EDU 5373 Week 3

 

Week 3 – Development of a shared vision for technology access and use.

1)    From the Crompton (2023) article, describe at least two best practices to support student learning gains from educational research reflected in the ISTE Educator Standards. How might these connections assist you in guiding the development of a Technology Vision for your district or organization based on the identified digital divide(s) you have identified?

Crompton (2023) study suggested technology alone doesn’t improve learning; it must be matched to the appropriate content and pedagogies by the educators. Several organizations such as InTASC, ISTE, UNESCO had developed standards to support educators with the integration of technology into education. Technology is changing rapidly and educators have implemented technology tools guided by ISTE standards (International Society for Technology in Education, 2026a).

Crompton (2023) research of literature of peer-reviewed journal articles done for years 2015 to 2022 concluded that Learner 2.1 standard helps the educator to use best practices, improves their professional development and reflection. Educator’s using technology enhanced their student’s learning. The Leader 2.2 standard applies to educators who not necessarily are in a leadership position but to those that champion technology and other educators or peers using technology leading to student achievements and empowering of students.

It was found that Citizen 2.3 standard guides educators to prepare students for the digital world by enhancing their cognitive, emotional, and behavioral factors. The Collaborator 2.4 standard provided opportunities for students to collaborate with experts facilitated by the educator. The Designer 2.5 standard helped educators with authentic learning, student-centered, and learner variability opportunities for the variety of students.

The Facilitator 2.6 standard provided students with ownership of learning and computational thinking which was evidenced by students using digital tools to set their learning goals and formulate their own problems solved by a computer. The Analyst 2.7 standard helped educators support students in achieving goals by using assessment data, artificial intelligence (AI), and data driven instruction. ISTE educator standards helped educators improve instruction and students learn (Crompton, 2023).

These connections between ISTE standards assisted me as a Lerner 2. 1, Collaborator 2.4, and 2.7 Analyst. As I learn how to use technology, I can evaluate data produced by my survey and plan accordingly. I am also able to collaborate with experts from my home and in the future help patient connect to health services needed from their home.

2)    Gonzales (2019) offers perspectives into the challenges that school leaders face as they serve as technology leaders. How might the challenges that arise with a 1:1 initiative be addressed in the Technology Vision and Goals? How might the ISTE Education Leader Standards provide support/guidance for you and your leader(s) as you engage in the process of developing and sustaining a Technology Integration Plan?

Gonzales (2019) case study explored the 1:1 school initiative vision and the challenges encountered by administrators. The 1:1 visionary leadership resulted in two theme, one was that 1:1 would enhance student-centered learning and the other one was that a1:1 would be a tool enhancing inquiry.

The challenges found were:

a) budgeting and financing.  

b) negotiations and expectations with students, educators, and the community.

These challenges were concentrated on Empowering leader, System designer, Visionary planner and Connected leader ISTE standards. Funding was considered an external challenge while compromising with the teacher was considered an internal challenge. Administrators need to re-evaluate the funding process and more research is needed to create standards, models, and measurements for instructional improvement.

Th use of the ISTE standards for leaders may provide support and guidance in my technology integration plan with the visionary planner standard. The project that I got started last semester was about the digital divide in rural areas, there is a vision of getting psychiatric health care services to their home via telehealth, it must be a shared vision with the stakeholders. There are other providers, patients, family members that share the same vision. There is evidence of technology or telehealth improving health. The ISTE Education leader standards are 3.1 Digital citizenship advocate, 3.2 Visionary planner, 3.3 Empowering leader, 3.4 System designer, and 3.5 Connected learner (International Society for Technology in Education, 2026b).

 

3)    In what ways might you employ the ISTE Standards for Students, Educators, and Education Leaders as you collaborate with stakeholders to develop a Technology Vision and Goals to address digital inequity in your school or organization?  How might you leverage the ISTE Essential Conditions to support this work?

The ISTE Standards are a guide for collaboration, citizenship, and empowering. Everyone learns, collaborates, and gets empowered when working with a shared vision. There may be many challenges but with guidance the objectives can be accomplished.

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

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. (2026). ISTE Standards: For Education Leaders. Retrieved from https://iste.org/standards/education-leaders

International Society for Technology in Education. (2026) ISTE Standards: For Educators. Retrieved from https://iste.org/standards/educators