ISTE Standards in review for 2024-2025
A look at technology use in my classroom and beyond
This year we’re asked to provide evidence supporting 2 sub-standards from the International Society for Technology in Education’s (ISTE) standards for educators. I reviewed all of them, and while I am confident that I meet the ‘proficient’ rating for most of them, certain standards either apply less to my situation, or have not been necessary.
ISTE 2.1 Learner
Description: Educators continually improve their practice by learning from and with others, and exploring proven and promising practices that leverage technology to boost student learning.
2.1.a Set Professional Goals: Sets clear, actionable professional learning goals that leverage technology effectively.
My 2024-2025 Goals post. Earlier I outlined 3D printing related goals for the year. As the standard is merely focused on setting goals, I’ll not review progress and completed goals here.
2.1.b Participate in PLNs: Actively engages and contributes to various professional learning networks.
I’m a part of several WeChat groups for design teachers, a group for industrial designers, and within the last year I’ve presented workshops at the ACAMIS arts conference and EDTECHGZ. I also greatly broadened my professional network related to design and technology while exhibiting work at MakerfaireSZ. Within school I have contributed answers, instructions, and ideas.
2.1.c Keep Current on Research: Consistently stays current with research and integrates findings into practice.
I am a member of the ISNS AI Task Force, and have kept up to date on AI advancements and education implementation. I’ve been heavily focused on 3D printing, and my classroom use of the technology has been directly impacted by research and continuous practice and experience. For example, up until recently Cura was the go-to slicer for most 3D printers, and was what we used in 2023-2024. Orcaslicer is a newer, more advanced slicer gaining popularity, and we have switched to this tool in my classes. Updates are released via GitHub, and I review all the documentation for each update, so that I can test new features and communicate changes to students. I have purchased several of my own 3D printers that I use with students, as they represent ‘current’ technology and a user experience more streamlined than was previously available at school.
ISTE 2.2 Leader
Description: Educators seek opportunities for leadership to support student empowerment and success and to improve teaching and learning.
2.2.a Advance a Shared Vision: Actively shapes and advances a shared vision for empowered learning with technology.
Focusing on 3D modeling and 3D printing is part of a ‘shared vision’ for the design department, using Moodle is certainly part of a ‘shared vision’ with AKD, and implementing Apple Classroom is part of a ‘shared vision’ within MYP. The work I have done to outline an AI onboarding program for students, and am doing as part of the AI task force constitute a more clear ‘shared vision’, which will carry forward into next year.
2.2.b Advocate for Equitable Access: Actively advocates for equitable access and supports initiatives to achieve it.
Not addressed. Students in our context already have equitable access to technology.
2.2.c Model Digital Tool Use: Expertly models the identification and use of various digital resources.
Earlier in the year I created a short video demonstrating creation of a tagged quiz for Moodle using ChatGPT, available here. Following this, I provided an ‘expert helpdesk’ session to assist others with this and a few other Moodle issues related to assessments.
ISTE 2.3 Citizen
Description: Educators inspire students to positively contribute to and responsibly participate in the digital world.
2.3.a Create Positive Experiences: Consistently creates inclusive and positive online experiences.
2.3.b Evaluate Resources for Credibility: Effectively fosters digital literacy through critical evaluation of resources.
2.3.c Model Safe, Legal, Ethical Practices: Consistently mentors students on safe, legal, and ethical practices.
2.3.d Manage, Protect Data: Actively models effective data management and protection.
ISTE 2.4 Collaborator
Description: Educators dedicate time to collaborate with both colleagues and students to improve practice, discover and share resources and ideas, and solve problems.
2.4.a Collaborate with Colleagues: Actively collaborates to create authentic learning experiences.
There have been several notable collaborations this year, in addition to the frequent collaboration seen during Teaching and Learning meetings, 1:1 meetings with coordinators, and informal meetings with the design team. My work with the K5 team provided 4 ‘learning experiences’, 2 for grade 10 and 2 for K5. Grade 10 planned and shared information about materials with K5, and later they assisted the younger students in building model houses. K5 students attended the design workshop to see mini-lessons about different materials, and later built their own model houses.
The design team worked together for several months to present a design workshop for iMADSZ. Each of us made different contributions, with mine generally focused on materials, methods, tools, and the recap video. Next year we will be hosting a similar workshop for ACAMIS.
2.4.b Learn Alongside Students: Regularly collaborates and co-learns with students.
Design makes this a bit easier than some subjects, and I am always learning alongside students. As we discover new tools or tricks I share them with the class, and am quick to tell students when I have learned something from them. Autodesk Fusion and Bricklink Studio both present ample opportunities for co-learning.
2.4.c Use Collaborative Tools: Effectively uses a variety of collaborative tools to enhance learning.
2.4d Demonstrate Cultural Competency: Consistently interacts with cultural competency and inclusivity.
ISTE 2.5 Designer
Description: Educators design authentic, learner-driven activities and environments that recognize and accommodate learner variability.
All assessments feature a very high 'skill ceiling', and students who are excelling at their work are able to push much further on a given task without getting bored.
While I've marked this as 'green', there isn't much more I can do in my context to personalize learning experiences. In maths or languages a range of tools exist to individually differentiate learning based on student achievement, but how can that realistically occur when students are learning how to use Autodesk Fusion for 3D modeling?
2.5.a Accomodate Learner Differences: Effectively personalizes learning experiences for diverse learners.
A simple way that I've done this is by translanguaging task information, reference materials and vocabulary lists. Each revision made to assessments further clarifies instructions and often adds visual explanations and examples. Typically assessments examples of my work for each task, close enough to demonstrate expectations but different enough that students can't simply rephrase my examples.
2.5.b Design Authentic Learning Activities: Consistently designs engaging, authentic learning activities.
2.5.c Innovative, Equitable Learning Environments: Expertly creates innovative and equitable learning environments.
My classroom has seen extensive changes in the past year, with a heavy focus placed on 3D printing and technology in design. I've also incorporated Lego Technic into my curriculum, and purchased a lot of pieces for students to use for classwork and also freeform projects. My classroom features a degree of translanguaging in the posted IB materials. Seating is rotated intentionally, and I have configured 2 large screens for students to view posted work.
ISTE 2.6 Facilitator
Description: Educators facilitate learning with technology to support student achievement of the ISTE Standards for Students.
2.6.a Foster Student Ownership of Learning: Actively fosters a culture of student ownership.
Students in my classes have a very high degree of choice regarding projects. As a result, their work is often more detailed and important to them than a 'typical assessment'.
2.6.b Foster Classroom Management of Tech: Expertly manages technology use for optimal learning.
Apple Classroom, Autodesk Fusion, 3D printing management.
2.6.c Teach Computational and Design Thinking: Consistently teaches and integrates computational and design thinking.
Free space!
2.6.d Model and Nurture Creativity:
Regularly nurtures and models creativity in student work.In the event that someone reads this who is unaware of who I am or what I teach, yes, I certainly meet this proficient rating. All of my units feature considerable opportunity for student creativity. Students are encouraged to explore a range of potential projects before choosing a focus, then have ample room to make changes during the creation of their projects. I model creativity constantly through my own projects and in the projects I complete alongside students.
ISTE 2.7 Analyst
Description: Educators understand and use data to drive their instruction and support students in achieving their learning goals.
2.7.a Offer Alternative Assessments: Provides a variety of alternative assessments effectively.
Not addressed in the context of my class, outside of one-off tasks for students who might have made inappropriate use of AI the first time. Assessments sometimes feature translanguaging, and always feature language that targeted at my students' English ability. These things are processed with different AI tools, but feel more like 'normal differentiation' than anything special.
2.7.b Use Tech to Create Assessments: Effectively designs and implements assessments using technology.
All of my assessments were created with 'technology'. They are typically delivered through Teams as Powerpoint or Canva presentations, and can be monitored and commented on while students complete the tasks contained within. This allows for ongoing feedback to students, and 'data' that I can use to determine where to apply my own efforts, whether toward a specific students, or in clarifying portions of the assessment for the whole class. I have used AI tools to produce formative quizzes, then made revisions and corrections before distributing them to students. Several assessments directly assess student ability with technology, particularly in the use of Autodesk Fusion and Bricklink Studio.
2.7.c Use Data to Guide Progress: Consistently analyzes and uses data to adjust instruction and support students.
In addition to class level data, I have used reading and math data from our database to plan homerooms and organize students in class.