EDUC 5373 Week 3 Blog
1. Crompton's (2023) text demonstrates that the studies demonstrate that all ISTE practices and standards lead to increased learning outcomes. Specifically, the ISTE standards 2.1-Learner and 2.4-Collaborator best practices would be most valuable in supporting the development of my call to action, which aims to help teachers bridge the design divide gap.
2.1-Learner requires teachers to enhance teaching methods by collaborating to explore and integrate technology into lessons that boost students' learning achievements (ISTE, 2024). This standard emphasizes a continuous need for ongoing professional growth and technological skill enhancement, leading to improved student learning outcomes (Crompton, 2023). Research conducted supports the connection between professional development and student achievement, illustrating that teachers who participate in technology professional development and effectively create meaningful and innovative lessons for their students positively impact their learning outcomes in multiple subjects, like science and math. Teachers must move beyond their traditional pedagogical strategies to include more innovative learning approaches, even when apprehensive or uncertain, to ensure the students in their classroom learn in a manner that leads to the best educational gains.
2.4 Collaborator emphasizes the importance of working with colleagues and students to share materials and insights and troubleshoot problems while engaging in an authentic learning environment that leverages technology as a tool that will help prepare them for their future (ISTE, 2024). In Crompton's (2023) paper, multiple research studies find that when educators work with other teachers, students, and experts, they significantly improve and predict positive learning outcomes in multiple subjects.
These two ISTE standards can guide my development in bridging the technological digital design divide by emphasizing how teaching approaches must evolve to foster more innovative learning. By increasing professional development opportunities and incorporating more collaborative opportunities with other teachers, students, and experts, students will enhance their learning outcomes and overall achievement. When developing a plan, stakeholders essentially know that ideas from the plan are in the best interest of the students and their overall success. Knowing this information will increase willingness to participate and contribute to the plan.
2. Gonzales (2019) describes two primary concerns when implementing a 1:1 technology plan in schools: budgeting and acquiring outside resources to maintain the 1:1 program and setting guidelines for 1:1 technology use. Concerns about long-term sustainability, outdated devices, and appropriate device use raised significant concerns for administrators.
My district currently does a phenomenal job addressing the main issues concerning 1:1 use. To address buying and ensuring devices are up to date, the district requires students to pay a $30 fee each school year for using their computer; scholarships are available to students who cannot afford the fee. At the end of their high school career, they can buy the computers for $1.Students also turn in their Chromebooks at the end of the year, when a team of technology specialists updates software and fixes any other issues that might keep the computer from functioning properly. If their computer is not fixable and needs to be replaced for something that was not intentional or reckless, a new computer is issued to the student. To address the appropriate use concern, students at the beginning of the year attend a seminar and are required to read and sign the appropriate use policy set forth by the district. The district technology department heavily monitors any activity on students' computers. The administration flaggs and addresses anything inappropriate or said that could raise concern.
Even though my district has an efficient plan that addresses common 1:1 issues, there is room for advancement. Using the ISTE leadership standard guidance, I could be more intentional in modeling and identifying new digital tools and resources that enhance student achievement and address any other technology concerns I might see arise in my classroom among my students. This would ultimately lead to complete development and sustainability in my school's technology integration plan.
3. To address digital inequities, I would use the ISTE standards for students, educators, and leaders as I work with stakeholders to develop technological visions and goals as a guiding framework for the expectation and implementation of technology. The ISTE standards will guide stakeholders to effectively identify and implement appropriate standards and knowledge for educational technology use. By leveraging the ISTE Essential Conditions to support my work, I can ensure that a shared vision, implementation, equitable access, prepared educators, technical support, and opportunities for all learners are addressed and effectively implemented (ISTE, 2024).
References
Crompton, H. (2023). Evidence of the ISTE standards for educators leading to learning gains. Journal of Digital Learning in Teacher Education, 39(4), 201-219. https://doi.org/10.1080/21532974.2023.2244089
ISTE (International Society for Technology in Education). (2024). 2. Educators. Retrieved from iste.org
I found your district's plan for the 1-1 computer sustainability very interesting. I'm not sure we could do that in my district, but I like seeing what others have been able to put in place. I also identify with what you say about the use of the computers being more of an area of growth as well. My district has commmitted to having equitable access to computers, but they have had much less focus on how we use them, which is generally left up to the individual teacher.
ReplyDeleteI agree with you that being learners and collaborators are very important for teachers, especially as they try to integrate technology (and technology is always changing too). I get a lot of good ideas and strategies from other teachers.
- Joanne Scott
Danna, you made great connections between ISTE standards and real-world applications, especially in terms of how professional development and collaboration drive innovation and equity in tech integration. I also appreciate how your district’s 1:1 model balances access, accountability, and sustainability.
ReplyDeleteDanna, I so enjoyed reading your post. I appreciate your diligence in explaining the relevance of the ISTE standards and how those relate to teachers' practices within their classrooms. You do a nice job explaining how teachers need more opportunities for professional development in order to improve their use of technology within the classroom. If we prioritize teachers' professional development based on crucial needs, technology implementation will become a clear focus. Because you clearly understand this matter, I look forward to reading your developed technology integration plan.
ReplyDeleteDanna, Your post was excellent. Your district’s 1:1 tech plan sounds super solid. The yearly fee setup, repair process, and student training are all really smart ways to keep things sustainable and running smoothly. It’s great that you’re thinking ahead too—just because things are working well doesn’t mean we can’t keep improving. Using the ISTE leadership standard to find and model new tools is a great idea for making sure the tech plan keeps growing with your students’ needs. Well done!
ReplyDeleteDanna, your district has an excellent plan in place for computers. It is nice to see that they have thought through how to fund the use of Chromebooks and provide an opportunity for students to purchase them after high school. I agree that to enhance student learning, we need ongoing professional learning and more opportunities for collaboration. By having these two practices in place, the design divide can be addressed.
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