As I reflect on professional learning experiences that have helped me to deepen my expertise in the ISTE standards, I immediately think about the growth opportunities being a cohort member in the Digital Education Leadership master’s program at Seattle Pacific University has provided me. Prior to enrolling in this program, I did not have any experience with the ISTE standards or have a sense of how to implement them into the classroom. Throughout the course of this program, we have explored ISTE educator, student, and coaching standards, and learned ways to effectively support educators in how to integrate ISTE standards into their instruction. For example, in my blog post Cultivating Collaboration and Authentic Learning Experiences with Screencastify, I researched how educators and coaches can utilize Screencastify as an effective digital tool to collaborate with students to improve their instructional practices. By researching this digital tool and deepening my expertise in ISTE Educator Standard 4, I was able to support teachers in using Screencastify to enhance student engagement during remote learning.
Another example of evidence of my pursuit to strengthen my understanding of ISTE standards is the ISTE Summer Learning Academy I attended this past summer. Through this three-week professional learning, I completed four microcourses led by ISTE experts. One of the microcourses that deepened my understanding of ISTE standards was the second microcourse, “Designing Online Learning Experiences.” During this microcourse I learned about design that can help to improve digital content and making the online learning experience more accessible for students. This microcourse also explored several ISTE student standards by looking at student agency and leveraging student voice in the digital classroom.
Additionally, I am currently enrolled in the elective course EDCT 5802: Project-Based Learning. In this course, we are using Keep it Real With PBL: A Practical Guide for Project-Based Learning, Elementary by Jennifer Pieratt as our guided text to learn what high-quality project-based learning looks like, and how to design effective, engaging PBL lessons. As I learn about designing, assessing, and reflecting on PBL implementation, I am utilizing my understanding of ISTE standards and how I can effectively support educators in integrating PBL into their instruction. Later on, in this course, I am excited to learn more about assessing PBL, an area I need to continue to grow in, by designing a rubric for assessing student deliverables. As I think about this upcoming assignment, I am reflecting on the knowledge I have gained from understanding the ISTE standards about the importance of student feedback. I will be thinking intentionally about how this will show up in my assessment rubric and project design, and also how this can serve as a model to support educators in their own implementation. You can read more about how coaches can support the implementation of PBL in the classroom in my blog post, Enhancing 21st Century Learning Skills through Project-based Learning.
ISTE Standards for Coaches (2019). Retrieved from: https://www.iste.org/standards/for-coaches