Educational Technology Learning Standards - OSPI
Transcript Of Educational Technology Learning Standards - OSPI
Educational Technology Learning Standards
Adopted May, 2018
Photos: Toppenish High School, Sunnyside High School and OSPI, courtesy of OSPI
Except where otherwise noted, the Washington Educational Technology K–12 Learning Standards (http://www.k12.wa.us/edtech/Standards) by the Office of Superintendent of Public Instruction (http://k12.wa.us/) are licensed under a Creative Commons Attribution Non-Commercial 4.0 International License (https://creativecommons.org/licenses/by-nc/4.0/). All logos and trademarks are property of their respective owners.
Portions of this work are based on the 2016 International Society for Technology in Education (ISTE) Standards for Students (https://www.iste.org/standards/for-students) - page 7, Standards and Performance Indicators on pages 9-68, and Appendix F; Essential Conditions on pages B1-B2. ISTE Standards for Students, ©2016, ISTE (International Society for Technology in Education), iste.org. All rights reserved.
Standards referenced on pages 8-68 include:
The College, Career, and Civic Life (C3) Framework for Social Studies State Standards: Guidance for Enhancing the Rigor of K-12 Civics, Economics, Geography, and History. National Council for the Social Studies (NCSS), Silver Spring, MD, 2013, https://www.socialstudies.org/c3
Common Core State Standards. National Governors Association Center for Best Practices and Council of Chief State School Officers, Washington D.C., 2010, http://www.corestandards.org
CSTA K-12 Computer Science Standards. Computer Science Teachers Association, Albany, NY, 2017, http://www.csteachers.org/page/standards
Next Generation Science Standards: For States, By States. The National Academies Press, Washington D.C., 2013, https://www.nextgenscience.org
K-12 Educational Technology Learning Standards
Prepared by Dennis Small, Educational Technology Director Office of Superintendent of Public Instruction
Chris Reykdal Superintendent of Public Instruction
Jamila B. Thomas Chief of Staff
Peter D. Tamayo Chief Information Officer
May, 2018
Educational Technology K–12 Learning Standards Adoption Statement
Goal Three of the Washington Basic Education Act requires schools to “integrate technology literacy and fluency” in their curriculum, and the initial Educational Technology K–12 Learning Standards were developed in 2008 to support this expectation.
In this update to the 2008 standards, Washington is adopting the 2016 Technology Standards for Students released by the International Society for Technology in Education (ISTE). These standards were developed collaboratively with teachers, administrators, subject matter experts, state and national associations, and stakeholders in educational technology. Teams of Washington teachers, technology integration specialists, and teacher-librarians have reviewed these standards to ensure they effectively meet the needs of Washington students.
The standards have undergone a thorough review process that included a bias and sensitivity review, input from the state Curriculum Advisory and Review Committee, and a public comment period, providing those with a stake in educational technology an opportunity to inform the development and implementation of the standards and supporting documents.
These standards emphasize the ways technology can be used to amplify and transform learning and teaching, and they resonate with our state’s aspiration to empower connected learners in a connected world. In addition, they complement statewide efforts to enhance instruction in digital citizenship and media literacy, which are critical elements of preparing our students for careers, post-secondary aspirations, and beyond.
Adopted on this 18th day of May, 2018.
Chris Reykdal Superintendent of Public Instruction
Washington State K-12 Educational Technology Standards
Table of Contents
Educational Technology is part of Basic Education in Washington.................................................................................1 Washington State Learning Standards and Outcomes....................................................................................................1 Educational Technology Standards: Technology Literacy and Fluency...........................................................................2 2018 Educational Technology Standards Update ...........................................................................................................2 Personalizing Learning Through Technology Integration................................................................................................3 Implementation Considerations......................................................................................................................................4 2018 Standards for Technology Literate & Fluent Students ...........................................................................................7 Understanding the Educational Technology Standards Framework...............................................................................8 Grades K-2 Standards for Technology Literate and Fluent Students ..............................................................................9 Grades 3-5 Standards for Technology Literate and Fluent Students ............................................................................23 Grades 6-8 Standards for Technology Literate and Fluent Students ............................................................................38 Grades 9-12 Standards for Technology Literate and Fluent Students ..........................................................................54 Glossary .........................................................................................................................................................................69 References ..................................................................................................................................................................... 71 Appendix A – Acknowledgements............................................................................................................................... A-1 Appendix B – Essential Conditions for Technology Integration .................................................................................. B-1 Appendix C – Crosswalk with 2008 Educational Technology Standards ..................................................................... C-1 Appendix D – Connections to Digital Citizenship, Media Literacy, and Internet Safety ............................................. D-1 Appendix E – Educational Technology Assessments....................................................................................................E-1 Appendix F – Sample Scope & Sequence .....................................................................................................................F-1
Educational Technology is part of Basic Education in Washington
In 1993, Washington State Legislature established the commitment that all children would achieve at high levels. The Basic Education Act of 1993 established four common learning goals for all Washington students, designed to create high-quality academic standards and raise student achievement.
The four learning goals provided the foundation for the development of content standards, called Essential Academic Learning Requirements (EALRs), for reading, writing, communication, mathematics, science, social studies, health and fitness, the arts, and in 2007, educational technology. In 2011, “integrate technology literacy and fluency” was added to Goal Three.
These four learning goals are the foundation of all academic learning standards in Washington: 1. Read with comprehension, write effectively, and communicate successfully in a variety of ways and settings and with a variety of audiences. 2. Know and apply the core concepts and principles of mathematics; social, physical, and life sciences; civics and history, including different cultures and participation in representative government; geography; arts; and health and fitness [now named physical education]. 3. Think analytically, logically, and creatively, and to integrate technology literacy and fluency as well as different experiences and knowledge to form reasoned judgments and solve problems. 4. Understand the importance of work and finance and how performance, effort, and decisions directly affect future career and educational opportunities.
Washington State Learning Standards and Outcomes
Learning standards are for all of us: students, principals, administrators, decision-makers, community partners, teachers, paraeducators, support staff, families, and the public. They help define what is important for students to know and be able to do as they progress through school. Standards help ensure that students acquire the skills and knowledge they need to achieve personal and academic success. Standards also provide an avenue for promoting consistency in what is taught to students in public schools across our state.
The Washington State K–12 Learning Standards are the required elements of instruction and are worded broadly enough to allow for local decision-making. Depending on school resources and community norms, instructional activities may vary. The updated 2018 Educational Technology K–12 Learning Standards reflect OSPI’s continuous commitment to supporting rigorous, inclusive, age-appropriate, accurate instruction to ensure that students are prepared to live productive and successful lives in a global society.
1
Educational Technology Standards: Technology Literacy and Fluency
The initial Educational Technology Standards developed by the Office of Superintendent of Public Instruction in 2007-08 defined technology literacy and its next level of skill development, technological fluency, in this way:
Technology Literacy is the ability to responsibly, creatively and effectively use appropriate technology to:
Communicate. Access, collect, manage, integrate and
evaluate information. Solve problems and create solutions Build and share knowledge. Improve and enhance learning in all
subject areas and experiences.
Technology Fluency is demonstrated when students:
Apply technology to real-world experiences.
Adapt to changing technologies. Modify current and create new
technologies. Personalize technology to meet
personal needs, interests and learning style.
2018 Educational Technology Standards Update
Starting with these definitions, teams of educators from across the state assisted OSPI in updating the Educational Technology Standards during 2017-18 by (see Appendix A for the list of 50+ educators that participated in the process). Two goals framed the development work that led to these updated standards:
Integrate technology across core curricula, and provide realistic examples connected to other content standards whenever possible.
Determine what students should know and be able to do in a digital world.
After extensive review and discussion, the development team recommended that Washington should adopt the 2016 Technology Standards for Students released by the International Society for Technology in Education (ISTE). These standards emphasize the ways that technology can be used to amplify and even transform learning and teaching, and resonate with our state’s aspiration to empower connected learners in a connected world. In addition, they complement statewide efforts to enhance instruction in digital citizenship (ISTE Standard 2) and media literacy (ISTE Standards 1 and 3), as defined below:
Digital citizens recognize and value the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they engage in safe, legal and ethical behaviors1. Media literacy is the ability to access, analyze, evaluate, create and act using a variety of forms of communication2.
1 Adapted from the 2016 International Society for Technology in Education (ISTE) Standards for Students 2 Definition from the National Association for Media Literacy Education
2
Personalizing Learning Through Technology Integration
Technology integration is the use of technology resources – computers and mobile devices, digital cameras, applications, and networked resources – to support teaching and learning across all subject areas and grade levels. Educators become facilitators of learning, use diagnostic tools to identify student needs, and provide differentiated supports for learners.
Integrated into the classroom, technology becomes a multi-modal way to extend learning. It provides a medium that unpacks the world and opens new channels through which students show what they know and can do. Also, technology can introduce different perspectives on life and culture through the immediacy of videoconferences, email dialogue and social media. Conversation among learners and experts anywhere enriches learning and provides insight into the creative tangents that lead to expert knowledge. These learning experiences achieve relevancy, as the struggles, limits and potentials of problem-solving moves theory into practice for young learners.
Technology integration is achieved when: It is a seamless part of the learning process. The use of technology is routine and transparent. Technology is accessible and readily available for the task at hand. Technology tools support curricular goals and state standards. It helps students reach their learning goals.
Educators have reported that integrating technology effectively has three positive potentials for the learner:
1. Technology motivates students to delve deeper into a subject area. 2. Technology has an inexhaustible flexibility – mechanically and creatively. Students create,
manipulate and individualize their learning artifacts. 3. Technology increases teachers’ ability to meet the individual needs of all learners, and support
students with different learning styles.
3
Implementation Considerations
Culturally Responsive Teaching Many areas throughout Washington have seen a tremendous growth in the diversity of our student populations, which mirrors our national growth and serves as a strength in our classrooms. Research into a list of best practices that effective culturally responsive teachers use to support their students includes the following categories:
• Modeling, scaffolding, and clarification of challenging curriculum • Using student strengths as starting points and building on their funds of knowledge • Investing in and taking personal responsibility for students’ success • Creating and nurturing cooperative environments • Having high behavioral expectations • Reshaping the prescribed curriculum • Encouraging relationships among schools and communities • Promoting critical literacy • Engaging students in social justice work • Making explicit the power dynamics of mainstream society • Sharing power in the classroom. 3
OSPI will incorporate these cultural competence standards for educators into the implementation and training for the new educational technology standards.
Students with Disabilities There is no doubt that technology continues to enhance the educational experience of students with disabilities and those served by a Section 504 plan. High on the list of the benefits of assistive and adaptive technologies are greater independence and productivity, and expanded opportunities for social inclusion. Existing and emerging technologies have the power to connect and engage all students with personalized teaching and learning.
Universal Design for Learning Many schools are also starting to make use of Universal Design for Learning (UDL), a set of principles for curriculum development that give all individuals equal opportunities to learn. It provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone, with flexible approaches that can be customized and adjusted for individual needs.
Equity, Access and the Essential Conditions. Researchers and educators investigating the many dimensions of technology in education have identified essential conditions (see Appendix B) that optimize the likelihood that technology integration will make a positive contribution to teaching and learning. Three of these conditions are critical if schools are to integrate these technology standards successfully:
3 Culturally Responsive Teaching, Region 10 Equity Assistance Center, 2009.
4
Equalized access for every classroom to a high-speed Internet connection and robust wireless network, up-to-date computers and a variety of digital teaching and learning technologies.
Professional development for educators and administrators that promotes learner-centered instruction and technology integration.
Sustainable and sufficient funding to keep the infrastructure of network and classroom technologies current and reliable.
OSPI recognizes that not every classroom has access to a high-speed Internet connection and other up-todate teaching and learning technologies. An important part of implementing the new educational technology standards will be to continue to advocate for sufficient funding for all districts to help close opportunity gaps related to educational technology and level the playing field for all students in all districts.
The Importance of Media Literacy in Educational Technology Students must know more than how to use technology. They must become fluent in analyzing the messages delivered via technology, and the motivation for the messages. Some experts estimate that we are exposed to over two million advertisements in our lifetime. Unpacking the messages, both overt and covert, in digital media is an essential 21st century skill. Fortunately, educational technology shares responsibility with all other subject areas to promote critical thinking and analysis skills as students evaluate information in any format, including digital media. Analyzing media influences is an essential skill that needs to be addressed in science, the arts, social studies, English language arts, history, health, and all other subject areas. Educational technology has a unique opportunity to reinforce critical thinking and analysis skills across disciplines. Based on feedback from the expert panel reviewing the draft standards for bias and cultural sensitivity, OSPI incorporated additional samples of student performance that include a focus on building media literacy skills.
Inclusion Inclusion is active engagement and measurable benefit in teaching and learning based on relevance, rigor, and varied activities that deepen understanding. It includes multiple perspectives and involves students, and families in the education process.
Students must feel safe and comfortable to be able to learn effectively. To be inclusive, an educator must actively address when individual students or student groups are not feeling safe or comfortable. One key success factor for improving inclusion is to recognize the funds of knowledge students bring to the classroom. Students add great value from all perspectives, and active encouragement and support means embracing and highlighting the value added from multiple perspectives. High expectations for all students, along with authentic and active engagement is a key driver for learning for all students.
Diversity Diversity is the complete representation of the community being served, including populations not “seen”. Diversity includes representation of intersectionality, which is the interconnected nature of social categorizations such as culture, race, class, and gender as they apply to a given individual or group, regarded as creating overlapping and interdependent identities. Diversity includes an active student voice, not just the student’s “form” identification.
5
Adopted May, 2018
Photos: Toppenish High School, Sunnyside High School and OSPI, courtesy of OSPI
Except where otherwise noted, the Washington Educational Technology K–12 Learning Standards (http://www.k12.wa.us/edtech/Standards) by the Office of Superintendent of Public Instruction (http://k12.wa.us/) are licensed under a Creative Commons Attribution Non-Commercial 4.0 International License (https://creativecommons.org/licenses/by-nc/4.0/). All logos and trademarks are property of their respective owners.
Portions of this work are based on the 2016 International Society for Technology in Education (ISTE) Standards for Students (https://www.iste.org/standards/for-students) - page 7, Standards and Performance Indicators on pages 9-68, and Appendix F; Essential Conditions on pages B1-B2. ISTE Standards for Students, ©2016, ISTE (International Society for Technology in Education), iste.org. All rights reserved.
Standards referenced on pages 8-68 include:
The College, Career, and Civic Life (C3) Framework for Social Studies State Standards: Guidance for Enhancing the Rigor of K-12 Civics, Economics, Geography, and History. National Council for the Social Studies (NCSS), Silver Spring, MD, 2013, https://www.socialstudies.org/c3
Common Core State Standards. National Governors Association Center for Best Practices and Council of Chief State School Officers, Washington D.C., 2010, http://www.corestandards.org
CSTA K-12 Computer Science Standards. Computer Science Teachers Association, Albany, NY, 2017, http://www.csteachers.org/page/standards
Next Generation Science Standards: For States, By States. The National Academies Press, Washington D.C., 2013, https://www.nextgenscience.org
K-12 Educational Technology Learning Standards
Prepared by Dennis Small, Educational Technology Director Office of Superintendent of Public Instruction
Chris Reykdal Superintendent of Public Instruction
Jamila B. Thomas Chief of Staff
Peter D. Tamayo Chief Information Officer
May, 2018
Educational Technology K–12 Learning Standards Adoption Statement
Goal Three of the Washington Basic Education Act requires schools to “integrate technology literacy and fluency” in their curriculum, and the initial Educational Technology K–12 Learning Standards were developed in 2008 to support this expectation.
In this update to the 2008 standards, Washington is adopting the 2016 Technology Standards for Students released by the International Society for Technology in Education (ISTE). These standards were developed collaboratively with teachers, administrators, subject matter experts, state and national associations, and stakeholders in educational technology. Teams of Washington teachers, technology integration specialists, and teacher-librarians have reviewed these standards to ensure they effectively meet the needs of Washington students.
The standards have undergone a thorough review process that included a bias and sensitivity review, input from the state Curriculum Advisory and Review Committee, and a public comment period, providing those with a stake in educational technology an opportunity to inform the development and implementation of the standards and supporting documents.
These standards emphasize the ways technology can be used to amplify and transform learning and teaching, and they resonate with our state’s aspiration to empower connected learners in a connected world. In addition, they complement statewide efforts to enhance instruction in digital citizenship and media literacy, which are critical elements of preparing our students for careers, post-secondary aspirations, and beyond.
Adopted on this 18th day of May, 2018.
Chris Reykdal Superintendent of Public Instruction
Washington State K-12 Educational Technology Standards
Table of Contents
Educational Technology is part of Basic Education in Washington.................................................................................1 Washington State Learning Standards and Outcomes....................................................................................................1 Educational Technology Standards: Technology Literacy and Fluency...........................................................................2 2018 Educational Technology Standards Update ...........................................................................................................2 Personalizing Learning Through Technology Integration................................................................................................3 Implementation Considerations......................................................................................................................................4 2018 Standards for Technology Literate & Fluent Students ...........................................................................................7 Understanding the Educational Technology Standards Framework...............................................................................8 Grades K-2 Standards for Technology Literate and Fluent Students ..............................................................................9 Grades 3-5 Standards for Technology Literate and Fluent Students ............................................................................23 Grades 6-8 Standards for Technology Literate and Fluent Students ............................................................................38 Grades 9-12 Standards for Technology Literate and Fluent Students ..........................................................................54 Glossary .........................................................................................................................................................................69 References ..................................................................................................................................................................... 71 Appendix A – Acknowledgements............................................................................................................................... A-1 Appendix B – Essential Conditions for Technology Integration .................................................................................. B-1 Appendix C – Crosswalk with 2008 Educational Technology Standards ..................................................................... C-1 Appendix D – Connections to Digital Citizenship, Media Literacy, and Internet Safety ............................................. D-1 Appendix E – Educational Technology Assessments....................................................................................................E-1 Appendix F – Sample Scope & Sequence .....................................................................................................................F-1
Educational Technology is part of Basic Education in Washington
In 1993, Washington State Legislature established the commitment that all children would achieve at high levels. The Basic Education Act of 1993 established four common learning goals for all Washington students, designed to create high-quality academic standards and raise student achievement.
The four learning goals provided the foundation for the development of content standards, called Essential Academic Learning Requirements (EALRs), for reading, writing, communication, mathematics, science, social studies, health and fitness, the arts, and in 2007, educational technology. In 2011, “integrate technology literacy and fluency” was added to Goal Three.
These four learning goals are the foundation of all academic learning standards in Washington: 1. Read with comprehension, write effectively, and communicate successfully in a variety of ways and settings and with a variety of audiences. 2. Know and apply the core concepts and principles of mathematics; social, physical, and life sciences; civics and history, including different cultures and participation in representative government; geography; arts; and health and fitness [now named physical education]. 3. Think analytically, logically, and creatively, and to integrate technology literacy and fluency as well as different experiences and knowledge to form reasoned judgments and solve problems. 4. Understand the importance of work and finance and how performance, effort, and decisions directly affect future career and educational opportunities.
Washington State Learning Standards and Outcomes
Learning standards are for all of us: students, principals, administrators, decision-makers, community partners, teachers, paraeducators, support staff, families, and the public. They help define what is important for students to know and be able to do as they progress through school. Standards help ensure that students acquire the skills and knowledge they need to achieve personal and academic success. Standards also provide an avenue for promoting consistency in what is taught to students in public schools across our state.
The Washington State K–12 Learning Standards are the required elements of instruction and are worded broadly enough to allow for local decision-making. Depending on school resources and community norms, instructional activities may vary. The updated 2018 Educational Technology K–12 Learning Standards reflect OSPI’s continuous commitment to supporting rigorous, inclusive, age-appropriate, accurate instruction to ensure that students are prepared to live productive and successful lives in a global society.
1
Educational Technology Standards: Technology Literacy and Fluency
The initial Educational Technology Standards developed by the Office of Superintendent of Public Instruction in 2007-08 defined technology literacy and its next level of skill development, technological fluency, in this way:
Technology Literacy is the ability to responsibly, creatively and effectively use appropriate technology to:
Communicate. Access, collect, manage, integrate and
evaluate information. Solve problems and create solutions Build and share knowledge. Improve and enhance learning in all
subject areas and experiences.
Technology Fluency is demonstrated when students:
Apply technology to real-world experiences.
Adapt to changing technologies. Modify current and create new
technologies. Personalize technology to meet
personal needs, interests and learning style.
2018 Educational Technology Standards Update
Starting with these definitions, teams of educators from across the state assisted OSPI in updating the Educational Technology Standards during 2017-18 by (see Appendix A for the list of 50+ educators that participated in the process). Two goals framed the development work that led to these updated standards:
Integrate technology across core curricula, and provide realistic examples connected to other content standards whenever possible.
Determine what students should know and be able to do in a digital world.
After extensive review and discussion, the development team recommended that Washington should adopt the 2016 Technology Standards for Students released by the International Society for Technology in Education (ISTE). These standards emphasize the ways that technology can be used to amplify and even transform learning and teaching, and resonate with our state’s aspiration to empower connected learners in a connected world. In addition, they complement statewide efforts to enhance instruction in digital citizenship (ISTE Standard 2) and media literacy (ISTE Standards 1 and 3), as defined below:
Digital citizens recognize and value the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they engage in safe, legal and ethical behaviors1. Media literacy is the ability to access, analyze, evaluate, create and act using a variety of forms of communication2.
1 Adapted from the 2016 International Society for Technology in Education (ISTE) Standards for Students 2 Definition from the National Association for Media Literacy Education
2
Personalizing Learning Through Technology Integration
Technology integration is the use of technology resources – computers and mobile devices, digital cameras, applications, and networked resources – to support teaching and learning across all subject areas and grade levels. Educators become facilitators of learning, use diagnostic tools to identify student needs, and provide differentiated supports for learners.
Integrated into the classroom, technology becomes a multi-modal way to extend learning. It provides a medium that unpacks the world and opens new channels through which students show what they know and can do. Also, technology can introduce different perspectives on life and culture through the immediacy of videoconferences, email dialogue and social media. Conversation among learners and experts anywhere enriches learning and provides insight into the creative tangents that lead to expert knowledge. These learning experiences achieve relevancy, as the struggles, limits and potentials of problem-solving moves theory into practice for young learners.
Technology integration is achieved when: It is a seamless part of the learning process. The use of technology is routine and transparent. Technology is accessible and readily available for the task at hand. Technology tools support curricular goals and state standards. It helps students reach their learning goals.
Educators have reported that integrating technology effectively has three positive potentials for the learner:
1. Technology motivates students to delve deeper into a subject area. 2. Technology has an inexhaustible flexibility – mechanically and creatively. Students create,
manipulate and individualize their learning artifacts. 3. Technology increases teachers’ ability to meet the individual needs of all learners, and support
students with different learning styles.
3
Implementation Considerations
Culturally Responsive Teaching Many areas throughout Washington have seen a tremendous growth in the diversity of our student populations, which mirrors our national growth and serves as a strength in our classrooms. Research into a list of best practices that effective culturally responsive teachers use to support their students includes the following categories:
• Modeling, scaffolding, and clarification of challenging curriculum • Using student strengths as starting points and building on their funds of knowledge • Investing in and taking personal responsibility for students’ success • Creating and nurturing cooperative environments • Having high behavioral expectations • Reshaping the prescribed curriculum • Encouraging relationships among schools and communities • Promoting critical literacy • Engaging students in social justice work • Making explicit the power dynamics of mainstream society • Sharing power in the classroom. 3
OSPI will incorporate these cultural competence standards for educators into the implementation and training for the new educational technology standards.
Students with Disabilities There is no doubt that technology continues to enhance the educational experience of students with disabilities and those served by a Section 504 plan. High on the list of the benefits of assistive and adaptive technologies are greater independence and productivity, and expanded opportunities for social inclusion. Existing and emerging technologies have the power to connect and engage all students with personalized teaching and learning.
Universal Design for Learning Many schools are also starting to make use of Universal Design for Learning (UDL), a set of principles for curriculum development that give all individuals equal opportunities to learn. It provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone, with flexible approaches that can be customized and adjusted for individual needs.
Equity, Access and the Essential Conditions. Researchers and educators investigating the many dimensions of technology in education have identified essential conditions (see Appendix B) that optimize the likelihood that technology integration will make a positive contribution to teaching and learning. Three of these conditions are critical if schools are to integrate these technology standards successfully:
3 Culturally Responsive Teaching, Region 10 Equity Assistance Center, 2009.
4
Equalized access for every classroom to a high-speed Internet connection and robust wireless network, up-to-date computers and a variety of digital teaching and learning technologies.
Professional development for educators and administrators that promotes learner-centered instruction and technology integration.
Sustainable and sufficient funding to keep the infrastructure of network and classroom technologies current and reliable.
OSPI recognizes that not every classroom has access to a high-speed Internet connection and other up-todate teaching and learning technologies. An important part of implementing the new educational technology standards will be to continue to advocate for sufficient funding for all districts to help close opportunity gaps related to educational technology and level the playing field for all students in all districts.
The Importance of Media Literacy in Educational Technology Students must know more than how to use technology. They must become fluent in analyzing the messages delivered via technology, and the motivation for the messages. Some experts estimate that we are exposed to over two million advertisements in our lifetime. Unpacking the messages, both overt and covert, in digital media is an essential 21st century skill. Fortunately, educational technology shares responsibility with all other subject areas to promote critical thinking and analysis skills as students evaluate information in any format, including digital media. Analyzing media influences is an essential skill that needs to be addressed in science, the arts, social studies, English language arts, history, health, and all other subject areas. Educational technology has a unique opportunity to reinforce critical thinking and analysis skills across disciplines. Based on feedback from the expert panel reviewing the draft standards for bias and cultural sensitivity, OSPI incorporated additional samples of student performance that include a focus on building media literacy skills.
Inclusion Inclusion is active engagement and measurable benefit in teaching and learning based on relevance, rigor, and varied activities that deepen understanding. It includes multiple perspectives and involves students, and families in the education process.
Students must feel safe and comfortable to be able to learn effectively. To be inclusive, an educator must actively address when individual students or student groups are not feeling safe or comfortable. One key success factor for improving inclusion is to recognize the funds of knowledge students bring to the classroom. Students add great value from all perspectives, and active encouragement and support means embracing and highlighting the value added from multiple perspectives. High expectations for all students, along with authentic and active engagement is a key driver for learning for all students.
Diversity Diversity is the complete representation of the community being served, including populations not “seen”. Diversity includes representation of intersectionality, which is the interconnected nature of social categorizations such as culture, race, class, and gender as they apply to a given individual or group, regarded as creating overlapping and interdependent identities. Diversity includes an active student voice, not just the student’s “form” identification.
5