
Contextualization: In artifact 11, I demonstrated my own
creativity by showing students pictures of my design
journal in a previous project and an example of my
Scratch presentation. Students were able to grasp a
deeper understanding of the concept of coding through
Scratch. I also shared with my students the difficulties
that occurred while working on my Scratch based on
trying to get my sprites to move and jump on my project.
Students then focused on their final stages of the digital
storytelling projects and presented their presentation to
their classmates. I successfully executed a creative
computing project emphasizing the creative process
and enabling my student to let their creativity shine
through their Scratch projects. I modeled my creativity
by modeling to my students my robotic pet and scratch
presentations.
Nesbitt_Artifact9 Contextualization: My artifact provides evidence that my
learners are provided with choice and voice with the creation of
their Adobe Express Folktale presentations. My second-grade
students were able to choose from their favorite folktales that
we read in class and develop their own retelling of these stories
through Adobe express while using technology. My second-
grade students first started off in a primary multimodal content
delivery through Blooket by playing a Blooket review about
Folktales. Students then deepened their understanding about
Folktales by participating in a QR code Folktales Scavenger
Hunt. Students had to demonstrate competency and their
understanding of folktales through their Adobe Express
presentations by being able to create a presentation or
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webpage on the Folktale of their choosing.

Standard 7.1 is on slides 11 through 15.
24. Use assessment data to Nesbitt_Artifact12 Contextualization: My artifact showcases the data that I used to
inform and guide analyze learning and inform a change in my instruction in
instruction based on reading workshop and math workshop. The three most
important things that I learned in Data Analysis and School
individual student needs. Improvement are to monitor data over an extended period to
determine up-to-date data, the importance of having a data
team, and having instructional initiatives in place to have a
balanced school year. I collected data from students iReady
reading and math diagnostic testing and the results showed me
the needed areas of improvement. I plan to continue to dig
deeper into our new curriculum and hope to see an increase in
the deficits from the iReady reading diagnostic. Challenges that
I think might occur during the implementation phases of
increasing data deep digs is the change of curriculum next
school might change how data is reflected for students and
teachers in Fulton County Schools.
25. Provide opportunities Nesbitt_Artifact12 Contextualization: My artifact focuses on showing and
for students to reflect on explaining how I provide opportunities for my learners to reflect
their own learning data. on their own learning data using digital tools and technology.
The assessment data guided my progress and communication
with students, parents, and education stakeholders by creating
more activities where students will have hands-on math
activities during math workshop. My data from the FCS
assessment showed that my second-grade advanced students
needed to review three digit subtraction. I reflected on how to
implement a review of three digit addition subtraction. My
second grade students gathered on the carpet for a redo lesson
on three digit subtraction. Students also practiced this skill in
small group instruction with hands-on manipulative as a visual
aid.

Standard 7.3 is on slides 7-12.

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