ISTE Standards: For Educators
The educator section of the ISTE Standards provides a road map to helping students become empowered learners. These standards will deepen your practice, promote collaboration with peers, challenge you to rethink traditional approaches and help you prepare students to drive their own learning. Learn how to use the standards in the classroom with the ISTE Standards for Educators ebook.
Learn about, test and add into regular practice a variety of proven, promising and emerging learning strategies with technology.
Shifts in teaching and learning afforded by digital tools and resources, for example, increased personalization and differentiation; virtual collaboration, either in real time or asynchronously; project-based learning; STEAM; authentic projects with experts or real-world data; providing immediate feedback using digital tools; competency-based assessments; new data analysis tools.
For example, starting social media chats or groups; blogs that encourage discussion; virtual webinars, meet-ups, ed camps or unconferences; collaborative, asynchronous writing or working teams.
An interdisciplinary field bringing together findings from research into cognitive, social and cultural psychology, neuroscience and learning environments, among others, with the goal of implementing learning innovations and improving instructional practice.
The knowledge, skills and dispositions a learner should have at the end of an assignment or learning unit.
For example, search engine email alerts of specific topics, following thought leaders or key organizations on social media or RSS feeds, attending presentations or webinars, subscribing to education technology research journals or other media sources.
Work together with common purpose and foresight to visualize the full potential of technology to transform learning and teaching
Includes a wide range of roles, including educators, staff, parents and students, and also may include community leaders, education experts, business leaders and others whose voices contribute to a successful outcome.
Learning where students are self aware about their own learning preferences and needs and have significant voice and choice in setting learning goals; students leverage technology to determine how they will learn, demonstrate competency in meeting their goals, and reflect on their learning process and outcomes.
For example, learner variability, language skills, technology and internet access levels outside of school, cultural specificity, challenges at home including poverty, homelessness, disruption or instability.
Educators plan for learning that accommodates differing access levels and individual student needs, for example, providing homework alternatives for students who do not have internet access at home, providing competency-based or other opportunities to demonstrate learning, scaffolding student learning to challenge and support individual students where they are, and advocating for an equitable system for all students.
For example, open educational resources (OER); digital media and podcasts; digital curriculum including culturally relevant curriculum; news sites; websites/pages; digitized original or historical resources such as newspapers, letters, photographs, journals; virtual field trips, tours, or VR software and devices
Devices, apps, webs resources, internet access, technology support and any other digital tools used to deepen learning.
When all student have access to technology needed for learning and to culturally relevant curriculum and resources regardless of race, ethnicity, socio-economic status, gender identity, sexuality, ability, primary language, or any other factor that might hinder or unfairly advantage one student over another.
Individuals who intentionally and transparently adopt and demonstrate best practices.
Finances, human capital
Incorporating selected new resources and strategies into regular practice.
Thoughtfully organizing resources in a way that is useful and/or makes meaning.
Analyzing and reflecting on the value of a new tool or resource for learning and possible improvements for the next time it is used.
Experimenting with new tools and resources for learning, and being open to calculated risk-taking and productive failure for continuous learning.
Finding new tools or resources that may enhance learning, for example, by asking or observing colleagues, asking students, reading related publications, following other educators or thought leaders.
For example, digital camera or video, audio software, graphic design software, writing software.
Using digital tools to contribute to the common good and build interpersonal bonds.
For example, being civil and humane in online interactions and communications; not trolling or cyber-bullying; standing up for others online; being respectful of others' perspectives and experiences.
The ability to meaningfully interpret large amounts of complex information in multiple formats and communicate and share across various media formats.
Being able to use technologies effectively and being able to effectively discover, analyze, create, and communicate information using digital tools and resources.
Encourage and support students to question information and ideas put in front of them and to pursue their interests, ideas and hunches
With students, create shared values, social norms and goals around the purpose and approach to learning in the digital world
Mindful sharing of creative and intellectual work; knowing and using creative commons as well as innate copyright protections.
Interactions that align with one's moral code, for example, preventing or not engaging in cyber-bullying, trolling or scamming; avoiding plagiarism; supporting others' positive digital identity.
Coaching or ongoing guidance that includes modeling of your own practice; sharing with and teaching others; providing ongoing, productive feedback and advice.
Actively protecting students' personal or academic information, for example, by not sharing student work, pictures or identifying information without permission from students and parents/guardians; being safe when working with student data in public or shared spaces; understanding companies' privacy and data management policies in regards to students and avoiding or gaining permission to use ones that do not have strong management and privacy for student data.
For example, creating effective passwords, authenticating sources before providing personal information, sharing personal data conscientiously, not posting address or phone numbers publicly.
Use digital tools and outlets, such as social media, news media, school system websites, digital newsletters or presentations, to communicate with a broader community.
Activities that are based on students' real-world experiences or current issues, use real data or work to solve real-world problems
Able to draw on student and teacher knowledge to solve technology problems, and model this practice for students, for example, restart a device, install software updates, transfer work from one device to another, and troubleshoot when audio/video won't play, recognize functional similarities between different devices or softwares.
Reconfigure the teacher-student relationship to one based on modeling and facilitating student learning with relationships built around collaboration and being learners together.
For example, solving real world local or global problems, career/workforce related projects and skill-building, design projects and processes.
For example, cloud-based, shareable documents and calendars; social media; video and audio conferencing software; email.
Being able to interact appropriately and effectively with people of others cultures and experiences. Being mindful of others' experience and aware of one's own identify and ideas about difference.
If planned for and supported, maximizes student learning and engagement, such as differentiation, assistive technologies, building motivation to learn by stimulating interest, multimodal content delivery, fostering learning awareness of their work preferences and recognition of how academic work aligns to personal goals.
Systemic learner variability that, if planned for and supported, maximizes student learning and engagement, for example, differentiation, assistive technologies and accommodations; building motivation to learn by stimulating interest; multimodal content delivery; fostering learner awareness of their work preferences and recognition of how academic work aligns to personal goals.
Student ownership over their learning goals, demonstration of competency, and structuring of work.
Capitalize on technology's efficiencies and functionality to meet students' individual learning needs, for example, scaled tests and quizzes, adaptability tools and features, software data that can capture where students are struggling or spending the bulk of their time, competency-based learning resources, tools that facilitate student reflection; project planning, organization and time management; communication; collaborative work; indivdual research and curation; and design and creativity.
Learning experiences that have value or resonance beyond the classroom, for example, solving real-world problems; workforce-related projects and skill-building; wrestling with significant philosophical or intellectual problems; and designing projects or processes. (ISTE)
Leveraging digital tools and resources so that students gain mastery of content area knowledge while also gaining vital competencies including problem solving, critical thinking, effective communication, collaboration, self-direction in learning, and a belief in their ability to grow and improve with hardwork and perseverance.
Online or virtual learning environments that use technology in the classroom to deliver content, personalize learning and manage student progress toward learning objectives.
Established and evolving best practices and guidelines for designing learning experiences for specific learners.
Individual or collaborative group work, conducted online, face-to-face, or hybrid.
Creating shared values, social norms and goals around the purpose and approach to learning by, for example, bringing students into the process of establishing and maintaining culture; setting up space and time for students to fail and try again; establishing space and time for student reflection and goal setting; allowing students voice and choice in how they demonstrate competency and how that competency will be evaluated.
Keep students supported, on-task and learning in a variety of face-to-face, digital or hybrid environments.
A methodology for problem-solving; a series of steps used to solve a problem and design a solution. For example, human-centered design process, project-based learning, engineering design processes, scientific method. (ISTE)
A problem-solving process that includes, but is not limited to, the following characteristics: formulating problems in a way that enables us to use a computer and other tools to help solve them; logically organizing and analyzing data; representing data through abstractions such as models and simulations; automating solutions through algorithmic thinking (a series of ordered steps); identifying, analyzing and implementing possible solutions with the goal of achieving the most efficient and effective combination of steps and resources; and generalizing and transferring this problem-solving process to a wide variety of problems. (ISTE)
Use digital tools to reflect on the process of learning, the successes and areas for improvement in learning, and setting goals for future adjustments to improve learning focus, process or approach.
Analyzing and reflecting on student assessment data to adjust course in current instruction or make changes and iterate in future instruction. Applies to both class-wide and individual student instruction approaches.
Feedback that maximizes digital tools to provide students substantive feedback as quickly as possible, for example, built-in data capturing of various assessment systems and other digital tools; modeling for students how to recognize, understand, and use tool-embedded feedback mechanisms ("help" tips, error notifcations such as misspelling underlines, gamified success/failures); using commenting tools or audio/video tools to provide direct feedback on student work.
Account for and understand diverse student learning needs to support the success of all learners.
For example, tests that allow for visual/drawn responses, interactive responses, or other alternatives to traditional testing questions; performance-based assessments that showcase knowlege, process and thinking; portfolios, videos, or competency-based assessments that can be completed and evaluated when students feel ready; tools that differentiate for students of differing abilities.
Student ownership over the goals, process, and demonstrations of comptency around learning, which can be enhanced with transparency and knowledge of how to capitalize on assessment data from teachers, administrators, parents/guardians, and students themselves.