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In this section you will find evidence of myself meeting the ISTE Educator Standards, from the start of my undergraduate career to the completion of my student teaching.
2.1 Learner
2.1.a
2.1.b
2.1.c
Set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness.
Evidence
Evidence of meeting standard 2.1.a can be found in my Week 3 reflection blog where I reflect on the implementation of ChatGPT in an educational setting while also talking with the English department to implement ChatGPT in our AP CSA class.
Pursue professional interests by creating and actively participating in local and global learning networks.
Evidence
Evidence of meeting standard 2.1.b can be found in my @eductharndt page where I am participating in an online PLC with connected educators.
Educators continually improve their practice by learning from and with others and exploring proven and promising practices that leverage technology to improve student learning.
Stay current with research that supports improved student learning outcomes, including findings from the learning sciences.
Evidence
Evidence of meeting standard 2.1.c can be found in my K306 Universal Design Lesson Plan from the gallery page where I use current research to defend my use of graphic novels within my individualized lesson plan.
2.2 Leader
2.2.a
2.2.b
2.2.c
Shape, advance and accelerate a shared vision for empowered learning with technology by engaging with education stakeholders.
Evidence
Evidence of meeting standard 2.2.a can be found within my experience of communicating with the technology integration specialist for the district about the implementation of the ChatGPT Project for JAVA.
Advocate for equitable access to educational technology, digital content and learning opportunities to meet the diverse needs of all students.
Evidence
Evidence of meeting standard 2.2.b can be found in my Week 5 blog reflection in which I talk about the concern for diverting CTE funding as well as the gender breakdown in computer science and other male-dominated fields and ways to make it more inclusive.
Educators seek out opportunities for leadership to support student empowerment and success and to improve teaching and learning.
Model for colleagues the identification, exploration, evaluation, curation and adoption of new digital resources and tools for learning.
Evidence
Evidence of meeting standard 2.2.c can be found in my Badges Tab of the W200 E-Portfolio. Further evidence of this can be seen in me over 2 years of experience as a Undergraduate Lab Assistant in "Using Computers in Education (EDUC-W200) where I modeled and demos digital resources and tools for learning.
2.3 Citizen
2.3.a
2.3.b
2.3.c
2.3.d
Create experiences for learners to make positive, socially responsible contributions and exhibit empathetic behavior online that build relationships and community.
Evidence
Evidence of meeting standard 2.3.a can be found within my experience as a ULA for EDUC-W200 where I facilitated online discussion and discourse in an asynchronous environment.
Establish a learning culture that promotes curiosity and critical examination of online resources and fosters digital literacy and media fluency.
Evidence
Evidence of meeting standard 2.3.b can be found with the ChatGPT Project overall in which students are inquiring about the implementation and ethical use of ChatGPT. During this project students had asked me multiple times if they could use ChatGPT and I said, "yes but that you'll have to verify the information that it is giving you to build digital literacy."
Educators inspire students to positively contribute to and responsibly participate in the digital world.
Mentor students in safe, legal and ethical practices with digital tools and the protection of intellectual rights and property.
Evidence
Evidence of meeting standard 2.3.c can be found in the ChatGPT project in which students will have to talk about the ethics of AI in which they can bring up AI art as well as citing their sources in research.
Model and promote management of personal data and digital identity and protect student data privacy.
Evidence
Evidence of this can be found in my Professional Twitter Account @eductharndt, as well as protecting my personal social media accounts with complex passwords and private accounts.
2.4 Collaborator
2.4.a
2.4.b
2.4.c
2.4.d
Dedicate planning time to collaborate with colleagues to create authentic learning experiences that leverage technology.
Evidence
Evidence of meeting standard 2.4.a can be found within my experiences of my weekly PLCs within the social studies and computer science department. We also had time to incorporate tools multiple times throughout my ed career in which I would promote tools such as the Redlining Interactive Map.
Collaborate and co-learn with students to discover and use new digital resources and diagnose and troubleshoot technology issues.
Evidence
Evidence of meeting standard 2.4.b can be found throughout my student teaching experience where students would help me understand how CodeHS would interpret Java a language that I am unfamiliar with but learning.
Educators dedicate time to collaborate with both colleagues and students to improve practice, discover and share resources and ideas, and solve problems.
Use collaborative tools to expand students' authentic, real-world learning experiences by engaging virtually with experts, teams and students, locally and globally.
Evidence
Evidence of meeting standard 2.4.c can be found in the Twitter chats between educators like this one that my W200 students were required to particpate in.
Demonstrate cultural competency when communicating with students, parents and colleagues and interact with them as co-collaborators in student learning.
Evidence
During my student teaching and service learning experiences I have had many opportunities to engage in conversations that rely on knowledge of students and peers assets which inform my interactions to further build connections and community to enhance student learning and growth.
2.5 Designer
2.5.a
2.5.b
2.5.c
Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs.
Evidence
Evidence of meeting standard 2.5.a can be found within my Computational Thinking Lesson where I allowed students the freedom to showcase their mastery of learning in a way that builds upon their strengths and interests.
Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning.
Evidence
Evidence of meeting standard 2.5.b can be found within the implementation of a ChatGPT project. Even though it isn't based in Indiana standards, it is likely that Indiana will create standards relating to AI chatbots in the future.
Educators design authentic, learner-driven activities and environments that recognize and accommodate learner variability.
Explore and apply instructional design principles to create innovative digital learning environments that engage and support learning.
Evidence
Evidence of meeting standard 2.5.c can be found where I created a poster of classroom expectations based in UDL principles.
2.6 Facilitator
2.6.a
2.6.b
2.6.c
2.6.d
Foster a culture where students take ownership of their learning goals and outcomes in both independent and group settings.
Evidence
Evidence of 2.6.a occurred at the start of my government placement where I had students writing S.M.A.R.T short and long term goals.
Manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on makerspaces or in the field.
Evidence
Evidence of meeting standard 2.6.b can be found within my experiences as a ULA for W200 in an aysnchronous and synchronous environment, service learning, and student teaching field placements.
Educators facilitate learning with technology to support student achievement of the ISTE Standards for Students.
Create learning opportunities that challenge students to use a design process and computational thinking to innovate and solve problems.
Evidence
Evidence of meeting standard 2.6.c can be found in my computational thinking project in which I combined computer science and government standards.
Model and nurture creativity and creative expression to communicate ideas, knowledge or connections.
Evidence
Evidence of 2.6.d can be found in the lemonade stand project page where students were able to creatively express their knowledge of production costs in multiple ways.
2.7 Analyst
2.7.a
2.7.b
2.7.c
Provide alternative ways for students to demonstrate competency and reflect on their learning using technology.
Evidence
For students who didn't compete or where absent during the lemonade stand project, we allowed them to write a reflection based on their experience of a lemonade stand simulation game.
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.
Evidence
Evidence of meeting standard 2.7.b can be found within my Focused Inquiry Collection that relies on digital resources and varies assessment methods for students to use. We also used data from codeHS to inform review instruction for students in preparation for the AP exam.
Educators understand and use data to drive their instruction and support students in achieving their learning goals.
Use assessment data to guide progress and communicate with students, parents and education stakeholders to build student self-direction.
Evidence
Evidence of 2.7.c can be found when I was doing review with my classes, using real time data to inform how intensive I would spend communicating concepts and ideas to my students. Parents also have access to student grades through Powerschool.
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