Technology is a double-edged sword. It has the power to assist, create, and transform; but it also wields the power of empty distraction. The role of teachers with regard to technology is to make sure that it is harnessed for all of its positive transformative qualities without distraction seeping in. As Fullan (2013) puts it, “don’t focus on technology- focus on its use” (2013, p.11). With the many distractions that new technologies offer, using it only for good is quite a feat, but it is realistic. The first step in using any technology, whether iPads, headphones, or blogs, is to educate for digital citizenship. Students need to know what they’re getting into, and have clearly defined standards for acceptable technology use. As I move forward into the realm of classroom blogging, I will first educate my class in the importance of maintaining a positive and professional image in the blogosphere.
The four criteria for great technology projects (Fullan, 2013), include engagement, ease of use, accessibility, and real-world application. Technological tools are increasingly meeting the first three criteria on their own without any educator assistance. Application, then, becomes the most important element within the classroom, and the teacher-as-change-agent is responsible for carrying this task out.
I’m excited by Fullan’s (2013) arguments because classroom blogging falls in line with these criteria. If used correctly, blogs can be incredibly engaging given the freedom of expression and authentic audience, and they are accessible on nearly any device. With a brief tutorial I have no doubt any student can use them with ease, though the application is the most exciting of all. Individual blogs, personalized to the authour, can serve as windows into the things that genuinely interest students, while also prompting them to connect those things to the content at hand. Once those connections are made, and engagement is achieved, real, applicable problem-solving can begin.
Reference:
Fullan, M. (2013). Stratosphere: Integrating technology, pedagogy, and change knowledge.
I recenlty searched for the topic of how student blogs affect metacognition with a combination of keywords including “metacognition,” “blogs,” “blogging,” “secondary school,” and “high school,” and got all kinds of resources and materials. A Google search of the full question yielded about 377,000 results in just over a second, while Google Scholar found an additional 51 results- mostly scholarly research papers. The simple Google results were a bit more diverse, including pages from edutopia and other such blogs, as well as a few scholarly journals. Similar searches through Twitter and Pinterest gave mostly blogs and lesson plans, though very few were specifically about metacognition in blogging. The best research came from library databases. LearnTechLib immediately found 49 extremely relevant articles, and Concordia’s library search found over 1,200 appropriate books and articles, although the text for many of them is not available online. Although such articles have already proven helpful in my own practice, many of my colleagues rely heavily on their own PLCs within the building, as well as online resources. Several teachers use Twitter as a large PLN.
There are two distinct types of resources I notice in the gathering of my materials. The first is the traditional scholarly research, which uses specific variable (i. e. blogging) and measures the outcome (i. e. metacognition). The other approach, usually in the form of blogposts or lesson planning ideas and materials, generally argues: this is what works for me; try it out for yourself. Of course, there is nothing wrong with this approach, but if educational technology is ever going to have the canon of research Roblyer (2005) argues that it needs, much of the latter resources need to be restructured as specific research founded on the five pillars. While it’s near impossible for every blogging teacher to carry out such rigorous studies, they can still “level up” the scholarly practices, so that future researchers can build on their ideas. After all, ISTE’s fifth Teacher standard and nearly all Standards for Coaches demand professional growth and the refining of pedagogy (International Society for Technology in Education, n.d.; International Society for Technology in Education, n, d.). With TPACK’s focus on using technology to enhance pedagogical content (Koehler, Nishra, Akcaoglu, & Rosenburg, n.d.), teachers need to be constantly evaluating and reevaluating how specific technologies can influence their classrooms, and those who are in positions to conduct specific research must do it.
While some teachers regularly investigate educational technology through scholarly journals, most of us get a majority of our ideas from the blogosphere, which has a wealth of resources that are much more readily available. If we bloggers can raise our standards to those of scholarly research, the positive outcomes will be noticeable much more quickly,
References:
International Society for Technology in Education. (n.d.). ISTE standards for coaches. Retrieved
from http://www.iste.org/standards/ISTE-standards/standards-for-coaches
International Society for Technology in Education. (n.d.). ISTE standards for teachers. Retrieved
from http://www.iste.org/standards/ISTE-standards/standards-for-teachers
Koehler, M. J., Nishra, P., Akcaoglu, M., & Rosenburg, J. M. (n.d.). The technological pedagogical
content knowledge framework for teachers and teacher educators. Retrieved from
There are plenty of Learning Management Systems (LMS) out there these days, and they all do different things. There are those like PowerSchool and Infinite Campus that operate as digital grade books, and then there are those that hang their hats on being able to encompass any classroom need. Teachers can upload assignments, assess students, create discussions, and score it all with one program. Over the course of my spring break, I scanned the websites of twenty-something different LMS, and to be honest, they all started to feel a bit like this:
(Silicon Valley, 2014)
But I do want to know what sets one LMS apart from another, so I launched my own investigation. I uncovered what exactly it is that my school needs out of an LMS, and then I set up teacher and student accounts on the two least distinguishable LMS I could find. Edmodo and Schoology are two of the most popular LMS out there (Barrish, 2015), and the interface of each is strikingly similar. My own school district already uses Infinite Campus as a digital gradebook, and so any classroom-oriented LMS would need to exist as the place where the work is done before the grades are exported to IC. The additional LMS also needs to be able to handle any typical classroom tasks, such as assessing, discussing, and differentiating.
It should be said that this investigation is assuming that we all must transfer to ONE LMS together. Like students each have their own educational needs, so do teachers, and by extension, classrooms. That said, I think that each teacher should be able to choose the LMS that works in his or her classroom. What we may lose in the ability to share across curricula, we more than make up for in personalized learning.
Now to be fair, I have worked with Schoology before, but this is my first run with Edmodo, which is regarded as the most popular LMS on the market (Barrish, 2015). I chose the two for their similar level of popularity and seemingly similar features. In order to investigate features, I first set up my own teacher account, created a course, and posted several assignments, discussion posts, etc. Then I created my own student account for each system, joined my course, and took the assessments while rolling through all of the features. I investigated the student version through both a PC, and my mobile device, which has apps for both Schoology and Edmodo. I figured the mobile device support to be an important factor in choosing the right LMS on account of half of students using their phones for education. For you visual people, here is how it all shook out:
Basically, the two LMS are strikingly similar. They're easy to set up and use, for both teacher and student. The interface for each seems to be based on that of Facebook, and both Edmodo and Schoology have the same basic features: assignment creation, discussion posts, online gradebooks, personalized content, etc. A few key features tip the scales, and honestly, which one you go with depends on what your school needs. Maybe that's why they're both so popular. Here's the long and the short of it:
Edmodo gets points for slightly broader Professional Learning Communities in their groups, and the ability to group students within classes (differentiation is important to our admins). It's free, too. But it's coolest feature is Snapshot, an integrated app that quizzes students with precreated questions aligned to the CCSS. It's basically a data analysis program within an online LMS.
Schoology makes up for its lack of grouping with the nifty feature of being able to embed media in discussion posts and assignments. It also offers teachers the ability to grade by rubric.
Edmodo may be easy to differentiate through, but Schoology still allows for differentiation, and diverse media. And although the cost of a premium membership ($10 per student, or a similar one time fee from the school) looks outrageous, it allows for integration with Infinite Campus to allow for seamless exporting of grades and other data. Even still the free version of Schoology does almost everything that Edmodo does.
The tie-breaker for me comes down to mobile compatibility. Schoology's app on iPhone and iPad (which we have a lot of at school) is quite fluid with virtually no loading time. Quizzes cannot be taken through the app, but it links directly to the website with login intact, so the transition is seemless. When testing on Edmodo however, the app simply displays a message that asks the user to log into www.edmodo.com. Not super convenient, and I can see students getting easily frustrated with it, as I did. Edmodo's parent app leaves a lot to be desired as well. While it is possible to follow what your student is doing in school on a computer, the Apple/Android apps are absolutely useless. They are essentially apps that exist only to show this screen:
And any attempts to input a parent code or child credentials results in the same screen. Yikes. From what I have heard from Edmodo users, this is likely indicative of a broader tech support shortcoming. Hopefully it will be corrected in the future, but in the meantime my LMS of choice for our district is:
Schoology! (pronounced as skool-uh-gee, get it right)
If we decide to drop the ca$h on the premium option in integrates seamlessly into our gradebook, and the mobile tech is much better, which I know will satisfy students and parents alike (not to mention us teachers!). Discussions are less messy, and perhaps most importantly, several teachers are already using it (none use Edmodo). Students and staff are both familiar, which will make the transition much easier, and sharing across disciplines will be way easier to navigate.
A good chunk of this week has been spent researching tools to make my classroom more productive, whether that is enhancing classroom procedures or getting myself more organized. I started by analyzing my own workflow and what I can do to improve on it. A work flow can exist in many different forms, and as such, can be improved in various ways (Davis, 2015). When searching for productivity tools to improve on my workflow, I used Vicki Davis's (2013) criteria:
Must save time or steps from a task I need to do frequently.
It must be multi-platform or sync with a tool that is multi platform.
I have to use this app daily or multiple times per week.
It should improve my life in some way.
The first step I took in hacking my productivity was setting up an Evernote account. It's quick, easy, and can swiftly take the place of several apps that I already have. The greatest benefit of Evernote is that all of the applications that it replaces now work in concert with each other. Here is a great video on what makes it the best:
(Bradley, 2012).
Evernote has been beneficial to me already. My mom, wife, and son all have birthdays this week, and I'm not saying that I would have forgotten anything important without Evernote; but the fact is that now that I have it, I did not forget a thing. While the applications between the bells in the classroom are a little limited, it does a great job of organizing things behind the scenes. I have notebooks, for school (college), work (junior high), and home, and those three (sadly?) encompass everything that I do on a day to day basis. I'd like to get to a point (by the beginning of the next school year, perhaps) where my use of Evernote is automatic. Right now, I find myself having to remind myself to use it, since it's so new to me. But I imagine the benefits will continue to multiply. It keeps the aspects of my life separated, but also integrates them when necessary, so that context isn't lost in a simple list.
ICYMI, I recommend.
The other far-reaching application I endorse is Google Classroom. My students already have school-sponsored Google accounts, so I have been taking advantage of a lot of Google apps. Since all of my kids had embedded assessments to finish last week, doc sharing has been crucial. Ironcially, every English teacher in my school requires kids to write out a rough draft for them to comment on, and then complete the final copy in Google docs, which subverts one of its greatest advantages. Assuming I'm working in the English department next year, I will transform this practice, as I did the last few weeks. I had students type their drafts and share them with me, and I commented on their theses, evidence, and commentary in about three minutes apiece, without having to lift a pen.
Classroom is an equally time efficient application. Here's the simple tutorial:
(Google For Education, 2014).
I set it up on Thursday, and had most of my students on Friday. We used classroom to run the warm up, and I asked a few interactive questions about their experience with Classroom, and it worked great, although mostly as substitution-level technology. Where I really think it has the power to transform is with material gathering. If you saw the workflow model I linked to earlier, I spend a good portion of my day running around gathering missing assignments from other teachers. If I can get the majority of teachers on board, Classroom can work as a centralized space for all missing materials. The boon to productivity is enormous since (let's be honest) telling kids to retrieve assignments they have already been given from teachers who may not be available to help them is a huge waste of time. The biggest hurdle is getting everyone on board, since some of the veteran teachers are tech-averse, to put it lightly. I may just have to take the time to scan their assignments and upload them myself.
I already have a few digital assignments posted to the message board, but my (lofty) goal is to have every assignment graded by a core teacher this quarter accessible through Google Classroom. I have one of my more tech-savvy students working on a database for such a list, and we will go from there. Next year, I want to integrate Classroom in an ELA classroom, with the goal to go completely paperless in the next three years, which shouldn't be too hard, since such a feat can be achieved without the aid of any other programs.
There are a host of other programs I can't wait to try out, including Spiral, a formative assessment app I assume is on par with Socrative, but has collaboration capabilities. That review is likely coming soon.
An update on last week's post: I brought Google Cardboard in for the kids to play with on Free Friday. Some were underwhelmed, but for the most part the reviews were positive. Two notes:
Make sure your kids load apps ahead of time if they BYOD.
Not much more than 5 minutes per turn. Demand doesn't allow for it, and transformative technology can quickly turn into a trip to the nurse.
References
Bradley, S. (2012, April 12). Evernote tips: The 11 amazing features that make using evernote so freaking awesome [Video]. Retrieved from: https://www.youtube.com/watch?v=Ce2_gWZHBIs
Davis, V. (2013, December 23). 18 epic productivity apps. Retrieved from
http://www.coolcatteacher.com/best-productivity-apps/
Davis, V. (2015, July 28). Essential habits of an excellent educator. Retrieved from
New frontiers are constantly being forged in the world of technology, and I'm exploring another one this week. But last week I outlined some goals, so I want to address how those are going before I elaborate on my fist step into virtual reality.
If you'll recall, my immediate goal was to incorporate QR codes into my classes' daily warm ups to give students some guidance on where to start. That can be considered a success. I made sure that
our classroom set of iPads all had QR readers installed before class began on Tuesday, and I included these nifty hints with the math problems of the day. When students inevitably told me they did not know how to approach the problem, I directed them to use the readers for a hint. For the most part, the hints got kids going in the right direction, and I was able to get rolling with planners and daily goals.
My sixth period class, which is in dire need of some enrichment opportunities, are now in charge of WISE website design. We nominated a few tech savvy kiddos, and they will be getting a site developed when they do not have any missing assignments to work on. Once it is in place, phase two will consist of getting the word out through carefully placed QR codes throughout the school.
And lastly, I have made extended my presence on social media. I have over a hundred great pins on my Pinterest boards, and I have begun to tweet some great resources and activities. As a matter of fact, I have created just a shade under one-third of the tweets Mark Zuckerberg has... #growthmindset.
Now, as for the future: I got my very first look at virtual reality today. Being the dinosaur that I am, I searched for Google cardboard at all my local retailers before catching on that none of them had any idea what I was talking about, and eventually ordered the EIGHTones self-assembled VR kit from Amazon. With one-day shipping it ran me just under $20, which I must admit is a lot lower than I would have expected. It's easy to assemble (it took me about three minutes, including the obligatory head-scratching); the slots on the cardboard are numbered and a QR code that links to a simple how-to video is printed directly on the apparatus. Here's a look:
EightOnes VR Kit, 2015).
Pretty simple stuff. The cardboard folds over into a compact vessel with which to hold your iPhone or android inches from your face without letting the outside world in. Aside from the phone, it's made up of household materials such as the cardboard, tape, magnets, velcro strips, and a rubber band. Google even has even published blueprints on your own in case the several dollars it retails for is too much.
Once it was assembled, I tried out a few of the apps made specifically for Cardboard, that I had previously downloaded. Here is the rundown:
I tried the standard Cardboard app first, and found it a little tough to navigate. The split imaging is supposed to create the illusion of three dimensions, but it just made me feel as though I had been fed too many shots of Fireball at my cousin's frat party. I had the same response to Roller Coaster and Google Street View, although Liftoff VR was easier to manage. Basically, I came away unimpressed with the technology, while still realizing the potential is astronomical. I predict fifteen years from now we will look at these apps with the same nostalgic disgust that many of us hold for Atari games.
That's not to say this technology does not have applications in the classroom, however. Quite the opposite, in fact. For one thing, it is something new, which is always refreshing to an eighth-grader in March. The novelty is enough to get kids excited. I have already dropped a few hints that I will be using Cardboard as a reward, and it has piqued the interest of some students.
Beyond carrots, virtual reality has the potential to be transformative. Offhand, Google Street View, in conjunction with Cardboard, offers students the opportunity to walk around in places that they would otherwise not be able to visit with their classmates. Think the Eiffel Tower, Taj Mahal, and pyramids of Giza. Obviously there are some real connections for social studies teachers and foreign language teachers looking to immerse their students in culture. Science and math teachers can find meaningful content connections in apps similar to the rocket-launching of Liftoff VR. I have even seen VR
compatible flashcard apps. While not exactly transformative, such apps' existence proves that we are looking for ways to integrate virtual reality into education. Down the road, I can foresee whole class field trips to historical monuments and renowned art museums taking place within the classroom. And hopefully we will even get to a point in which students can create their own worlds to put on display for their peers to navigate. How beautiful would it be to walk around in a student's interpretation of Wonderland?
Along those lines, Dave Rickert (2016) speaks in his blog of a great VR storytelling app. Vrse gives the viewer the opportunity to be in the middle of such events as music videos or an SNL monologue, but also acts as a storytelling app. This storytelling could be the beginning of a giant shift in the way we explore writing in the classroom. And the engagement would be astronomical. It's only a few short years away.
As it stands now, the technology of Google Cardboard is shaky. From what I hear, I am in the minority with regard to ability to focus, but there are certainly people out there who will have the same issues. I have no doubt, though, that that will be corrected over time. What is more important is that VR has the potential to transform educational applications, and bring real-life experiences into the comfort and budget of the classroom.
References:
Rickert, Dave (2016). Google cardboard: The next big thing in ed tech? [Blog post] Retrieved from http://davidrickert.com/2016/02/08/google-cardboard/ EightOnes VR Kit. (2015, September 6). Assembling your EightOnes VR kit or EightOnes kit XL [video]. Retrieved from https://www.youtube.com/watch?v=k1sYniuPRKQ
Liftoff VR for Google Cardboard (n. d.). [Image]. Retrieved from http://a3.mzstatic.com/us/r30/Purple69/v4/b0/fd/6e/b0fd6e80-aba1-2f5c-c44e-3a4bd8055dbb/screen640x640.jpeg
I've been spending a hefty portion of this week creating my digital persona online and gathering some info on educational technology. On Monday, I created my first video using iMovie and uploaded it to YouTube.
Oscar nods won't be coming in the near future, but last week at this time, I thought I was ages away from creating and publishing videos. Now I've joined an elite club that contains both Quentin Tarantino and my neighbors' twelve-year-old daughter. I am a movie maker.
I also joined the ranks of Twitter as a professional. My amateur twitter feed was already bogged down from commentary by @pattonoswalt and @pooptweets, so I opted for a whole new @MrGartin feed for professional and educational networking. The results have been transformative! I have connected with my colleagues at Concordia, some wonderful educational blogs, professionals from the districts I'm involved with, and educational leaders from central Ohio and around the world.
My pinterest boards grew a bit this week, too. Having instant access to all of these resources gives me plenty to consider as I try to transform myself and my classroom. If you'd like to check out my boards, scan the code below.
Speaking of QR codes, I've explored these a lot this week as well. While inserting one into a blog post doesn't do much (I could've easily just inserted a link and saved you the time of pulling out your phone), there are plenty of ways to utilize QR codes to transform your classroom (Burns, 2016; Miller, 2011). In particular, I'm thinking of a few ideas:
1) Posting them alongside math warm ups to link to helpful resources for working through them. 2) Letting kids put them on their displayed work so viewers can hear a little more about it. 3) Marketing: Get the word out about what we're doing in our classroom. Codes placed at convenient places around the building can link to a designed website, or a voice recording of how the class is impacting them.
The first of these to be implemented will likely be #1, since I have been searching for a way to help my kids along in their warm ups. Rather than individually working through the first steps of the math problems amidst signing planners and checking work, a well-placed QR code should work as a nifty way to direct these guys on how to get started.
Going forward, I have grand plans for marketing WISE for next year, as evidenced by #3, and once I have the ELA classroom I want, I can start working in #2. Most importantly, my tech integration won't stop at QR codes, because of the bevvy of constantly evolving resources I have at my disposal. I'm tweeting, pinning, and blogging, and I intend to continue such tech actions until the internet is dead. The connected status of this teacher will keep the ideas coming forward, and my classroom of tomorrow will be much different than the one today.
References:
Burns, M. (2016). QR codes: Pushing the narrative on scannables. Retrieved
So what do TPACK, RAT, SAMR, ISTE, and all the other technological acronyms look like in the classroom? How do we know when tech is being used appropriately in the classroom? There are so many applications, platforms, and programs available to students now. They can't all be transformative!
(Barker, 2015)
Truly, many of them are not; but that is okay. Membean is the example that comes to mind most appropriately. Membean is an online vocabulary building program that students at my school are required to engage in every week. The program introduces vocabulary words to study in an algorithmic manner so as to ensure the deepest memorization. This is far from transformative. But the effort required to teach vocab as rigorously and efficiently as membean teaches it is so vast that teachers would not be able to accomplish much else if they created such a program off the grid. Membean is not transformative, but it is still important. And helpful. And it contributes to the enrichment of students, which is always a good thing.
There are so many technologies out there that it is impossible to fluent in all of them, but an excellent teacher needs to be able to recognize a useful technology when she sees it. If we are using tech as the $1,000 pencil, then something needs to change. I am a proponent of the idea that any technology can be transformative if it is used right. Conversely, any transformative technology can be substitution-level if it is not used correctly.
(Gartin, 2016).
References
Barker, S. Membean screenshot [Image]. Retrieved from http://ponderingsofalifelonglearner.blogspot.com/2015/02/thoughts-on-membean-from-math-girl-and.html
Gartin, J. (2016). RAT model prompt [Image]. Retrieved from https://docs.google.com/drawings/d/1PhZUU_C8qOaMT-NF5jd_qtdQRPrRyq0NeVEPyeExVk4/edit
The TPACK model integrates three different types of knowledge integral to the teaching profession. Content and pedgogical knowledge intersect and overlap to create the art of teaching, but TPACK introduces technical knowledge as a third layer to the framework. Consider the following illustration:
(Kohler, n. d,)
There are actually seven different areas of the TPACK framework. The traditional "art of teaching" area is the green sliver made up of the overlapping of pedagogical and content knowledge. Superb learning occurs when a teacher knows the content and knows how best to teach it. With the ubiquitous nature of technology, though, educators must not only be knowledgeable about technology, but proficient in using it to teach.
The dark green "sweet spot" is the aim of any teacher using the TPACK framework. This is where the mastery art of teaching is transformed by technology to foster learning in ways that were once unimaginable. Any of the seven areas in the model can spur learning, but only in the dark green middle is education truly transformative.
This is not an easy bullseye to hit, though. Lots of time and effort goes to working toward the sweet spot. In fact, it can create a lot of self-doubt and frustration.
Illustrated by the image at left is the amount of time devoted to integrating technology in relation to its visibility. Substitution-tier tech creates a lot of visibility, but there exists a fairly steep dropoff once teachers move into the augmentation tier. It is not until students begin regularly learning "above the line" that visibility increase again, and even then, it is at a much slower pace.
(Klapdor, n. d.)
The trick for teachers is to stay with technology long enough to reach transformative levels. This will always be accompanied by a ride through the trough of disillusionment, almost like a rite of passage. But it will be worth it to be consistently in that sweet spot.
References
Common Sense Education. (2014, November 3). Introduction to the TPACK model [Video].
Retrieved from https://www.youtube.com/watch?v=EmRw_wARuMk
Klapdor, T. (n. d.) SAMR time-visibility slope [Image]. Retrieved from http://ditchthattextbook.com/wp-content/uploads/2014/03/samr-visibility-time.jpg
Kohler, M. (n. d.). The TPACK image [image]. Retrieved from: http://tpack.org
Two models exist for the spectrum of technology use in education: SAMR, which is the prevailing model for now, and RAT, the newer, pared down iteration. Both aim to differentiate the levels at which technology is effective, and they essentially claim the same thing: that technology can be used to replace or subtly change educational practices, or it can transform it.
(Rossman, 2015).
SAMR takes a four-tiered approach toward educational technology: Substitution, Augmentation, Modification, and Redefinition. The first two tiers barely change the way content is delivered, and are referred to as the enhancement level. Transformation occurs above the imaginary line that separates enhancement-level technology from modification and redefinition. This is where new, exciting opportunities that were once though impossible can happen. Think something along the lines of: 8th grade Spanish classroom speaks chats live with students in a Mexico school through Skype. This isn't your grandparents' education. Technology allows for such things to happen on a daily basis.
The RAT model makes the same general claim, but spells it out like this:
(Hughes, Thomas & Scharber, 2006)
The transformation level of SAMR is condensed to one tier, and only two other tiers exist. The model operates on the principal of Occam's razor: there does not need to be any longer explanation than what is necessary. Essentially educational technology either does not change instruction, or it changes it very little. But when tech is used to create learning that was once thought impossible, it is absolutely transformative.
Personally, I like the RAT model for its straightforward, no-nonsense approach. The modification and augmentation tiers of SAMR are essentially the same thing, except that one occurs above the imaginary line where "learning happens." Frankly, I don't think there is a clear division between where learning happens or it doesn't. In fact, students have the ability to transform content without any technology at all, and often they do.
However, the SAMR model has a bit more stickiness to it, whether that is because of its age or some other factor unbeknownst to me. I am not opposed to it, and to my knowledge, all of my colleagues use it as their tech model, so I suppose I should as well, so as to keep on the same page. But if the paradigm ever shifts, I will be a part of it.
References
Hughes, J., Thomas, R. & Scharber, R. (2006). The RAT - replacement, amplification, and transformation - framework [image]. Retrieved from http://2.bp.blogspot.com/-xhq5nEPtHFc/Ub1AePtTfjI/AAAAAAAAFxY/Fvcr0ZPRLbo/s1600/RAT.004-001.jpg
Rossman, B. (2015). The SAMR model: A new way to think about educational technology [Prezi]. Retrieved from: https://prezi.com/9p7gxc_l640q/the-samr-model/#
The ISTE (International Society for Technology in Education) Standards prepare students, teachers, and administrators for the future. (International Society for Technology in Education, n. d.). These standards evolved from the NETS standards proposed at the turn of the century, and focus intensely on technology and 21st century ideas like the 4 C's and digital citizenship.
ISTE Standards for Students (International Society for Technology in Education, n. d.)
Thanks goes to ISTE for creating the standards, but what do we do as educators to incorporate them into our classrooms? Some might feel overwhelmed by another set of standards in addition to the Common Core or other state mandates, but it turns out that the ISTE standards are meant to be a lot more integrative than additive.
We should use these guidelines not as additions to content, but rather as a tool for providing it. Standards were created for teachers, students, administrators, coaches, and computer science educators, but they all have a few themes running through them. Take a look at the standards for students in the graphic above, and then the Prezi on the teacher standards here. Creativity, Innovation, Digital Age Work, and Digital Citizenship are all addressed by each standard, and they carry on through the other three standards sets.
The ISTE standards do not change the content of the classroom, but rather how the content is taught. Rather than teaching through direct instruction and asking students to practice the modeled content in their notebooks, educators should use innovative tools to engage students in the content, and then prompt them to collaborate with their peers in a much more meaningful way. The standards differ subtly according to who is being addressed, but at their heart, they are all about using technology to transform education.
References
Gaetjens, M. & Gartin, J. (2016). ISTE standards for teachers [Prezi]. Retrieved from https://prezi.com/i8hyovf6csfj/iste-standards/?utm_campaign=share&utm_medium=copy
International Society for Technology in Education. (n.d.). ISTE standards for students. Retrieved from http://www.iste.org/standards/iste-standards/standards-for-students
