Iste standers
Facilitate and Inspire Student Learning and Creativity
As the art teacher for our vibrant group of young artists, my role is to harness the power of creativity and technology to nurture a dynamic and innovative learning environment. I am dedicated to guiding our young artists in their journey of self-expression and discovery, whether we're together in the classroom or exploring the digital realm.
a. Promote, Support, and Model Creative and Innovative Thinking and Inventiveness: I believe that creativity is a precious gift, and I strive to cultivate it within each young artist. Through interactive lessons, I encourage students to think outside the box, experiment with various art forms, and find their unique voice. I lead by example, demonstrating that art is a limitless realm of inventive possibilities.
b. Engage Students in Exploring Real-World Issues and Solving Authentic Problems Using Digital Tools and Resources: I recognize the potential of technology as a tool for creativity and problem-solving. In our art class, we embark on exciting journeys to explore real-world themes and challenges. We use digital tools to research, experiment, and collaborate, ensuring that art becomes a meaningful and impactful part of our world.
This page contains the descriptions of The ISTE standards , which detail the expectations for a teacher's performance. This page outlines each standard and provides links to projects I have completed demonstrating that I have achieved these standards.
1. 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:
1a: Set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness.
1b: Pursue professional interests by creating and actively participating in local and global learning networks.
1c: Stay current with research that supports improved student learning outcomes, including findings from the learning sciences.
Evidence 1: Learning Goals Reflection. In my Education 545 course, I set specific learning goals for myself, encompassing my learning for the entire semester of Fall 2023 at the University of Idaho Education College. At the beginning of the semester, I analyzed my performance and knowledge as a teacher and identified the areas of my teaching that needed improvement. I condensed these areas in need of improvement into three specific learning goals. At the end of the semester, I could outline how I had achieved each of the three goals.
Evidence 2: Learning Management System. I plan to use Class Dojo in my future first-grade art class to create a positive and engaging learning environment. I'll assign points for active engagement, creativity, teamwork, following art guidelines, motivating students, and providing feedback. Class Dojo's messaging feature will help me communicate with students and parents, while the digital portfolio will showcase students’ progress and boost their confidence. Overall, Class Dojo offers a versatile and user-friendly solution for managing, engaging, and communicating in the art class.
2. Leader
Educators seek out opportunities for leadership to support student empowerment and success and to improve teaching and learning.
Educators:
2a: Shape, advance, and accelerate a shared vision for empowered learning with technology by engaging with education stakeholders.
2b: Advocate for equitable access to educational technology, digital content, and learning opportunities to meet the diverse needs of all students.
2c: Model for colleagues the identification, exploration, evaluation, curation, and adoption of new digital resources and tools for learning.
Evidence 1: Concept Map. I created this digital concept map as an accessible alternative way for students to see the goals and assessments for art a class lesson. This way, I clearly communicate the goals I want us to accomplish as a class with my first-grade students.
Evidence 2: Interaction. This collection of resources accounts for a wide range of learner types, from auditory learners to visual learners. Each resource is collected through ethical means and is age-appropriate for 1st grade. In addition, this resource-sharing method can also be used by students to collaborate on assignments by sharing resources between and across study groups.
3. Citizen
Educators inspire students to positively contribute to and responsibly participate in the digital world.
Educators:
3a: Create experiences for learners to make positive, socially responsible contributions and exhibit empathetic behavior online that builds relationships and community.
3b: Establish a learning culture that promotes curiosity and critical examination of online resources and fosters digital literacy and media fluency.
3c: Mentor students in safe, legal, and ethical practices with digital tools and the protection of intellectual rights and property.
3d: Model and promote management of personal data and digital identity and protect student data privacy.
Evidence 1: Creative Commons. By creating a Creative Commons License for my website (found at the bottom of my home page), For students, I am setting a good example of digital accountability. In addition, I'm allowing other teachers to use my creations in an ethical manner to advance their students' education. In addition to enabling me to teach and role-model responsible cooperation to my pupils, it has taught me how to confidently and responsibly handle my digital identity.
Evidence 2: Teacher Website. I have been able to share my teaching expertise with anyone who is interested in benefiting from my experience, blunders, and hard work by building the teacher website you are currently seeing. I am adding to the body of information that educators can utilize to either better their teaching practices or share with their students by sharing my experiences with others responsibly. I'm hoping that by working together, we can keep giving our pupils better and better teaching.
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:
4a: Dedicate planning time to collaborate with colleagues to create authentic learning experiences that leverage technology.
4b: Collaborate and co-learn with students to discover and use new digital resources and diagnose and troubleshoot technology issues.
4c: Use collaborative tools to expand students' authentic, real-world learning experiences by engaging virtually with experts, teams, and students, locally and globally.
4d: Demonstrate cultural competency when communicating with students, parents, and colleagues and interact with them as co-collaborators in student learning.
Evidence 2: Learning Management System. I plan to use Class Dojo in my future first-grade art class to create a positive and engaging learning environment. I'll assign points for active engagement, creativity, teamwork, following art guidelines, motivating students, and providing feedback. Class Dojo's messaging feature will help me communicate with students and parents, while the digital portfolio will showcase students’ progress and boost their confidence. Overall, Class Dojo offers a versatile and user-friendly solution for managing, engaging, and communicating in the art class.
Evidence 2: Video. I created this Video to show parents and students a taste of the content we will be tackling in class before the students come in for the day. The goal is to encourage creative thinking, teamwork, and artistic expression while diving into the world of storytelling in this video.
5. Designer
Educators design authentic, learner-driven activities and environments that recognize and accommodate learner variability.
Educators:
5a: Use technology to create, adapt, and personalize learning experiences that foster independent learning and accommodate learner differences and needs.
5b: Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning.
5c: Explore and apply instructional design principles to create innovative digital learning environments that engage and support learning.
Evidence 1: Video and Audio. This Interactive video uses audio, text, photos, and interactive questions to engage the student in the content. This video allows me, as a teacher, to assess my student's comprehension of the content in real time. In addition, quizzing my students on the content in a self-paced and instantaneous way allows them to grasp it as they learn firmly.
Evidence 2: Digital Citizenship Infographic: This infographic uses photos, graphs, and text to encourage parents to get up and give their children an EMPOWERING CHILDREN IN THE DIGITAL AGE! Its appealing color scheme and clear design make it easy to read and pleasing to look at. It is a tip for parents to teach online safety at home.
6. Facilitator
Educators facilitate learning with technology to support student achievement of the ISTE Standards for Students.
Educators:
6a: Foster a culture where students take ownership of their learning goals and outcomes in both independent and group settings.
6b: Manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on maker spaces, or in the field.
6c: Create learning opportunities that challenge students to use a design process and computational thinking to innovate and solve problems.
6d: Model and nurture creativity and creative expression to communicate ideas, knowledge, or connections.
Evidence 1: Code of Hour The activity works by combining technology and creative expression, allowing students to translate the emotions and themes of a poem into visual art through coding.
Evidence 2: 3D Model Creation This 3D model will be a creative and effective means to instill and celebrate positive behavior in my first-grade art class. Define a reward system based on the number of leaves added to the tree.
7. Analyst
Educators understand and use data to drive their instruction and support students in achieving their learning goals.
Educators:
7a: Provide alternative ways for students to demonstrate competency and reflect on their learning using technology.
7b: 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.
7c: Use assessment data to guide progress and communicate with students, parents and education stakeholders to build student self-direction.
Evidence 1: Kahoot! Interactive Lesson Assessment Activity. This game aims to help first-grade students develop their knowledge of basic art
concepts and encourage their creativity. By the end of the game, students should be able to
identify primary colors, understand basic shapes, and recognize famous artistsEvidence 2: Figma interact project. This digital platform not only introduces students
to the world of digital art but also promotes creative thinking, communication skills, and peer
interaction in many fun ways for everyone.