During this learning pathway, you will explore the "Collaborator" sub-standards within the ISTE Standards for Educators. If you have not already, be sure to read Chapter 2 from the ISTE book, "Support and Community" (pp. 19-34).
You will choose a combination of tasks that total 75 points. This could be three (3) 25-point tasks OR one (1) 25-point task and one (1) 50-point task.
Remember, a 25-point task should take you about 45 minutes to an hour, and a 50-point task will take about 90 minutes to 2 hours.
Please see your Bb course shell for submission deadlines. Your submission should be an open link (enable editing/comments) to a DIGITAL ARTIFACT (e.g. document, slideshow, infographic, screencast, HyperDoc, etc.) and include a contextualization of how the task applies to this ISTE Standard/Pathway.
Think of a time in your own classroom or professional practice where you have given up the role of "teacher" and settled into the role of co-learner. Here, you are learning alongside your students and they are teaching you something about the tool. Because technology is rapidly evolving, it is impossible for us to be all-knowing. In this task, we ask you to be willing to give up the role of "sage on the stage", and settle into learning alongside your students.
OPTION 1 - WITH A PARTNER
For this task, you will practice this co-learning experience by working with a colleague. Choose one of the tools from Common Sense Media’s Ed Tech Reviews to “co-learn” about that tool, with your partner, or someone else with whom you want to explore the tool. The goal here is to meet the second collaboration standard, “Collaborate and co-learn with students to discover and use new digital resources and diagnose and troubleshoot technology issues.” Whatever tool you choose, it should be a “new to you tool,” in the sense that you have not had experience with it before.
With your partner, determine a tool that you want to explore. Then, follow these steps:
Meet with your partner, face-to-face or online, and spend at least 30 minutes exploring the tool. Log in, try it out as a student, and as a teacher. (30 minutes)
With your partner, take some time to reflect on the tool Consider the following questions, based on Liz Kolb’s Triple E framework. Spend about 30 minutes in conversation:
In what ways might this tool help engage students in learning, within and beyond the classroom?
In what ways might this tool help students enhance their learning, providing them with other resources and opportunities to learn about the topic/content?
In what ways might this tool extend students’ learning, helping them move beyond what they might typically experience in school?
As you consider the role of "co-learning," how did this experience work for the two of you? In what ways did you each need to move from being the "sage on the stage" to the "guide on the side?"
Finally, after you use the tool with your partner, rather than write a paper/reflection, you will use a tool such as Screencast-o-matic, Screencastify, or other similar software to record a brief screencast. Spend a few minutes planning out what you want to describe in your screencast, then spend about 3-5 minutes explaining the tool, as well as what you have co-learned about the tool with your partner.
Ideally, this should be a screencast that you record together using a tool like Zoom, WebEx, or Google Meet. You would be in a meeting room, one of you would "share screen," and then you would record your brief, 3-5 minute conversation. For help, visit:
If this is not possible, however, you may each record a brief, individual screencast using a tool like Screencastify, Loom, or Screencast-o-matic.
Both of you should submit a link to your 3-5 minute screencast in the assignment field. Even though it is the same recording for both of you (unless you needed to do an individual one), we still want a record of it for both of you. Thanks!
OPTION 2 - IN YOUR CLASSROOM
An ALTERNATIVE to this collaboration would be you documenting an actual co-learning experience of a digital tool with students via video. You must be able to describe in detail specifically what you learned from your students. If you choose this alternative, specifically outline the tool, the fall-forward experience, and the challenges and successes of the co-learning. Submit your link to your 3-5 minute screencast/video in BlackBoard.
After choosing a book from this list of titles that align to the SDGs, you will read the book and create a “book trailer,” based on Mandi Lynn’s “How to Make a Book Trailer.”
You can use Adobe Spark, WeVideo, Animoto, or other similar video editing tool, and rely on video clips or images from the public domain or Creative Commons resources that we have previously explored.
Your book trailer should address the requirements in this version of a book trailer assignment from Chappara Middle School.
The book trailer itself serves as the final product for this task. No additional written reflection is necessary. No APA citations are required.
View the 30 minute webinar on Top Tools for Global Collaboration. Explore some of the tools that they share in the webinar such as Gridpals and Belouga.
Also, consider some of the questions from this post about Global Collaboration Projects from the Participate community.
Also, for more inspiration, you might examine the Teacher's Guide to International Collaboration on the Internet from ed.gov.
Take a screenshot at some point during your work to document your learning.
Write a brief summary of the webinar and how you might use one of the tools to teach an idea from the SDGs in your future classroom, 200-250 words total. No APA citations are required.
After exploring the Teach SDGs website, create an account at Taking IT Global.
Explore the resources that are available and, after looking at at least five different ones, zero in on a lesson that you think you would be most useful in your future classroom. Also, consider some of the questions from this post about Global Collaboration Projects from the Participate community. For more inspiration, you might examine the Teacher's Guide to International Collaboration on the Internet from ed.gov.
Next, take a tour of the DEFINE, CONNECT, and APPLY resources in Thing 6 - Global Collaborator on 21things4educators. What should you know, understand, or be able to do as an educator trying to incorporate Global Collaboration opportunities in your role? Then, flip your perspective and examine some lessons in the form of Quests around middle school students learning about collaboration in Thing 20 - Global Collaborator on 21things4students. While you are there be sure to check out the UN Sustainable Goals. Jot down a few ideas around the learning tools, experiences, and lesson considerations.
Take screenshots at several points during your work to document your learning. Write a brief summary of the resource and how you might use one of the tools to teach an idea from the SDGs in your future classroom, 200-250 words total. No APA citations are required.
To consider ways that you and your students might “Demonstrate cultural competency when communicating with students, parents and colleagues and interact with them as co-collaborators in student learning,” this task invites you to explore online forums for students to connect and collaborate, including spaces such as PenPal Schools, Generation Global, iEARN, Global SchoolNet, or a Teachers’ Guide to Global Collaboration. You may also explore those engaged in the Global Collaboration Network on ISTE Connect. A few other resources can be found through the National Association of Independent Schools, the NEA’s Global Education Resources, and this post from the Edublogger.
Explore at least three of the above community spaces and, as you do, look at a minimum of three possible collaboration partners. While you do not need to actually reach out to collaborate with them by sending them a message, you will write a brief, 200-250 word introduction to them, identifying the ways in which you would want to collaborate with them on a specific project. Depending on the community that you are exploring, you will have various amounts of information about these collaborators and they ideas for a project, so you are welcome to take some creative liberties in the introduction that you write.
Consider some of the questions from this post about Global Collaboration Projects from the Participate community. Also, for more inspiration, you might examine the Teacher's Guide to International Collaboration on the Internet from ed.gov.
Take a snapshot of the collaborator’s profile to include in your introduction/reflection.
No APA citations are required.
In the Learner Pathway, you may have begun to explore a program offered by Google (Google for Education Certification), Microsoft (Microsoft Certified Educators), and Apple (Apple Teacher), and in the Leader Pathway really jumped in to get started.
For this pathway task, you will continue to work on your certification. Since I have no way of knowing exactly how many tasks are in each certification, or how long they will take, I ask that you work on your certification for about an hour. Sign in, begin working, and take a screenshot of the lesson you are working on to include in your final reflection.
Write a brief summary of your progress, 200-250 words total. In particular, use this moment to reflect on where you are at after three weeks of learning. Has your journey through the certification kept you engaged? Are you still finding it to be compelling and useful? Why or why not?
No APA citations are required.