To what extent these criteria represent the competencies and skills used in my professional context
The school I am employed for subscribes to the ISTE Standards to help guide the effective use of technology for teaching and learning. Part of my job as the technology coach is to understand and promote the ISTE Standards for Coaches. To achieve this task, I not only look at my own standards, but also familiarize myself with both the teacher and student standards as well because I feel the best way to achieve my criteria is to assist teachers in fulfilling their standards which in turn is achieved when teachers encourage students to meet their own standards.
When these standards were first introduced to the faculty at my school, little background was given as where these standards had come from. Like with many education frameworks, teachers were very confused by what the standards actually looked like in practice.
How does one gauge if he/she is inspiring student creativity? What is a “digital age learning experience”?
So this year I provided detailed examples of activities that could be used to promote the ISTE Standards – though I admit I was sort of just guessing myself as to what each standard actually looks like in practice.
On the other hand, Chickering’s Seven Principles for Good Practice in Undergraduate Education seems a bit more straightforward. While there does not appear to be any groundbreaking ideas concerning educational technology, it does surprise me that this framework is still very applicable 20 years after its inception. What I like about these principles is that they do not focus on technological tools themselves, but are grounded in effective pedagogy. These priciples are a gentle reminder to teachers of effective teaching approaches, with or without digital tools.
Tony Wagner’s Seven Survival Skills for the 21st Century Learner were introduced to me during an IB training course I completed. The specific skills outlined in this model closely reflect those in the ISTE Standards for Students, but again provide no detailed case studies or examples of classroom practice to foster such skills in learners.
For me, the “digital-age” skills that I plan to further develop are around reenvisioning teaching practices by moving away from more traditional transmissive approaches. By working closely with teachers to redevelop units of studies that are more student-centred, I aim to develop learning experiences that truly embody the above criteria for effective teaching practices.