Week 4 Blog

Teacher Learning = Student Learning

    Teachers must understand the importance of technology and how to use it before they can expect students to produce the outcomes they desire. Teachers who follow the ISTE Educator Standards will lead to digital competency, and students who follow the ISTE Student Standards will also develop digital competency (International Society for Technology in Education [ISTE], 2016; Crompton, 2023).

The STARSS-LS Framework focuses on whether professional development is ongoing and aligned with student outcomes, rather than on one-time training events. At Chisholm Middle School, it is a misconception that one digital literacy course is all students need. Digital competency needs to be used in every classroom. The PD in this technology plan supports the goal that teachers will teach at least one lesson designed to enhance technology skills at least once each quarter or unit by the end of three years. Teachers can use ISTE roles, such as knowledge constructor and computational thinker, and the Triple E framework to guide lesson development (Kolb, 2020). Teachers must shift their thinking about technology. The question should move from “Can I use technology?” to “How am I using technology?”

Current Structures Already in Place

    Professional development days are built into our schedule before school, during the middle of the year, and at the end of the year. We have around two faculty meetings a month, and usually one includes professional development. We already have a digital literacy class that is required for all students. All 6th graders take digital literacy, and new 7th- or 8th-grade students also take the course.

Chisholm Middle School was fortunate to have 1:1 Chromebooks before COVID. Chisholm tries to take a proactive approach by stopping the misuse of technology, but does not always model correct use.            We use GoGuardian to monitor and restrict access to websites. The school board has policies such as Internet and Technology Systems Safety and Appropriate Use, Use of Computers and Electronic Communication Equipment and Services, and Staff Members and Social Networking Sites.

        We do not have a clear vision of our goals regarding technology usage. Chisholm needs more professional development focused on outcomes, rather than stopping misuse. The ISTE Essential Conditions of Ongoing Professional Learning and Skilled Personnel are two areas where Chisholm still has room to grow (ISTE, 2019). Having the calendar structures in place is a good foundation, but the content and consistency of that professional learning still need further development.

Transforming Student & Community Learning

        My technology integration plan will promote students' use of technology more for learning and less for entertainment. Professional development and expectations will encourage problem-solving, collaboration, and real-world tasks. The technology plan would also include sharing ideas with parents through parent nights and in the counselor’s newsletter.

Assessment & PISA Connection

        International assessments such as PISA emphasize students’ ability to use technology for problem solving, critical thinking, and real-world applications rather than simple recall. PISA does not measure whether students can use a technology. Chisholm must measure learning more like PISA. We need to look at tasks such as analyzing sources, using data, and completing multiple digital tasks. Oklahoma online testing includes some of these tasks, such as drag-and-drop or connecting answers, but it is not as in-depth as PISA. The technology plan aims to move students from simply navigating the internet to using it for thinking. At Chisholm, this means moving beyond whether students complete digital assignments and instead examining how they use technology to think, problem solve, and engage in learning. Shi et al. (2025) emphasize that digital assessment is no longer limited to traditional tests but includes AI-supported systems that provide continuous feedback, analyze student performance, and track learning behaviors. These systems support instructional decision-making, but their effectiveness depends on teachers’ ability to interpret and apply the data within their classrooms.


References

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/10.1080/21532974.2023.2244089

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

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

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

Kolb, L. (2020). About the Triple E Framework. Triple E Framework. https://www.tripleeframework.com/about.html

Shi, Y. R., Sin, K. F. K., & Wang, Y. Q. (2025). Teacher professional development of digital pedagogy for inclusive education in the post-pandemic era: Effects on teacher competence, self-efficacy, and work well-being. Teaching and Teacher Education, 168, 105230. https://doi.org/10.1016/j.tate.2025.105230 ChatGPT helps organize my thoughts and trim them. Caude helped check my work and APA citations.


Comments

  1. Kelli BierApril 12, 2026 at 11:21 AM

    Good afternoon, Jamie! I really like how you connect teacher learning directly to student outcomes because that relationship often gets overlooked. Your point about moving beyond one standalone digital literacy course is especially important since students need consistent opportunities to apply those skills across classrooms, not just in isolation. It also makes sense that professional development needs to focus on how teachers use technology to support thinking, not just how to manage devices. That shift aligns with research showing that when teachers design intentional, standards-based learning experiences, student outcomes improve (Crompton, 2023). I also appreciate your honesty about current structures. Having time set aside for professional learning is a strong foundation, but as you noted, the impact depends on how that time is used and whether it connects to clear goals (International Society for Technology in Education [ISTE], 2019). Your focus on moving students toward problem solving and real-world application feels like a strong next step, especially as digital assessments continue to emphasize deeper thinking and the ability to apply knowledge in meaningful ways (Shi et al., 2025).

    References

    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/10.1080/21532974.2023.2244089

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

    Shi, Y. R., Sin, K. F. K., & Wang, Y. Q. (2025). Teacher professional development of digital pedagogy for inclusive education in the post-pandemic era: Effects on teacher competence, self-efficacy, and work well-being. Teaching and Teacher Education, 168, 105230. https://doi.org/10.1016/j.tate.2025.105230

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