Week 3 Blog

 1. Instruction & Learning (Crompton)

First, I found it interesting that Helen Crompton (2023) pointed out that pre-service training does not always lead to strong growth in ISTE Educator Standard 2.1, which focuses on educators as learners (ISTE, 2017). I can definitely relate to this. We get a lot of training at the beginning of the year, and it can be overwhelming. It’s hard to apply everything before you’ve even had a chance to try it in your classroom. Because of this, one best practice is ongoing professional learning instead of one-time training. In my technology plan, I would build in training throughout the year, like using one faculty meeting each quarter to focus on technology. This would help teachers grow over time and also address the second-level digital divide, where the issue is skills—not access.

Another best practice connects to ISTE Standard 2.3, which focuses on digital citizenship (ISTE, 2017). In my classroom, I use EverFi to help students learn about online safety and responsible behavior through real-life scenarios. The problem is that it’s only used in a couple of classes. A stronger technology vision would include digital citizenship across all grade levels, maybe through advisory time. This matters because students know how to use technology, but not always how to use it well or appropriately. That connects directly to the second- and third-level digital divide.

Lastly, ISTE Standard 2.7 focuses on educators as analysts (ISTE, 2017). Our school already does some of this well. We use tools such as Google Classroom and Study Island to provide feedback and track student progress. These tools help guide instruction rather than guess what students need. That supports learning gains and helps address the third-level digital divide by improving outcomes.

2. Leadership & Challenges (Gonzales)

The article by Gonzales really highlights the importance of administrator buy-in when implementing technology. I have seen many initiatives fail not because they were bad, but because teachers or administrators didn’t fully support them. A clear technology vision and plan can help with that buy-in, especially when multiple stakeholders are involved. Expectations might need to start small, but they can grow over time if people feel like they have a voice in the process. This aligns with research showing that administrators play a big role in successful technology integration.

The article also discussed student-centered learning, in which students work at their own pace and explore topics. I’ve seen this tried at my school, but there’s usually pushback because it feels unstructured. That shows how teachers' comfort and expectations can be challenging. Gonzales (2020) explains that leaders have to work through that by setting expectations and supporting teachers through the change. This connects to the ISTE Education Leader Standards, especially Visionary Planner and Empowering Leader.

Another big challenge is sustainability with a one-to-one initiative. This is something we are dealing with right now as we replace Chromebooks. Like the schools in the article, we’ve used grants, fundraising, and refurbished devices. But there’s not really a long-term plan in place. That’s where the ISTE Systems Designer standard comes in. Leaders need to think ahead and plan for how to keep technology going long-term.

3. Vision & Collaboration (ISTE)

Overall, I think administration will play a huge role in making a technology plan actually work. Using the International Society for Technology in Education Standards for Students, Educators, and Education Leaders helps define everyone’s role. It gives administrators a clearer picture of what technology integration should look like, which can help with buy-in. 

The standards also help guide conversations with stakeholders by focusing on what we want students to be able to do with technology. At my school, we’ve done a good job with access, but we still need to improve how students use technology and what they actually gain from it. The ISTE Student Standards push the focus toward skills like problem solving, digital citizenship, and creation, which directly connect to the second- and third-level digital divide (ISTE, 2016). Together with the Educator Standards, I think these are a great place to start when identifying goals for our technology vision.

The ISTE Essential Conditions are helpful when deciding what data to collect and what to focus on. By comparing what we currently do with those conditions, we can identify gaps and build a vision that includes everyone while still being specific enough to take action. The Essential Conditions would have us look at access, training educators, skilled technicians, and high-quality learning activities through ongoing evaluation (ISTE, 2019).

One thing that came up in almost every conversation I had was training. Even with the tools we already use, teachers still want more support. Because of that, professional development needs to be thoughtful. It should respect teachers’ time while still giving them practical strategies they can use. Ongoing training, rather than one-time sessions, will help teachers feel more confident.

Overall, the ISTE Standards and Essential Conditions provide a solid framework for building a technology vision that focuses not just on access but also on improving how technology is used and what students get out of it.

References (APA)

Crompton, H. (2023). Evidence of the ISTE standards for educators leading to learning gains. Journal of Digital Learning in Teacher Education, 39(4), 201–219. https://doi.org/10.1080/21532974.2023.2209496

Gonzales, M. M. (2020). School technology leadership vision and challenges: Perspectives from American school administrators. International Journal of Educational Management, 34(4), 697–708. https://doi.org/10.1108/IJEM-02-2019-0075

International Society for Technology in Education. (2016). ISTE standards for students. https://www.iste.org/standards/for-students

International Society for Technology in Education. (2017). ISTE standards for educators. https://www.iste.org/standards/for-educators

International Society for Technology in Education. (2018). ISTE standards for education leaders. https://www.iste.org/standards/for-education-leaders

International Society for Technology in Education. (2019). Essential conditions. https://www.iste.org/standards/essential-conditions