Teaching in Teaching and Learning

International Society for Technology in Education (ISTE)

In every project that we need to accomplish, we specifically design and enumerate our
guidelines, criteria, or specification which meet our standards and eventually say, “just like the
way I want it” and turns out to be perfect for us.
Setting standards helps us achieve quality output and will give us fulfilment. In
education, administrators and teacher with the support of the national educational
departments and organizations define their standards that would guide and help the students
in possessing the knowledge and skills that are required of them to make them successful
learners and professional in the future.
The use of technology in the education is likewise guided by the standards to develop
among learners the skils that they need to possess for the 21st century for them to be able to
serve not only themselves but the world. This is where the International Society for Technology
in Education (ISTE) comes in. ISTE is a non-profit Organization that promotes the use of
technology to support and enhance teaching and learning.
There are three (3) standard that have been developed by ISTE for better connection
and empowerment among administrators, teachers, and students:

• Standards for Administrators

• Standards for Teachers
• Standards for Students
To better understand these standards set by ISTE, let first define the term standard
According to Merriam-Webster’s Learner’s Dictionary, “Standard is an idea or thing used
as a measure, norm, or model in comparative evaluations.” It can also be defined as a level of
quality, achievement that is considered acceptable or desirable; something that is very good
and that is used to make judgment about the quality of other things; or something established
by the authority, custom, or general consent as a model or example.
According to Dictionary.com, “standard is a rule or principle that is used as a basis for
judgment.”
From the freedictionary.com, “standard is a degree or level of requirement, excellence,
or attainment.”
In other words, “standards” in incorporating the use of technology in education would
mean something that would serve as a guide to assist the administrators, teachers, and learners
in achieving quality and excellence in teaching and learning
Below are the following ISTE standards for administrator, teachers, and students.
(hhtp://www.iste.org/standards)
ISTE STANDARDS FOR ADMINISTRATORS

• Visionary Planner
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. Evaluate progress on the strategic plan, make course
corrections, measure impact and scale effective approaches for using technology to
transform learning. Communicate effectively with stakeholders to gather input on the
plan, celebrate successes and engage in a continuous improvement cycle. Share lessons
learned, best practices, challenges and the impact of learning with technology with
other education leaders who want to learn from this work.
• Equity and Citizenship Advocate
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 social change. Cultivate responsible
online behavior, including the safe, ethical and legal use of technology.
• Empowering Leader
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.
• Systems Designer
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. Establish partnerships that support the strategic vision,
achieve learning priorities and improve operations.
• Connected Learner
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. Develop the skills needed to lead and navigate
change, advance systems and promote a mindset of continuous improvement for how
technology can improve learning.

ISTE STANDARDS FOR TEACHERS

• Learner
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.
• Leader
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.
• Citizen
Create experiences for learners to make positive, socially responsible contributions and
exhibit empathetic behavior online 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.
• Collaborator
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.
• Designer
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.
 • Facilitator
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. Model and nurture
creativity and creative expression to communicate ideas, knowledge or connections.
• Analyst
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.

ISTE Standards for Students

• Empowered Learner
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. Students build networks and customize their learning environments in ways
that support the learning process. Students use technology to seek feedback that informs
and improves their practice and to demonstrate their learning in a variety of ways.
Students understand the fundamental concepts of technology operations, demonstrate
the ability to choose, use and troubleshoot current technologies and are able
to transfer their knowledge to explore emerging technologies.
• Digital Citizen
Students cultivate and manage their digital identity and reputation and are aware of
the permanence of their actions in the digital world.
Students engage in positive, safe, legal and ethical behaviour when using technology,
including social interactions online or when using networked devices. Students
demonstrate an understanding of and respect for the rights and obligations of using and
sharing intellectual property. Students manage their personal data to maintain digital
privacy and security and are aware of data-collection technology used to track their
navigation online.
• Knowledge Constructor
Students plan and employ effective research strategies to locate information and other
resources for their intellectual or creative pursuits. Students evaluate
the accuracy, perspective, credibility and relevance of information, media, data or other
resources. Students curate information from digital resources using a variety of tools and
methods to create collections of artifacts that demonstrate meaningful connections or
conclusions. Students build knowledge by actively exploring real-world issues and
problems, developing ideas and theories and pursuing answers and solutions.
 ethical, legal, and healthy use of technology and information resources Students
know and use a deliberate design process for generating ideas, testing theories,
creating innovative artifacts or solving authentic problems. Students select and use digital
tools to plan and manage a design process that considers design constraints and calculated
risks. Students develop, test and refine prototypes as part of a cyclical design process.
Students exhibit a tolerance for ambiguity, perseverance and the capacity to work
with open-ended problems.
• Computational Thinker
Students formulate problem definitions suited for technology-assisted methods such as
data analysis, abstract models and algorithmic thinking in exploring and finding solutions.
Students 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.
Students break problems into component parts, extract key information, and develop
descriptive models to understand complex systems or facilitate problem-solving. Students
understand how automation works and use algorithmic thinking to develop a sequence of
steps to create and test automated solutions.
• Creative Communicator
Students choose the appropriate platforms and tools for meeting the desired objectives of
their creation or communication. Students create original works or responsibly
repurpose or remix digital resources into new creations. Students communicate complex
ideas clearly and effectively by creating or using a variety of digital objects such
as visualizations, models or simulations.Students publish or present content
that customizes the message and medium for their intended audiences.
• Global Collaborator
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.
Students use collaborative technologies to work with others, including peers, experts or
community members, to examine issues and problems from multiple viewpoints.
Students contribute constructively to project teams, assuming various roles and
responsibilities to work effectively toward a common goal. Students explore local and
global issues and use collaborative technologies to work with others to investigate
solutions.
The Significance of the Standards

Standards are criteria that define what is expected from the administrations, teachers, and
learners.

Administrators How to lead teachers and learners in the effective use of technology in teaching;
how to create a culture of innovation to achieve excellence in education; how to
promote the positive integration of technology into teaching and learning.

Teachers Content to teach; meeting the requirements of curriculum; how to teach the
lessons; how to assess the learners; how to integrate technologies into teaching.

Learners How learners learn; how learners acquire knowledge and skills; how well
learners perform; how learners create, innovate, collaborate and communicate
with the use of technologies; how to integrate technologies into learning.

The set standard would be futile if these are not

demonstrated by the people involved in the
implementation. The administrators, teachers and
learners must be complaint with standards to
achieve high quality service, teaching, and learning.
Moreover, being compliant or noncompliant is
associated with consequences. This is the
questions of what will be done to those who have
complied and failed to comply with the standards –
(compliant) giving of incentives and positives
remarks; and (noncompliant) giving of remedial
instructions and delays or limited opportunities.

It is just enough to remember that having standards like that of the technology
standards of ISTE, provide expectations from the administrators, teachers and learners
regarding the knowledge and skills that each one should acquire while forming competency in
technology integration within the teaching and learning process. Study Figure 2.1 Discuss
relationship of technology standards with the teaching and learning process.
TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) AND TECHNOLOGY
INTEGRATION PLANNING (TIP)
Teaching can be associated with soldiers who go to war. Soldiers who go to war, they
plan for the tactics and strategies to be done, they make sure that they are complete with their
stockpile of ammunition and protection. No soldier will go to a war without enough bullets in
his pockets. Same with teaching, teachers are trained on how to teach and manage a class.
Before stepping inside the classroom, they have made their lesson plans on what to teach and
how to teach, they make sure that they have all the materials that make use to deliver the
lesson successfully to their learners. However, sometimes the use of technology becomes
ineffective because of insufficient knowledge on the true purpose and proper use of such
technology. This is why the Technological Pedagogical Content Knowledge (TPACK) by Mishra,
P. & Koehler, M. and Technology Integration Planning (TIP) by Roblyer, M.D. & Doering, A.H.
came into existence, to guide teachers on how to integrate technology into teaching.

Technological Pedagogical Content Knowledge (Tech-PACK)

Tech – PACK, previously known as TPCK, later
TPACK, is a framework that integrates technology in
education to help encapsulate the complex interactions
among content, pedagogy, and technology. Tech – PACK
provides a picture of the entire process of technology
integration that helps identify what is essential and what
is not in any discussions of teacher using technology for
teaching subject matter.
According to Mishra & Koehler (2006), the TPACK
Framework which is shown in Figure 2.2 “emphasizes the
connections, interactions, affordances, and constraints
between and among content, pedagogy, and technology.
In this model, it show that content (C), pedagogy (P), and
technology (T) are the three main components of
teacher’s knowledge. Looking at the model closely, it shows the interactions between and
among the bodies of knowledge: PCK (pedagogical content knowledge), TCK (technological
content knowledge), TPK (technological pedagogical knowledge), and TPACK (technological
content knowledge) which are significant in making teaching and learning with the use of
technology a success.
Content Knowledge (CK)

• Teacher’s knowledge about the subject matter.

• Includes concepts, theories, ideas, organizational frameworks, evidences and proof’s
established practices and approaches toward developing such knowledge (Shulman,
1986)
• Having no comprehensive knowledge in content may cause erroneous information to
learners, thus may develop misconceptions about the subject matter.

Pedagogical Knowledge (PK)

• Teacher’s deep knowledge about the process and practices or methods of teaching and
learning.
• This includes lesson planning, classroom management skills, understanding how
students learn, and study assessment.
• A teacher with profound pedagogical knowledge facilities student’s construction of
knowledge and acquisition of skills, and help students in developing habits of mind and
positive dispositions toward learning.
• Therefore, understanding of cognitive, social, and developmental theories of learning
and how they apply to students in the classroom are requisites of pedagogical
knowledge.

Pedagogical Content Knowledge (PCK)

• Covers conditions that promote learning: teaching, learning, curriculum, assessment,

reporting, and pedagogy.
• There is transformation of the subject matter for teaching which happens when teacher
interprets the subject matter.

Technology Knowledge (TK)

• The definition of TK is fluid due to its fast updates and upgrades that happen from time
to time. However, technology applies to all technological tools and resources.
• Understanding of technology which is beyond the definition of computer literacy is a
must in TK. Thus, essential appreciation and mastery of information technology for
information processing, communication, and problem solving are important.
Technological Content Knowledge (TCK)

• TCK is an understanding of the way in which technology and content affect and restrict
one another.
• This overlap explains that teaching is more that the subject matter they teach; they
must also have a profound knowledge on the way how subject matter can be taught
through the use of particular technologies.
• Teachers need to figure out which specific technologies are appropriate in, delivering
the subject-matter to have a better understanding and appreciation of the lesson.
• This allows us to determine the suitable pairing of appropriate technology to the
content or vice versa.

Technological Pedagogical Knowledge (TPK)

• TPK is an understanding of how teaching and learning can change when particular
technologies are used in particular methods.
• The focus of this TPK is to have an understanding of the affordances of technology and
how they can influence differently the context and intentions of teaching.
• Teachers have to look beyond the normal functions of technology, they have be creative
and think of the other possible things that these technologies can do to achieve
advancement in the learning and understanding of the students.

Technological Pedagogical Content Knowledge (Tech-PACK)

• Tech-PACK shows interactions among the main components of knowledge – content,

pedagogy, and knowledge.
• Tech-PACK is the basis of effective teaching with technology.
• The relationship among the components of knowledge are interfaced with one another
to have a stronger content, more effective pedagogy and efficient technology that may
remedy difficulties in teaching and learning to develop higher comprehension and
better learning.

Context

• This is the outer- dotted circle which highlights the understanding technology,
pedagogy, and content do not exist in a vacuum, but rather, represented in specific
learning and teaching contexts.
Technology Integration Planning (TIP)
Technology Integration Planning (TIP) is a
model created for teachers as a guide that ensures the
efficiency of integration of technology in education.
TIP gives teacher as a guide that ensures the efficiency
of integration of technology in education, TIP gives
teachers a systematic way to identify and address
challenges involved in integrating technology into
teaching practices (Roblyer & Deoring, 2013, p. 52).
Further, TIP Model shows teachers how to
establish a milieu in which technology can effectually
enrich learning.
In the earlier editions of TIP Model, there were
five to six phases to enable the teachers successfully
integrate technology in instruction. In the recent
edition (6th), it boils down into three phases with sub
steps in each phase (as shown in Figure 2.3)

Phase 1: Analysis of Learning and Teaching Needs

Step 1: Determine the relative advantage
Focus: Will a technology – based method offer relative
advantage?

Heraclitus once said that nothing is permanent is this world expect change. But, some
people resist to change things that they are used to doing because according to them they still
able to deliver well using the old method even if there are new better approaches to achieve
the task. However, change may be acceptable if they would understand the advantages of the
new method over the old one. This is seeing a “relative advantage” as mentioned by Everett
Rogers (Diffusion of Innovation, 1995). Below are the measures to see relative advantage
easier:

1. Compatibility – Methods consistent with their cultural values and beliefs and others
adopted in the past. For example, teachers see using technology as compatible with
their views of being an updated teacher.
 2. Complexity – Easy enough for them to learn and to carry out on a frequent basis.
Teachers who use technology-based methods feel no fear and find no difficulties in
understanding and learning something new.

3. Triability – Being able to try out a little before making a final decision. Teachers have the
courage to try using and applying technology – based methods than saying no to it
outright.

4. Observability – Seeing others they respect or emulate using the new method
successfully. Observation is one of the many ways to help teachers decide whether
technology – based method will be helpful or not or if it is effective or not.

At this phase, teachers do curriculum review and assessment of teaching methods, then, they
determine problems in instructions and find out which technology may be helpful to remedy
the problem.

Summary of Issues to Address in Step 1

1. Are there any topics or curriculum objectives I have difficulty teaching?
2. Do any of these instructional problem areas have technology-based solution
3. What is the relative advantage of the technology-based solutions?
4. Is the relative sufficient to justify the effort involved?

STEP 2: Asses Tech-PACK

Focus: What is my Technological Pedagogical knowledge (Tech-PACK)? Teachers have to be
proficient in content, pedagogy and technology before the day of instruction comes.
The teacher has to spend time in understanding all the components of knowledge to have a
better and successful delivery of the lesson. Being knowledgeable of the content, pedagogy,
and technology will make the teacher confident in the entire process of teaching and learning.
This Tech-Pack helps to emphasize technology contribution to teaching.
Summary of Issues to Address in Step 2
1. Do I have the mastery of the subject matter, both the content and its context?
2. Is the pedagogy I am planning to employ appropriate for the subject matter, my
learners, and technology?
3. Is the technology I am planning to use appropriate for the subject matter, pedagogy,
and my learners?
4. Have I reviewed my TPACK?
Phase 2: Planning for Integration
Step 3: Decide on objectives, assessment
Focus: How will I know students have learned? Teachers define skills they want their student to
possess upon learning the lesson and create ways to measure the authenticity of students’
learning and how successful the activities have been carried out by them.
The problems that have been identified in Phase 1 must be addressed successfully by defining
observable and measureable outcomes. Teachers must be remember that having more than
the multiple choice activities is better to effectively see authentic learning among learners.
Summary of Issues to address in Step 3
1. What kinds of performance do I expect from student to show they learned?
2. What is the best way for me to express students’ learning progress and products?
3. Do the desired instruments exist or do I have to develop them?
4. What other methods could gauge success? (e.g. observation, attitude, instruments?
Step 4: Design Integration Strategies
Focus: What teaching strategies and activity will work better? Teacher decide on pedagogies
and study its execution.
In deciding on the instructional course of action, the characteristics of the topic and the needs
of the students are being taken into consideration whenever teachers create an instructional
design for technology integration. With this, teacher make decision on:
1. Instructional approaches –traditional or constructivist approach
2. Curriculum approached – single subject approach or interdisciplinary approach
3. Grouping – from individual to pair or group learning
4. Sequence – must have acquired technology prerequisite skills to successful learn from
the resources
Summary of Issues to Address Step 4
1. Should instruction be directed, constructivist, or a combination of both?
2. Will the instruction be single subject or interdisciplinary?
3. Should activities be individual, paired, small group, large group, or whole class?
4. What strategies should I use to encourage females and minority students to be
integrally involved with the technologies?
5. What sequence of activities should I teach?
6. Have I built in demonstrations of the skills students will need to use both equipment
and the specific software?
 7. Have I allowed students enough time to get used to materials before beginning a graded
activity?
Step 5: Prepare Instructional Environment
Focus: Are essential conditions in place to support teaching and learning? Teachers establish
the educational environment to carry out effectively the plan of using technology in teaching
and learning.
With the support of ISTE the teacher will be guided in setting the essential standards to unleash
at its level best the potentials of technology tools and methods when used in teaching and
learning. Teachers have to remember that integration of technology in education would only be
successful if there is an adequate hardware, software, and technical support available.
Summary Issues to Address in Step 5
1. What are the technological needs necessary to carry out the activities (e.g. computer,
software, printer, etc.)
2. Is the supply of computers and copies of software enough to carry out activities?
3. When and how long will the technology resources be needed?\
4. Do I need to set the schedule for occupancy of laboratory or media center?
5. Will projection devices or large screens be needed for demonstration
6. Have I checked out the legalities of the uses of technology I want to make?
7. Have I looked into students’ privacy and safety in carrying out the activities?
8. Have I considered the necessary provisions for students with physical disabilities in
carrying out the activities?
9. Am I knowledgeable in troubleshooting if ever problems arise during the activity?
10. Have I set and tested everything that is needed before the students do the activity?
11. Do students already have the knowledge in using the technologies that they will be
using for the activity
12. Am I ready with a backup plan whenever the planned resources fail to work?
Phase 3: Post Instruction Analysis and Revisions
Step 6: Analyze results
Focus: What worked well? What could be improved? Teachers have to spend time reflecting
and assessing themselves to determine whether the integration of technology and if all
processes in teaching and learning went on smoothly and have been successful in the delivery
Summary Issued to Address in Step 6
1. Was there a change in the behaviour of the students upon learning the subject matter?
2. Were the students engaged in the instruction and tasks given?
3. Did the technological resources work well as expected?
4. Did the students work deeply and thoroughly in the teaching and learning environment?
 5. Is the integration of technology in education, instruction, strategies, activities,
assessments work well in the entire teaching and learning process?
Step 7: Make revisions
Focus: Should I make the revisions? After analysing the result, it is important to determine the
necessary areas which need improvement for better execution of instruction with technology
integration the next time around.
Summary Issues to Address in Step 7
1. What pedagogy should I do to make the instruction more interesting and engaging?
2. What technology resources should I use next time for better understanding of the
lesson?

STAGES OF TECHNOLOGY INTEGRATION IN TEACHING AND LEARNING

In every cycle, anything and everything begins with the first stage. Before a butterfly
begins to spread its wings to fly. It passes through different stages from a tiny egg to a beautiful
insect with wings. A teacher likewise passes through different stages of teaching from novice to
proficient, to highly proficient, to distinguished or expert teacher. A teacher moves on from one
stage to another based on his experiences, achievements, increased knowledge, and skills, and
developing characteristics. Same is true when it comes with technology integration, a teacher
who is beginning to learn about technology may experiment how technology can be integrated
in instruction until he understands fully the appropriate use of technology in instruction.
The following are the different stages of technology integration:

BEGINNING STAGE DEVELOPING STAGE PROFICIENT STAGE TRANSFORMATIVE

STAGE
Teacher still make use Teachers plan, Teachers Teachers engage with
of chalkboards, manage, and facilitate demonstrate and students to explore
textbooks, student model effective use and determine
workbooks, hand- understanding of of variety of existing appropriate uses of
outs, worksheets in technologies and and emerging existing and emerging
their instructions and other resources best technology-based technology-based
activities despite the suited to support resources to resources so that
presence of the specific learning encourage students students may
selected technologies experiences. to engage in range of effectively plan,
and other resources learning experiences. manage, and evaluate
that support student their learning
learning experience experiences.
Teachers research Teachers facilitate Teachers model Teachers collaborate
and discuss strategies and guide students as creativity and with and involve
students can use to they employ knowledge students as lead
promote knowledge strategies to construct
construction and learners to engage in
construction and knowledge and enable students to activities to promote
demonstrate promote creative demonstrate creativity and
creativity. They thought; they model creativity and innovation and
monitor safe, ethical, safe, ethical, legal, innovation. Teachers explore complex
legal, and healthy use and healthy use of advocate for and issues. They engage
of technology and technology and effectively instruct students as active
information resources information resources students in the safe, participants in the
and help students ethical, legal, and safe, ethical, legal, and
address threats to healthy use of healthy use of
security of technology and technology and
technologies, data, information information resources
and information. resources including by encouraging them
emerging policies and to establish policies
practices related to and procedures for its
issues such as use and determining
security, intellectual methods to address its
property, and misuse.
personal rights.
Teachers use and Teachers adapt or Teacher design and Teachers collaborate
modify the existing create instructional customize with students to
learning resources ti activities that allow instructional activities identify and develop
redesign instructional students to collect in response to personalized
and learning activities and report students’ learning instructional activities
for student learning information through a styles, preferences, that allow students to
variety of products and abilities, so that formulate, evaluate,
and formats. Teachers students develop and test hypotheses to
develop and conduct questions, propose address complex
formative and solutions, and elicit problems that
summative feedback on their addressed real-world
assessment to inform learning. Teachers local, and global issues
teaching and learning provide students with with their teachers,
various opportunities other students, and
to demonstrate skills outside their
and knowledge to information for real-
adapt future teaching world application.
and learning Teachers engage
opportunities. students in the
development and
analysis of various
opportunities to
 demonstrate skills and
knowledge to orient
future teaching and
learning opportunities
towards areas
necessary for greatest
student success
Students us Students use Students use Students collaborate
technology tools to technology tools to technology to and communicate
research and collect collect information, support of collecting with their teachers,
information synthesize, and create and synthesizing other students, and
new information in information, experts to select and
projects guided by developing use technology tools
their teachers. They information, that align with
explore issues of developing and learning preferences,
individual interest demonstrating critical styles, and content
related to their thinking, and solving requirements in order
learning authentic problems to address real-world,
through the creation complex problems
of projects they with multiple answers
propose. Students and solutions.
use technology to Students routinely
plan, manage, and monitor, evaluate, and
reflect their own adjust their own
learning learning strategies and
thinking.