The International Society for Technology in Education (ISTE) Standards provide the competencies for learning, teaching, and leading in the digital age, providing a comprehensive roadmap for the effective use of technology in schools worldwide. Grounded in learning science research and based on practitioner experience, the ISTE Standards ensure that using technology for learning can create high-impact, sustainable, scalable and equitable learning experiences for all learners.
For more than four decades, The International Board of Standards for Training, Performance and Instruction (IBSTPI) has been developing and validating the standards for professionals in the learning, development, and performance improvement fields. Our standards come as a result of a rigorous research process, development, international validation, and publication. Our people provide a diverse representation of academic and professional expertise in the areas of training, performance, and instruction.
Design and Develop Digital Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS-S.
Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
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.
Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources.
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.
Meeting Standards:
In EDCT 6012, I explored different delivery platforms (1) for teaching and learning in an online environment. While experimenting with delivery, I learned many tools for student engagement (2 & 3), including: slideshows, video and screencasting, episodic podcasting, and online course development using MOOCS and web platforms. Projects included learner assessments (4), which resulted in revision and refinement of project materials.
This course addresses the instructional design competencies identified by the International Board of Standards for Training, Performance and Instruction (ibstpi): Professional Foundations, Planning and Analysis, Design and Development, Evaluation and Implementation, and Management. At the end of the course, each participant will be able to:
• Generate an instructional design project by conducting all appropriate phases of the instructional design process.
• Produce instructional goals as a result of a needs and task analysis.
• Develop learning objectives with a level of detail appropriate to a materials centric approach to instruction.
• Classify learning objectives and design appropriate instructional intervention related to their classifications.
• Develop an evaluation strategy using formative and summative strategies.
• Apply instructional design principles to real world problems and scenarios.
• Apply formative evaluation techniques to improve learning.
• Apply teaching strategies based on best practice.
Meeting Standards:
EDCT 6030 included designing a large, comprehensive instructional design project. From the initial needs assessment, all the way to the formative and summative evaluations, I utilized the Dick & Carry model of design in every detail. From instructional goals broken down into detailed learning objectives, aligned with the assessment instruments, my project could be implemented in a real world scenario.
COURSE GOALS
• Students will demonstrate knowledge of instructional design principles and methods.
• Students will demonstrate the ability to implement instructional models.
• Students will demonstrate the ability to select instructional models appropriate to opportunities and constraints.
• Students will be able to communicate instruction.
Meeting Standards:
In EDCT 6031, I explored the management side of instruction. Starting with a new instructional design project, I laid out the implementation, cost, and timeline strategies for an online training for incoming members of the University of Wyoming Western Thunder Marching Band.
ISTE NETS Technology for Coaches:
Visionary Leadership
Technology Coaches inspire and participate in the development and implementation of a shared vision for the comprehensive integration of technology to promote excellence and support transformational change throughout the instructional environment. Technology Coaches:
1.a. Shared Vision
Demonstrate the development, communication, and implementation of a shared vision for the comprehensive use of technology to support a digital-age education.
1.b. Strategic Planning
Demonstrate planning, development, communication, implementation, and evaluation of technology-infused strategic plans at the organizational level.
1.c. Advocacy
Demonstrate advocacy for policies, procedures, programs, and funding strategies to support implementation of the shared vision represented in organizational technology plans and guidelines.
1.d. Innovation and Change
Implement strategies for initiating and sustaining technology innovations and manage systemic change processes.
Professional Development & Program Evaluation
Technology coaches conduct needs assessments, develop technology-related professional learning programs, and evaluate the impact on instructional practice and student learning. Technology Coaches:
4.b. Design
Design, develop, and implement technology-rich professional learning programs that model principles of adult learning and promote digital-age best practices in teaching, learning, and assessment.
Meeting Standards:
In EDCT 6042, we worked in groups to identify strategies for change and implementation (1.b & 1.d) of a technology based professional development course (4.b) to aid teachers in integrating multimedia into their daily lesson planning. My group developed a shared vision (1.a) for implementation and teacher buy-in. My group also designed (1.b & 1.d) a re-innovation project to add a MakerSpace to a currently underused classroom. I also created a technology toolbox website (1.d) for K-12 teachers and students, as a repository of multimedia tools organized by subject.
Coaching Standards
Digital-Age Learning Environments.
Technology coaches create and support effective digital-age learning environments to maximize the learning of all candidates. Technology Coaches:
a. Model effective classroom management and collaborative learning strategies to maximize teacher and student use of digital tools and resources and access to technology-rich learning environments
b. Maintain and manage a variety of digital tools and resources for teacher and student use in technology-rich learning environments
c. Coach teachers in and model use of online and blended learning, digital content, and collaborative learning networks to support and extend student learning as well as expand opportunities and choices for online professional development for teachers and administrators
d. Select, evaluate, and facilitate the use of adaptive and assistive technologies to support student learning
e. Troubleshoot basic software, hardware, and connectivity problems common in digital learning environments
f. Collaborate with teachers and administrators to select and evaluate digital tools and resources that enhance teaching and learning and are compatible with the school technology infrastructure
g. Use digital communication and collaboration tools to communicate locally and globally with candidates, parents, peers, and the larger community
Meeting Standards:
In choosing software systems and delivery products (b & e), and exploring accessibility concerns (d), we used multimedia principles of design (c) to create a relevant technology-rich lesson (a). Delivered through a commercially available LMS (f & g), my project collects student pre-test and post-test data (b) for continuing evaluation and revision of the final product.
4.5 Professional Learning Facilitator
Coaches plan, provide and evaluate the impact of professional learning for educators and leaders to use technology to advance teaching and learning.
Coaches:
4.5.a Design professional learning based on needs assessments and frameworks for working with adults to support their cultural, social-emotional and learning needs.
4.5.b Build the capacity of educators, leaders and instructional teams to put the ISTE Standards into practice by facilitating active learning and providing meaningful feedback.
4.5.c Evaluate the impact of professional learning and continually make improvements in order to meet the school-wide vision for using technology for high-impact teaching and learning.
Meeting Standards:
In EDCT 6052, I created a professional development module (4.5.a) for Family Court Jugdes and Magistrates. Through formative evaluation (4.5.c) and revisions, improvements were made, and the PD will increase learner awareness (4.5.b) of co-parenting education's importance in high stress divorces.
Standard 6: Content Knowledge and Professional Growth
Technology coaches demonstrate professional knowledge, skills, and dispositions in content, pedagogical, and technological areas as well as adult learning and leadership and are continually deepening their knowledge and expertise.
Element 6.1: Content, Pedagogical, and Technological Knowledge
Candidates engage in continual learning to deepen content and pedagogical knowledge in technology integration and current and emerging technologies necessary to effectively implement the NETS-S and NETS-T.
Element 6.2: Professional Knowledge
Candidates engage in continuous learning to deepen professional knowledge, skills, and dispositions in organizational change and leadership, project management, and adult learning to improve professional practice.
Element 6.3: Reflection
Candidates regularly evaluate and reflect on their professional practice and dispositions to improve and strengthen their ability to effectively model and facilitate technology-enhanced learning experiences.
Meeting Standards:
Element 6.1: Content, Pedagogical, and Technological Knowledge
Throughout the Master’s program, I explored integration of new technologies (EDCT 6012 & 6042) by creating digital learning experiences. These were based in many different delivery systems, including slideshows, video and screencasting, episodic podcasting, and online course development using MOOCS and web platforms. Taking advantage of current software tools that can be implemented by educators (EDCT 6051), I developed a multimedia instructional course. The standards of the instructional design process were studied in depth (EDCT 6030), from the initial needs assessments to summative evaluations, and all phases of design in between.
Element 6.2: Professional Knowledge
Strategies for organizational change were implemented as I designed professional development for educators (EDCT 6042), as well as in-depth project management from the design and implementation side for real-world scenarios (EDCT 6042 & 6031). This included frameworks for re-innovation of an unused educational space, and design of a complete online instructional module for a collegiate performing ensemble. Best-practices in adult learning were utilized to research and create a professional learning course for family law professionals, along with surveying professional educators’ depths of knowledge to complete formative evaluations and revisions (EDCT 6052).
Element 6.3: Reflection
Throughout the Master’s program, I explored the fundamentals of instructional design while developing and honing skills of the process including needs analysis, crafting instructional goals and strategies, and performing assessments and evaluations. Through project reflection and revision, I gained the knowledge and experience to be a leader in technological change and implementation in educational settings, and to oversee organizational change from a managerial perspective.