EDUP 3133

TECHNOLOG
Y
FOR
TEACHING
AND
 FOC
US
• educational and instructional technology
• enable students to address the demands of new
technological development in a variety of
educational environments.
 WHAT WILL BE
LEARNT?
• knowledge and understanding about the concepts of educational and instructional
technology, ISTE standards and considerations for meaningful integration of
technology.

• current development in technology in education and understand various issues and

challenges in technology integration in teaching and learning.

• knowledge and understanding of instructional design, instructional media and

online resources and apply the acquired knowledge and understanding in the
development of interactive multimedia learning environment that is suitable for the
current learning trends
 WHAT WILL BE
LEARNT?
• knowledge and understanding about the concepts of educational and instructional
technology, ISTE standards and considerations for meaningful integration of
technology.

• current development in technology in education and understand various issues and

challenges in technology integration in teaching and learning.

• knowledge and understanding of instructional design, instructional media and

online resources and apply the acquired knowledge and understanding in the
development of interactive multimedia learning environment that is suitable for the
current learning trends
TRANSFERABLE SKILLS
Cognitive Digital
Skills Skils

Communication
Skills
TYPES OF ASSESSMENT
Quiz (25%) Writing (15%)

Project Project
1( 40%) 2( 20%)
 REFERENCE
Roblyer, M.D., & Hughes, J. E. (2018). Integrating educational technology
into teaching (8th ed.). Pearson.

Smaldino, S. E., Lowther, D. L., Mims, C., & Russell, J. D. (2019).

Instructional technology and media for learning. Pearson Education,
Inc.

Green, J.L. (2018). Assistive technology in special education: Resources

to support literacy, communication, and learning differences ( 3rd ed.).
Prufrock Press, Inc.
 EDUCATIONAL
TECHNOLOGY
AND Page 4

INSTRUCTIONAL
 MEANING OF
TECHNOLOGY
• The word "Technology" is derived from the two Greek
words - namely Technic and Logia.
• "Technic" = art or skill.
• "Logia"= Science or Study
• Technology= Science of study of an art or skill.”

https://shashidreamfoundation.medium.com/science-with-technology-perfect-combination-ea8b18404c2a
 DEFINITION OF
TECHNOLOGY
• Knowledge organized for Production”. - Sachs.I
• the application of scientific knowledge to a practical
purpose”. - Page.T
• the set of instruments and skills which are used to
satisfy the needs of the community”.
- Hierra.A
https://drarockiasamy.files.wordpress.com/2016/12/unit-i-concept-of-educational-technology-dr-arock.pdf
CONCEPT AND
ROLES
EDUCATIONAL
TECHNOLOGY
 EDUCATIONAL
TECHNOLOGY
• abbreviated EdTech
• the field of study that investigates the process of
analyzing, designing, developing, implementing,
and evaluating the instructional environment,
learning materials, learners, and the learning
process in order to improve teaching and learning.

https://www.loyola.edu/school-education/blog/2021/what-is-educational-technology
 WHAT IS EDUCATIONAL
TECHNOLOGY?
The technological tools and media
• The practice of introducing
information and communication
that assist in the communication of technology tools into the classroom
knowledge, and its development to create more engaging, inclusive
and individualized learning
and exchange.
experiences.
• refers to the use of software and
(Joseph Lathan, 2023) hardware to enhance teaching and
learning.
(Sam Daley, 2022)

https://onlinedegrees.sandiego.edu/what-is-educational-technology-definition-examples-impact/
https://builtin.com/edtech/
 ELEMENTS OF EDUCATIONAL
Technology Integration:TECHNOLOGY
-involves the deliberate incorporation of technology into various
aspects of education, including curriculum design, content delivery,
assessment, and administrative tasks.
Enhancing Learning Experiences:
-focuses on creating interactive and immersive learning experiences -
cater to different learning styles and engage students through
multimedia, simulations, gamification, virtual reality, and more.

Personalized Learning:
-supports adaptive learning platforms that tailor content and pacing to
individual learners, promoting self-paced learning and addressing
diverse needs.
 ELEMENTS OF EDUCATIONAL
Digital Content: TECHNOLOGY
-encompasses the creation, distribution, and consumption of digital
learning materials, such as e-books, online courses, video
lectures, podcasts, and interactive modules.

Collaborative Learning:
-provides tools and platforms for collaborative learning, enabling
students to work together, share ideas, and engage in group
projects regardless of physical location.

Assessment and Analytics:

-offers various assessment methods, including online quizzes,
automated grading, and data analytics, allowing educators to track
student progress and tailor instruction accordingly.
 ELEMENTS OF EDUCATIONAL
Access to Education: TECHNOLOGY
-enables access to education beyond geographical limitations,
making learning available to remote or underserved areas and
individuals with diverse needs.

Professional Development:
-supports ongoing teacher training and professional
development through online courses, webinars, and resources
that help educators stay updated with the latest educational
practices and technologies.
 ELEMENTS OF EDUCATIONAL
Global Connectivity:
TECHNOLOGY
-fosters global connections by facilitating communication,
collaboration, and cultural exchange among learners and
educators from different parts of the world.
Continuous Innovation:
- encourages the exploration and adoption of innovative tools and
approaches to continually improve the quality and effectiveness of
education.
 CHARACTERISTICS OF
EDUCATIONAL TECHNOLOGY?
• Educational technology relied on many concepts and theoretical
foundations inspired by many scientific fields, in addition to relying on
practices and applications based on those foundations.
• Describing as an applied science that depends primarily on the
application of theoretical foundations and concepts in order to solve
scientific problems in a scientific manner - does not mean that
reduces job opportunities - seeks to find other roles for the teacher
instead of traditional tools in the educational process - Parts of the
educational system as a whole - it deals with it as a total entity.

https://onlinedegrees.sandiego.edu/what-is-educational-technology-definition-examples-impact/
 CHARACTERISTICS OF
EDUCATIONAL TECHNOLOGY?
• Describing educational technology as a science with multiple
and many origins, it is not derived from a specific field, and
its origin goes back to many scientific fields.
• Describe as a strategic process It seeks to achieve many
goals, including simplifying educational procedures, solving
problems that occur within the educational process, and
adapting to the ongoing transformations in the contemporary
educational system.
https://mashmediaco.com/en/learn-with-us-about-the-most-important-and-most-prominent-characteristics-and-features-of-educational-technology/
ROLES OF EDUCATIONAL TECHNOLGY
• Enhancing Learning: EdTech provides opportunities for
students to engage with content in multiple formats,
facilitating a deeper understanding of concepts through
interactive simulations, videos, animations, and virtual reality
experiences.
• Personalized Learning: Technology allows for adaptive
learning platforms that tailor content and activities to
individual student needs and learning paces, promoting self-
directed learning and better comprehension.
ROLES OF EDUCATIONAL TECHNOLGY
• Collaborative Learning: EdTech tools facilitate
collaboration among students through online
discussions, group projects, and shared digital spaces,
fostering communication and teamwork skills.
• Accessible Education: Educational technology makes
education more accessible to diverse learners, including
those with disabilities, by offering features like text-to-
speech, closed captions, and customizable content.
ROLES OF EDUCATIONAL TECHNOLGY
• Data-Driven Instruction: Technology enables the collection
and analysis of data on student performance, allowing
educators to make informed decisions about instruction,
interventions, and curriculum improvements.
• Lifelong Learning: EdTech supports continuous learning
beyond traditional educational settings, offering online
courses, webinars, and resources for professional
development and skill enhancement.
ROLES OF EDUCATIONAL TECHNOLGY
Global Connectivity: Through online platforms,
educational technology connects learners and educators
from around the world, promoting cultural exchange and
a broader perspective.

Flipped Learning: EdTech can facilitate the "flipped

classroom" model, where students engage with
instructional content at their own pace outside of class,
freeing up class time for discussions and hands-on
activities.
ROLES OF EDUCATIONAL TECHNOLGY
Global Connectivity: Through online platforms,
educational technology connects learners and educators
from around the world, promoting cultural exchange and
a broader perspective.

Flipped Learning: EdTech can facilitate the "flipped

classroom" model, where students engage with
instructional content at their own pace outside of class,
freeing up class time for discussions and hands-on
activities.
CONCEPT AND
ROLES
INSTRUCTIONAL
TECHNOLOGY
 DEFINITION OF INSTRUCTIONAL
• TECHNOLGY
Theory and practice of using technology for education - to
create engaging and effective learning experiences.

• Encompassing the design, development, use, management,

and evaluation of technology in education, instructional
technology can take many forms.

• Ex: electronic whiteboards, online courses, virtual reality

classrooms
 WHAT IS EDUCATIONAL
TECHNOLOGY?
Instructional technology is
the theory and practice of
design, development,
the branch of education
utilization, management
concerned with the scientific
and evaluation of process
study of instructional design
and resources for learning
and development.

(Seels & Richey, 1994 ）

(Kurt S., 2017)

https://educationaltechnology.net/definitions-of-instructional-technology/
https://builtin.com/edtech/
 ELEMENTS OF INSTRUCTIONAL
Design and Development: TECHNOLOGY
-involves designing and developing instructional materials, activities, and resources
that incorporate technology to create dynamic and engaging learning experiences.
This can include multimedia presentations, interactive simulations, e-learning
modules, and digital assessments.

Integration of Technology:
-focuses on seamlessly integrating technology tools into the instructional process to
enhance teaching methods and make learning more interactive, adaptive, and
effective.
Pedagogical Approach:
- takes into consideration pedagogical principles and learning theories to align
technological interventions with established educational practices. This ensures that
technology supports, rather than replaces, effective teaching strategies.

Adaptive Learning:
-includes adaptive learning platforms that customize content and activities based on
individual learner needs, allowing for personalized learning experiences.
 ELEMENTS OF INSTRUCTIONAL
Engagement and Interactivity: TECHNOLOGY
-emphasizes creating interactive and immersive learning environments that keep
learners engaged and motivated, fostering deeper understanding and retention of
concepts.

Assessment and Feedback:

-provides tools for assessing learner progress and providing timely feedback. It can
include automated quizzes, data analytics, and tracking of learner performance.
Professional Development:
-offers educators opportunities for training and professional development to enhance
their skills in using technology effectively for instruction.
Continuous Improvement:
- encourages a cycle of continuous improvement by analyzing data, evaluating the
effectiveness of technology-based interventions, and refining instructional strategies
based on insights gained.
 ROLES OF INSTRUCTIONAL
Designing EffectiveTECHNOLGY
Instruction:
Instructional technology helps educators design
engaging and effective learning experiences by
leveraging multimedia, simulations, interactive activities,
and digital content.

Enhancing Content Delivery:

It provides various means of delivering instructional
content, such as multimedia presentations, online
videos, and interactive e-learning modules, making
learning more dynamic and engaging.
 CHARACTERISTICS OF
INSTRUCTIONAL TECHNOLGY
• The cognitive objective can be achieved successfully by
the use of Instructional Technology.
• Reinforcement is provided with the help of right
responses.
• Individual differences are taken care of in his technology.
• The students can learn at their own pace.
• It makes use of the psychological learning theories and
principles.
• It provides deep insight into the content structure.
 ROLES OF INSTRUCTIONAL
TECHNOLGY
Personalized Learning:
Instructional technology enables adaptive learning
platforms that adjust content and pacing based on
individual student needs, fostering personalized learning
experiences.
Assessment and Feedback:
It offers tools for creating assessments, quizzes, and
assignments, along with automated grading and
immediate feedback, facilitating timely evaluation of
student progress.
 ROLES OF INSTRUCTIONAL
TECHNOLGY
Blended and Online Learning:
Instructional technology supports blended learning
approaches, combining traditional classroom instruction
with online activities, as well as fully online learning
environments.
Data Analysis:
Technology allows educators to gather data on student
performance, engagement, and interactions, enabling
data-driven decision-making to improve instruction.
 ROLES OF INSTRUCTIONAL
TECHNOLGY
Professional Development:
Instructional technology offers avenues for educators to
access professional development resources, online
courses, and workshops to enhance their teaching skills.

Accessibility:
It helps ensure that educational materials are accessible
to all learners, including those with disabilities, through
features like screen readers and closed captions.
 REFERENCES
Rosenberg, M. J. (2001). E-Learning: Strategies for Delivering
Knowledge in the Digital Age. McGraw-Hill.

Bates, A. W., & Sangrà, A. (2011). Managing Technology in Higher

Education: Strategies for Transforming Teaching and Learning.
John Wiley & Sons.

Seels, B. B., & Richey, R. C. (1994). Instructional Technology: The

Definition and Domains of the Field. Association for Educational
Communications and Technology.

Reiser, R. A., & Dempsey, J. V. (2017). Trends and Issues in

Instructional Design and Technology. Pearson.

Gagne, R. M. (2013). Instructional technology: foundations. Routledge.

https://www.iste.org/standards/iste-standards-for-teachers

https://www.iste.org/standards/iste-standards-for-teachers
 EDUCATIONA TECHNOLOGY VS. INSTRUCTIONAL
TECHNOLGY
EDUCATIONAL TECHNOLOGY INSTRUCTIONAL TECHNOLOGY

emphasizes the application of technology specifically to the

broader focus that encompasses the entire process of instruction and learning.
educational ecosystem.
It centers on designing, developing, and delivering effective
includes not only the tools and strategies used for instructional materials, activities, and assessments to facilitate
instruction but also the larger context of educational learning.
FOCUS AND
systems, policies, and administration.
SCOPE
covers a wider range of aspects, including Instructional technology focuses on the strategies and tools
curriculum development, assessment, administrative used by educators to enhance teaching and learning
systems, and the use of technology to support experiences.
various educational processes.
 EDUCATIONA TECHNOLOGY VS. INSTRUCTIONAL
TECHNOLGY INSTRUCTIONAL TECHNOLOGY
EDUCATIONAL TECHNOLOGY

Emphasizes the creation and utilization of technology-

Emphasizes the broader impact of technology on
driven materials and strategies to enhance instructional
education as a whole. It considers how technology
EMPHASIS effectiveness. It is concerned with the pedagogical
influences the overall educational environment,
methods and practices that integrate technology into
including administration, policy-making, and
teaching and learning.

Considered from a broader perspective that includes Primarily viewed from the perspective of educators and
PERSPECTIV
administrators, policymakers, researchers, and instructional designers who are directly involved in
E
educational institutions at large. developing and delivering educational content.

Explores the integration of technology across the

Concerned with creating and implementing technology-
APPLICATIO entire educational ecosystem, encompassing
infused instructional materials, methods, and tools to
N curriculum development, assessment, communication,
enhance classroom learning experiences.
administrative systems, and more.
 iste
International Society for Technology in
Education
 01 04
Student Coaches

02
Teacher/Educator
05
Computational
03 ISTE Thinking
Education Leaders The International Society for
Technology in Education
 Empowered Inovative
Learners Designer
• Students leverage technology • Students use a variety of
to take an active role in technologies within a design
choosing, achieving and process to identify and solve
demonstrating competency in problems by creating new, useful
their learning goals, informed or imaginative solutions.
by the learning sciences.

ISTE
Digital Citizen FOR Computational
• Students recognize the rights,
responsibilities and
STUDENTS Thinker
• Students develop and employ
opportunities of living, learning strategies for understanding and
and working in an solving problems in ways that
interconnected digital world, leverage the power of
and they act and model in ways technological methods to
that are safe, legal and ethical. develop and test solutions.

Knowledge Creative
Constructor Global Communicator
• Students critically curate a
variety of resources using digital Collaborator • Students communicate clearly
and express themselves
tools to construct knowledge, • Students use digital tools to creatively for a variety of
produce creative artifacts and broaden their perspectives and purposes using the platforms,
make meaningful learning enrich their learning by tools, styles, formats and digital
experiences for themselves and collaborating with others and media appropriate to their goals.
others. working effectively in teams
locally and globally.
 ISTE STANDARDS FOR STUDENTS

1.Empowered Learner
Students leverage technology to take an active role in choosing, achieving and
demonstrating competency in their learning goals, informed by the learning sciences.

Students:
articulate and set personal learning goals, develop strategies leveraging technology to
achieve them and reflect on the learning process itself to improve learning outcomes
build networks and customize their learning environments in ways that support the
learning process.

use technology to seek feedback that informs and improves their practice and to
demonstrate their learning in a variety of ways.

understand the fundamental concepts of technology operations, demonstrate the

ability to choose, use and troubleshoot current technologies and are able to transfer
 ISTE STANDARDS FOR STUDENTS

2.Digital Citizen
Students recognize the rights, responsibilities and opportunities of living, learning and
working in an interconnected digital world, and they act and model in ways that are
safe, legal and ethical.

Students:
cultivate and manage their digital identity and reputation and are aware of the
permanence of their actions in the digital world.
engage in positive, safe, legal and ethical behavior when using technology, including
social interactions online or when using networked devices

demonstrate an understanding of and respect for the rights and obligations of using
and sharing intellectual property.

manage their personal data to maintain digital privacy and security and are aware of
data-collection technology used to track their navigation online.
 ISTE STANDARDS FOR STUDENTS

3. Knowledge Constructor
Students critically curate a variety of resources using digital tools to construct
knowledge, produce creative artifacts and make meaningful learning experiences for
themselves and others.

Students:
plan and employ effective research strategies to locate information and other
resources for their intellectual or creative pursuits.
evaluate the accuracy, perspective, credibility and relevance of information, media,
data or other resources.

curate information from digital resources using a variety of tools and methods to
create collections of artifacts that demonstrate meaningful connections or conclusions.

build knowledge by actively exploring real-world issues and problems, developing

 ISTE STANDARDS FOR STUDENTS

4. Innovative Designer
Students use a variety of technologies within a design process to identify and solve
problems by creating new, useful or imaginative solutions.

Students:
know and use a deliberate design process for generating ideas, testing theories,
creating innovative artifacts or solving authentic problems.
select and use digital tools to plan and manage a design process that considers
design constraints and calculated risks.

develop, test and refine prototypes as part of a cyclical design process.

exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-
ended problems.
 ISTE STANDARDS FOR STUDENTS

5. Computational Thinker
Students develop and employ strategies for understanding and solving problems in ways that
leverage the power of technological methods to develop and test solutions.
Students:
formulate problem definitions suited for technology-assisted methods such as data analysis,
abstract models and algorithmic thinking in exploring and finding solutions.
collect data or identify relevant data sets, use digital tools to analyze them, and represent data in
various ways to facilitate problem-solving and decision-making.
develop, test and refine prototypes as part of a cyclical design process.
break problems into component parts, extract key information, and develop descriptive models to
understand complex systems or facilitate problem-solving.
understand how automation works and use algorithmic thinking to develop a sequence of steps to
create and test automated solutions.
 ISTE STANDARDS FOR STUDENTS

6. Creative Communicator
Students communicate clearly and express themselves creatively for a variety of purposes using
the platforms, tools, styles, formats and digital media appropriate to their goals.
Students:
choose the appropriate platforms and tools for meeting the desired objectives of their creation or
communication.
create original works or responsibly repurpose or remix digital resources into new creations.
communicate complex ideas clearly and effectively by creating or using a variety of digital objects
such as visualizations, models or simulations.
break problems into component parts, extract key information, and develop descriptive models to
understand complex systems or facilitate problem-solving.
publish or present content that customizes the message and medium for their intended
audiences.
 ISTE STANDARDS FOR STUDENTS

7. Global Collaborator
Students use digital tools to broaden their perspectives and enrich their learning
by collaborating with others and working effectively in teams locally and globally.
Students:
use digital tools to connect with learners from a variety of backgrounds and
cultures, engaging with them in ways that broaden mutual understanding and
learning.

use collaborative technologies to work with others, including peers, experts or

community members, to examine issues and problems from multiple viewpoints.

contribute constructively to project teams, assuming various roles and

responsibilities to work effectively toward a common goal.

explore local and global issues and use collaborative technologies to work with
others to investigate solutions.
 Educators continually
improve their practice by ISTE
Educators dedicate time
learning from and with
STANDARDDS to collaborate with both
others and exploring
1. 4. colleagues and students to
proven and promising FOR TEACHERS COLLABOR
LEARNER AT improve practice,
practices that leverage
OR discover and share
technology to improve
resources and ideas, and
student learning.
solve problems.

Lorem ipsum dolor sit Educators design

amet, consectetur authentic, learner-driven
adipiscing elit. 2. 7. 5. activities and
ANALYST DESIGNER
LEADER
Suspendisse in mi sed environments that
velit lacinia vulputate. recognize and
Vestibulum dignissim accommodate learner
mollis ipsum sed variability.
pellentesque.
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use data to drive their
instruction and support
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students to positively FASILITATO
CITIZEN
consectetur adipiscing elit.
contribute to and Suspendisse in mi sed velit
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in the digital world. pellentesque.
 ISTE STANDARDS FOR TEACHERS

• Learner
Educators continually improve their practice by learning from and with others and exploring
proven and promising practices that leverage technology to improve student learning.

Educators:
Set professional learning goals to explore and apply pedagogical approaches made
possible by technology and reflect on their effectiveness.

Pursue professional interests by creating and actively participating in local and global
learning networks.

Stay current with research that supports improved student learning outcomes, including
findings from the learning sciences.
 ISTE STANDARDS FOR TEACHERS

2. Leader
Educators seek out opportunities for leadership to support student empowerment and success
and to improve teaching and learning.

Educators:
Shape, advance and accelerate a shared vision for empowered learning with technology
by engaging with education stakeholders.

Advocate for equitable access to educational technology, digital content and learning
opportunities to meet the diverse needs of all students.

Model for colleagues the identification, exploration, evaluation, curation and adoption of
new digital resources and tools for learning
.
 ISTE STANDARDS FOR TEACHERS

3. Citizen
Educators inspire students to positively contribute to and responsibly participate in the digital
world.
Educators:
Create experiences for learners to make positive, socially responsible contributions and exhibit
empathetic behavioronline that build relationships and community.

Establish a learning culture that promotes curiosity and critical examination of online resources and
fosters digital literacy and media fluency

Mentor students in safe, legal and ethical practices with digital tools and the protection of
intellectual rights and property.

Model and promote management of personal data and digital identity and protect student data
privacy.
 ISTE STANDARDS FOR TEACHERS

4.Collaborator
Educators dedicate time to collaborate with both colleagues and students to improve practice,
discover and share resources and ideas, and solve problems.
Educators:
Dedicate planning time to collaborate with colleagues to create authentic learning experiences
that leverage technology.

Collaborate and co-learn with students to discover and use new digital resources and diagnose
and troubleshoot technology issues.

Use collaborative tools to expand students' authentic, real-world learning experiences by

engaging virtually with experts, teams and students, locally and globally.

Demonstrate cultural competency when communicating with students, parents and colleagues
and interact with them as co-collaborators in student learning.
 ISTE STANDARDS FOR
TEACHERS
5. Designer
Educators design authentic, learner-driven activities and environments that
recognize and accommodate learner variability.

Educators:
Use technology to create, adapt and personalize learning experiences that foster independent
learning and accommodate learner differences and needs.

Design authentic learning activities that align with content area standards and use digital tools and
resources to maximize active, deep learning.

Explore and apply instructional design principles to create innovative digital learning
environments that engage and support learning.
 ISTE STANDARDS FOR
TEACHERS
6. Fasilitator
Educators facilitate learning with technology to support student achievement of the ISTE
Standards for Students. Educators:.

Educators:
Foster a culture where students take ownership of their learning goals and outcomes in
both independent and group settings.

Manage the use of technology and student learning strategies in digital platforms, virtual
environments, hands-on makerspaces or in the field.

Create learning opportunities that challenge students to use a design process and
computational thinking to innovate and solve problems.
 ISTE STANDARDS FOR
TEACHERS
7. Analyst
Educators understand and use data to drive their instruction and support students in
achieving their learning goals.
Educators:
Provide alternative ways for students to demonstrate competency and reflect on their
learning using technology.

Use technology to design and implement a variety of formative and summative

assessments that accommodate learner needs, provide timely feedback to students
and inform instruction.

Use assessment data to guide progress and communicate with students, parents and
education stakeholders to build student self-direction.
 Leader engage education
stakeholders in developing and
adopting a shared vision for using
technology to improve student
Leaders use technology to increase success, informed by the learning
equity, inclusion, and digital sciences.
citizenship practices

Equity and VISONARY

Citizenship PLANNER
Advocate

ISTE FOR ENPOWERING

EDUCATION LEADER
LEADER
Leaders create a culture where
teachers and learners are
empowered to use technology in
innovative ways to enrich teaching
CONNECTED and learning.

LEARNERS SYSTENS
Leaders model and promote
continuous professional learning for DESIGNER
themselves and others eaders build teams and systems to
implement, sustain and continually
improve the use of technology to
support learning
 ISTE STANDARDS FOR
EDUCATION LEADERS
1. Equity and Citizenship Advocate
Leaders use technology to increase equity, inclusion, and digital citizenship
practices
Education Leaders:
Ensure all students have skilled teachers who actively use technology to meet student learning
needs.
Ensure all students have access to the technology and connectivity necessary to participate in
authentic and engaging learning opportunities.

Model digital citizenship by critically evaluating online resources, engaging in civil discourse
online and using digital tools to contribute to positive socialchange.

Cultivate responsible online behavior, including the safe, ethical and legal use of technology.
 ISTE STANDARDS FOR
EDUCATION LEADERS
2. Visionary Planner
Engage education stakeholders in developing and adopting a shared vision for using
technology to improve student success, informed by the learning sciences.
Education Leaders:
Engage education stakeholders in developing and adopting a shared vision for using technology to
improve student success, informed by the learning sciences.
Build on the shared vision by collaboratively creating a strategic plan that articulates how
technology will be used to enhance learning.

MBuild on the shared vision by collaboratively creating a strategic plan that articulates how
technology will be used to enhance learning.

Share lessons learned, best practices, challenges and the impact of learning with technology with
other education leaders who want to learn from this work.
 ISTE STANDARDS FOR
EDUCATION LEADERS

3. Enpowering Leader
Leaders create a culture where teachers and learners are empowered to use technology in
innovative ways to enrich teaching and learning.

Education Leaders:
Empower educators to exercise professional agency, build teacher leadership skills and pursue personalized
professional learning.

Build the confidence and competency of educators to put the ISTE Standards for Students and Educators into
practice.
Inspire a culture of innovation and collaboration that allows the time and space to explore and experiment with
digital tools.
Support educators in using technology to advance learning that meets the diverse learning, cultural, and social-
emotional needs of individual students.
Develop learning assessments that provide a personalized, actionable view of student progress in real time.
 ISTE STANDARDS FOR
EDUCATION LEADERS

4. Sytems Designer
Leaders build teams and systems to implement, sustain and continually improve the use of
technology to support learning

Education Leaders:
Lead teams to collaboratively establish robust infrastructure and systems needed to implement the strategic
plan.

Ensure that resources for supporting the effective use of technology for learning are sufficient and scalable to
meet future demand.

Protect privacy and security by ensuring that students and staff observe effective privacy and data
management policies.

Support educators in using technology to advance learning that meets the diverse learning, cultural, and
social-emotional needs of individual students.

Establish partnerships that support the strategic vision, achieve learning priorities and improve operations.
 ISTE STANDARDS FOR
EDUCATION LEADERS

5. Connected Learner
Leaders model and promote continuous professional learning for themselves and others.
Education Leaders:
Set goals to remain current on emerging technologies for learning, innovations in pedagogy and
advancements in the learning sciences.
Participate regularly in online professional learning networks to collaboratively learn with and mentor
other professionals.
Use technology to regularly engage in reflective practices that support personal and professional growth.
Support educators in using technology to advance learning that meets the diverse learning, cultural, and
social-emotional needs of individual students.
Develop the skills needed to lead and navigate change, advance systems and promote a mindset of
continuous improvement for how technology can improve learning.
 DATA-DRIVEN
CHANGE COLLABORATO
DECISION MAKER
AGENT
Coaches model and support the Coaches R establish
Coaches inspire educators and use of qualitative and productive relationships
leaders to use technology to quantitative data to inform their with educators in order to
create equitable and ongoing own instruction and improve instructional
access to professional learning. practice and learning
high-quality learning. outcomes.

ISTE STANDARDS FOR

COACHES
LEARNING
CONNECTE DESIGNER
D LEARNER PROFESSIONAL Coaches model and support
Coaches model the ISTE LEARNING educators to design learning
Standards for Students and experiences and environments to
the ISTE Standards for FACILITATOR
Coaches plan, provide and evaluate meet the needs and interests of
the impact of professional learning all students.
Educators, and identify ways
for educators and leaders to use ato
to improve their coaching advance teaching and learning.
practice
 ISTE STANDARDS FOR
COACHES
• Change Agent
Coaches inspire educators and leaders to use technology to create equitable and ongoing access to
high-quality learning.
Coaches:
Create a shared vision and culture for using technology to learn and accelerate transformation through
the coaching process.
Facilitate equitable use of digital learning tools and content that meet the needs of each learner.
Cultivate a supportive coaching culture that encourages educators and leaders to achieve a shared
vision and individual goals.
Recognize educators across the organization who use technology effectively to enable high-impact
teaching and learning.
Connect leaders, educators, instructional support, technical support, domain experts and solution
providers to maximize the potential of technology for learning.
 ISTE STANDARDS FOR
COACHES
2. Connected Learner
Coaches model the ISTE Standards for Students and the ISTE Standards for Educators, and
identify ways to improve their coaching practice
Coaches:
Pursue professional learning that deepens expertise in the ISTE Standards in order to serve
as a model for educators and leaders.
Actively participate in professional learning networks to enhance coaching practice and keep
current with emerging technology and innovations in pedagogy and the learning sciences.
Establish shared goals with educators, reflect on successes and continually improve
coaching and teaching practice.
 ISTE STANDARDS FOR
COACHES
3.Collaborator
Coaches establish productive relationships with educators in order to improve instructional practice
and learning outcomes.
Coaches:
Establish trusting and respectful coaching relationships that encourage educators to explore
new instructional strategies.
Partner with educators to identify digital learning content that is culturally relevant,
developmentally appropriate and aligned to content standards.
Partner with educators to evaluate the efficacy of digital learning content and tools to inform
procurement decisions and adoption.
Personalize support for educators by planning and modeling the effective use of technology
to improve student learning.
 ISTE STANDARDS FOR
COACHES
4.Learning Designer
Coaches model and support educators to design learning experiences and environments to meet
the needs and interests of all students.
Coaches:
Collaborate with educators to develop authentic, active learning experiences that foster
student agency, deepen content mastery and allow students to demonstrate their
competency.
Help educators use digital tools to create effective assessments that provide timely
feedback and support personalized learning.
Collaborate with educators to design accessible and active digital learning environments
that accommodate learner variability.
Model the use of instructional design principles with educators to create effective digital
learning environments.
 ISTE STANDARDS FOR
COACHES
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:
Design professional learning based on needs assessments and frameworks for working with
adults to support their cultural, social-emotional and learning needs.
Build the capacity of educators, leaders and instructional teams to put the ISTE Standards
into practice by facilitating active learning and providing meaningful feedback.
Evaluate the impact of professional learning and continually make improvements in order to
meet the schoolwide vision for using technology for high-impact teaching and learning.
 ISTE STANDARDS FOR
COACHES
6. Data- Driven Decision-Maker
Coaches model and support the use of qualitative and quantitative data to inform
their own instruction and professional learning.
Coaches:
Assist educators and leaders in securely collecting and analyzing student
data.
Support educators to interpret qualitative and quantitative data to inform their
decisions and support individual student learning.
Partner with educators to empower students to use learning data to set their
own goals and measure their progress.
 COMPUTATIONAL THINKING (LEARNER) CREATIVITY AND DESIGN (DESIGNER)
Educators continually improve their practice by developing an CT skills - empower students to create computational artifacts - personal
understanding of computational thinking and its application as a expression. Educators recognize that design and creativity - encourage a
cross-curricular skill. Educators develop a working knowledge of growth mindset and work to create meaningful CT learning experiences and
core components of computational thinking: such as decomposition; environments that inspire students to build their skills and confidence
gathering and analyzing data; abstraction; algorithm design; and how around computing in ways that reflect their interests and experiences.
computing impacts people and society.

EQUITY LEADER
All students and educators have the ability to be computational thinkers and CS
learners. Educators proactively counter stereotypes that exclude students from
ISTE
opportunities to excel in computing and foster an inclusive and diverse
classroom culture that incorporates and values unique perspectives; builds
STANDARDS
student self-efficacy and confidence around computing; addresses varying needs FOR
and strengths; and addresses bias in interactions, design and development
methods. COMPUTATION
AL THINKING INTEGRATING COMPUTATIONAL THINKING
(FACILITATOR)
Educators facilitate learning by integrating CT practices into the
COLLABORATING AROUND COMPUTING
classroom. Since CT is a foundational skill, educators develop every
(COLLABORATOR)
student’s ability to recognize opportunities to apply CT in their
Effective collaboration around computing requires educators to incorporate
diverse perspectives and unique skills when developing student learning environment.
opportunities and recognize that collaboration skills must be explicitly taught in
order to lead to better outcomes than individuals working independently.
Educators work together to select tools and design activities and environments
that facilitate these collaborations and outcomes.
 ISTE STANDARDS FOR
COMPUTATIONAL THINKING
1. Computational Thinking (Learner)
Educators continually improve their practice by developing an understanding of computational thinking and its
application as a cross-curricular skill. Educators develop a working knowledge of core components of
computational thinking: such as decomposition; gathering and analyzing data; abstraction; algorithm design;
and how computing impacts people and society.
Educators:
Set professional learning goals to explore and apply teaching strategies for integrating CT practices into
learning activities in ways that enhance student learning of both the academic discipline and CS concepts.
Learn to recognize where and how computation can be used to enrich data or content to solve discipline-
specific problems and be able to connect these opportunities to foundational CT practices and CS concepts.
Leverage CT and CS experts, resources and professional learning networks to continuously improve
practice integrating CT across content areas.
Develop resilience and perseverance when approaching CS and CT learning experiences, build comfort
with ambiguity and open-ended problems, and see failure as an opportunity to learn and innovate.
Recognize how computing and society interact to create opportunities, inequities, responsibilities and
threats for individuals and organizations.
 ISTE STANDARDS FOR
COMPUTATIONAL THINKING
2.Equity Leader (Leader)
All students and educators have the ability to be computational thinkers and CS learners. Educators
proactively counter stereotypes that exclude students from opportunities to excel in computing and foster an
inclusive and diverse classroom culture that incorporates and values unique perspectives; builds student self-
efficacy and confidence around computing; addresses varying needs and strengths; and addresses bias in
interactions, design and development methods.
Educators:
Nurture a confident, competent and positive identity around computing for every student.
Construct and implement culturally relevant learning activities that address a diverse range of ethical, social
and cultural perspectives on computing and highlight computing achievements from diverse role models and
teams.
Choose teaching approaches that help to foster an inclusive computing culture, avoid stereotype threat and
equitably engage all students.
Assess and manage classroom culture to drive equitable student participation, address exclusionary
dynamics and counter implicit bias.
Communicate with students, parents and leaders about the impacts of computing in our world and across
diverse roles and professional life, and why these skills are essential for all students.
 ISTE STANDARDS FOR
COMPUTATIONAL THINKING
3.Collaborating Around Computing (Collaborator)
Effective collaboration around computing requires educators to incorporate diverse perspectives and
unique skills when developing student learning opportunities, and recognize that collaboration skills
must be explicitly taught in order to lead to better outcomes than individuals working independently.
Educators work together to select tools and design activities and environments that facilitate these
collaborations and outcomes.
Educators:
Model and learn with students how to formulate computational solutions to problems and how
to give and receive actionable feedback.
Apply effective teaching strategies to support student collaboration around computing, including
pair programming, working in varying team roles, equitable workload distribution and project
management.
Plan collaboratively with other educators to create learning activities that cross disciplines to
strengthen student understanding of CT and CS concepts and transfer application of
knowledge in new contexts.
 ISTE STANDARDS FOR
COMPUTATIONAL THINKING
4.Creativity and Design (Designer)
CT skills - empower students to create computational artifacts - personal expression.

Educators recognize that design and creativity - encourage a growth mindset and work to create
meaningful CT learning experiences and environments that inspire students to build their skills
and confidence around computing in ways that reflect their interests and experiences.
Educators:
Design CT activities where data can be obtained, analyzed and represented to support
problem-solving and learning in other content areas.
Design authentic learning activities that ask students to leverage a design process to solve
problems with awareness of technical and human constraints and defend their design choices.
Guide students on the importance of diverse perspectives and human-centered design in
developing computational artifacts with broad accessibility and usability.
Create CT learning environments that value and encourage varied viewpoints, student agency,
creativity, engagement, joy and fun.
 ISTE STANDARDS FOR
COMPUTATIONAL THINKING
5. Integrating Computational Thinking (Facilitator)
Educators facilitate learning by integrating CT practices into the classroom.

Since CT is a foundational skill, educators develop every student’s ability to recognize

opportunities to apply CT in their environment.
Educators:
Evaluate and use CT curricula, resources and tools that account for learner variability to
meet the needs of all students.
Empower students to select personally meaningful computational projects.
Use a variety of instructional approaches - help students frame problems in ways that can be
represented as computational steps or algorithms to be performed by a computer.
Establish criteria for evaluating CT practices and content learning that use a variety of
formative and alternative assessments - enable students to demonstrate their understanding
of age-appropriate CT vocabulary, practices and concepts.
 Considerations for
Meaningful Intergration
of Technology
 GROUP WORK

• 2 or 3 persons in a group.
• Explain at least 2 considerations for the meaningful integration of
technology in teaching and learning
• Prepare your answers in the form of mindmap via goolge slide
 Pedagogical Alignment
Technology - align - educational goals and objectives - learning experience. -
enhance teaching methods - support student learning outcomes.

Acessibilty and Inclusivity

Technology - accessible to all learners, including those with disabilities or diverse
learning needs.

-designed with inclusive features - equal opportunities for all students to engage
and participate
 Appropriate Use
-Selecting the right technology tools and resources is crucial. Educators should
consider the age appropriateness, relevance, and suitability of the technology for
the specific learning context.

Professional Development
Teachers - adequate training and support - effectively integrate technology into their
teaching practices.

-Ongoing professional development opportunities - enhance their digital literacy

skills - help them leverage technology for improved learning outcomes.
 Privacy and Security
Protecting student data and ensuring privacy - essential.

Educators - relevant data protection regulations and implement appropriate security measures -
using technology in the classroom.

Evaluation and Assessment

Regular evaluation of the impact of technology integration - necessary.

Educators - assess whether the technology is enhancing learning, improving

engagement, and meeting the desired educational outcomes.