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Student Name: Sandra Fonseca-Muoz

Design and develop digital age learning experiences and assessments


(Standards for Teachers)
http://www.iste.org/standards/standards-for-teachers
2.
Design and develop digital age learning experiences and assessments
Teachers design, develop, and evaluate authentic learning experiences and assessments
incorporating contemporary tool sand resources to maximize content learning in context and to
develop the knowledge, skills, and attitudes identified in the Standards*S

Sub-Standard

a. Design or adapt relevant learning


experiences that incorporate digital
tools and resources to promote
student learning and creativity
b. Develop technology-enriched
learning environments that enable
all students to pursue their individual
curiosities and become active
participants in setting their own
educational goals, managing their
own learning and assessing their
own progress
c. Customize and personalize learning
activities to address students
diverse learning styles, working
strategies and abilities using digital
tools and resources
d. Provide students with multiple and
varied formative and summative
assessments aligned with content
and technology standards, and use
resulting data to inform learning and
teaching

Personal
Rating

Personal
Reflection
By using technology teachers can have
more authentic and meaningful
experiences. These experiences
enhance the learning and creativity.
Differentiated instruction has been the
goal of many schools and school
districts. By using technology schools
are able to achieve this goal since
students can explore individual
educational interests and teachers can
adapt to the needs of each student.

Through project and challenge learning


which would take learning outside the
classroom as well as removing
limitations of traditional learning.

The Report describes how the school


system in Finland has successfully
moved away from grades into projectbased grades. This method gives
students the opportunity to measure
success in different areas since cookiecutter methods have proven not to be
effective.

Research and information fluency (Standards for Students)


http://www.iste.org/standards/standards-for-students
3.
Research and information fluency
Students apply digital tools to gather, evaluate, and use information.

Sub-Standard

Personal
Rating

a. Plan strategies to guide inquiry


4

b. Locate, organize, analyze, evaluate,


synthesize, and ethically use
information from of variety of
sources and media
c. Evaluate and select information
sources and digital tools based on
the appropriateness to specific
tasks

Personal
Reflection
The Report talks about how inquirybased learning provides students with
opportunities for deeper understanding
of curriculum.
It is encouraged for students to use a
variety of resources. Thus, many efforts
are taken to teach students, teachers
and districts to respect copyrights.

Though the Report addresses


appropriateness of how to use
resources, it does not address
specifically how to evaluate or select
information.

Technology is helping students bridge


learning with real needs in the
workforce, and by providing students
the opportunity for students to work with
data.

d. Process data and report results

Teaching, learning and assessments (Standards for Coaches)


http://www.iste.org/standards/standards-for-coaches
2
Teaching, learning and assessments
Technology Coaches assist teachers in using technology effectively for assessing student
learning, differentiating instruction, and providing rigorous, relevant and engaging learning
experiences for all students.

Sub-Standard

a. Coach teachers in and model design


and implementation of technologyenhanced learning experiences
addressing content standards and
student technology standards
b. Coach teachers in and model design
and implementation of technologyenhanced learning experiences
using a variety of research-based,
learner-centered instructional
strategies and assessment tools to
address the diverse needs and
interests of all students
c. Coach teachers in and model
engagement of students in local and
global interdisciplinary units in which
technology helps students assume
professional roles, research realworld problems, collaborate with
others, and produce products that
are meaningful and useful to a wide
audience

d. Coach teachers in and model design


and implementation of technologyenhanced learning experiences
emphasizing creativity, higher-order
thinking skills and processes, and
mental habits of mind (e.g., critical
thinking, metacognition, and selfregulation)

Personal
Rating

Personal
Reflection
The report mentioned how deeper
learning will take place in U.S.
classrooms if teachers are coached on
how to appropriately implement it.

Leaders have a responsibility to provide


more PD for teachers so they can offer
quality instruction that will meet
students needs.

Some examples were provided on how


school can partner up with local
business in order to give students true
hands-on experiences. Unfortunately,
many school districts have this
opportunity available at the high school
level.

Leaders are embarking in condensing


resources for teaching and evaluating
complex thinking and also incorporating
it into formal assessments.

e. Coach teachers in and model design


and implementation of technologyenhanced learning experiences
using differentiation, including
adjusting content, process, product
and learning environment based
upon student readiness levels,
learning styles, interests and
personal goals
f. Coach teachers in and model
incorporation of research-based best
practices in instructional design
when planning technology-enhanced
learning experiences

g. Coach teachers in and model


effective use of technology tools and
resources to continuously assess
student learning and technology
literacy by applying a rich variety of
formative and summative
assessments aligned with content
and student technology standards

h. Coach teachers in and model


effective use of technology tools and
resources to systemically collect and
analyze student achievement data,
interpret results and communicate
findings to improve instructional
practice and maximize learning

The K-12 Horizon report address how


there is a need to implement
differentiated instruction, and in some
schools there is technology to facilitates
the process. However, it cautions school
districts not to confuse the increase in
standardize scores with meeting
students needs.

The report recommends that teachers


get PD in order to develop their own
inquiry skills.
4

It is addressed that there are many


policy efforts to clarify how to measure
students learning. Thus, teachers need
to be coach on the tools that are
adequate in assessing a students
creativity. One of these tools is the five
creative dispositions model that
evaluates the imaginative, inquisitive,
persistent, collaborative, disciplined
creativity qualities.
It was reported that there is a lack of PD
for teachers in the area of technology.
However, some solutions are already
available such as ConnectED.

Excellence in professional practice (Standards for Administrators)


http://www.iste.org/standards/standards-for-administrators
3
Excellence in professional practice
Educational Administrators promote an environment of professional learning and innovation that
empowers educators to enhance student learning through the infusion of contemporary
technologies and digital resources.

Sub-Standard

a. Allocate time, resources, and


access to ensure ongoing
professional growth in technology
fluency and integration

b. Facilitate and participate in


learning communities that
stimulate, nurture and support
administrators, faculty, and staff in
the study and use of technology
c. Promote and model effective
communication and collaboration
among stakeholders using digital
age tools

d. Stay abreast of educational


research and emerging trends
regarding effective use of
technology and encourage
evaluation of new technologies for
their potential to improve student
learning

Personal
Rating

Personal
Reflection

Leaders have to ensure that


professional development opportunities
for teachers are available. There is a
lack of PD and without these learning
opportunities, teachers cannot
effectively integrate technology in their
classes.
There is evidence that teachers become
more effective when collaborating with
other teachers. Therefore, leaders need
to provide sessions where teachers can
learn from each other.
Leaders need to provide the opportunity
and tools for professional learning and
collaboration among teachers- teachers
and students-teachers-students.

The Report stresses the importance of


studying the trends and keeping up with
new technologies in order to provide
quality- differentiated instruction.