Name: Matthew Viles

In this activity, you will assess your technology competency as an educator and student, identify areas of strength and needed improvement, and
consider your students’ technology competency. For each element below, choose the rating that best characterizes your practice.
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Applies knowledge and Integrates knowledge and skills.
Recognizes importance and Explores and develops
skills. Demonstrates integrated
willing to develop awareness. knowledge and skills.
Demonstrates knowledge and skills from wide Contributes to knowledge base through design
Demonstrates beginning Demonstrates transitional
connected knowledge range of resources across of technology-enhanced teacher/learning.
knowledge and skills. Rarely knowledge and skills.
and skills. Regularly standards. Continuously Continuously implements innovative
implements Occasionally implements
implements effective implements technology-enhanced teacher and learning.
technology-enhanced technology-enhanced
technology-enhanced technology-enhanced
teacher/learning. teacher/learning.
teacher/learning. teacher/learning.

ISTE Standards for Educators

1. EDUCATOR AS LEARNER: I continually improve my practice by learning from others and exploring promising practices that leverage technology to
improve student learning.
1a. I set professional learning goals; explore and apply pedagogical approaches made possible by technology; and
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reflect on my effectiveness.
1b. I pursue professional interests by creating and actively participating in local and global learning networks. EMERGING ​ EXPLORIN​G APPLYING INEGRATING INNOVATING

1c. I stay current with research that supports improved student learning outcomes, including findings from the
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learning sciences.
2. EDUCATOR AS LEADER: I seek out opportunities for leadership to support student empowerment and success and to improve teaching and learning.
1a. I shape, advance and accelerate a shared vision for empowered learning with technology by engaging with
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education stakeholders.
2b. I advocate for equitable access to educational technology, digital content and learning opportunities to meet the
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diverse needs of all students.
2c. I model for colleagues the identification, exploration, evaluation, curation and adoption of new digital resources
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and tools for learning.
3. EDUCATOR AS CITIZEN: I inspire students to positively contribute to and responsibly participate in the digital world.
3a. I create experiences for learners to make positive, socially responsible contributions and exhibit empathetic
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behavior online that build relationships and community.
3b. I establish a learning culture that promotes critical examination of online resources and fosters digital literacy and
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media fluency.
3c. I mentor students in safe, legal and ethical practices with digital tools and the protection of intellectual rights and
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property.
3d. I model and promote management of personal data and digital identity and protect student data privacy. EMERGING EXPLORING APPLYING ​ INEGRATING​ INNOVATING

4. EDUCATOR AS COLLABORATOR: I dedicate time to collaborate with colleagues and students to improve practice, discover and share resources and
ideas, and solve problems.
4a. I dedicate planning time to collaborate with colleagues to create authentic learning experiences that leverage
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technology.
4b. I collaborate and co-learn with students to discover and use new digital resources and diagnose and
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troubleshoot technology issues.
4c. I use collaborative tools to expand students' authentic, real-world learning experiences by engaging virtually with
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experts, teams and students, locally and globally.
4d. I demonstrate cultural competency when communicating with students, parents and colleagues and interact with
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them as co-collaborators in student learning.
5: EDUCATOR AS DESIGNER: I design authentic, learner-driven activities and environments that recognize and accommodate learner variability.
5a. I use technology to create adapt and personalize learning experiences that foster independent learning and
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accommodate learner differences and needs.
5b. I design authentic learning activities that align with content area standards and use digital tools and resources to
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maximize active, deep learning.
5c. I explore and apply instructional design principles to create innovative digital learning environments that engage
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and support learning.
6: EDUCATOR AS FACILITATOR: I facilitate learning with technology to support student achievement of the ISTE Standards for Students.
6a. I foster a culture where students take ownership of their learning goals and outcomes in both independent and
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group settings.
6b. I manage use of technology and student learning strategies in digital platforms, virtual environments, hands-on
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makerspaces or in t​ he​ field.
6c. I create learning opportunities that challenge students to use a design process and computational thinking to
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solve problems.
6d. I model and nurture creativity and creative expression to communicate ideas, knowledge or connections. EMERGING ​ EXPLORING​ APPLYING INEGRATING INNOVATING

7: EDUCATOR AS ANALYST: I understand and use data to drive their instruction and support students in achieving their learning goals.
7a. I provide alternative ways for students to demonstrate competency and reflect on their learning using technology. EMERGING EXPLORING ​ APPLYING​ INEGRATING INNOVATING

7b. I use technology to design and implement a variety of formative and summative assessments that accommodate
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learner needs, provide timely feedback to students and inform instruction.
 7c. I use assessment data to guide progress and communicate with students, parents, and education stakeholders
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to build student self-direction.

ISTE Standards for Students

1. Empowered Learner: As a student, I leverage technology to take an active role in choosing, achieving, and demonstrating competency in learning goals.
1a. I articulate and set personal learning goals; develop strategies leveraging technology to achieve them; and reflect on EMERGING ​EXPLORING​ APPLYING INEGRATING
the learning process itself to improve learning outcomes. INNOVATING

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1b. I build networks and customize my learning environments in ways that support the learning process. INNOVATING

1c. I use technology to seek feedback that informs and improves my practice and to demonstrate learning in a variety of EMERGING EXPLORING ​APPLYING​ INEGRATING
ways. INNOVATING

1d. I understand the fundamental concepts of technology operations; demonstrate the ability to choose, use and EMERGING EXPLORING APPLYING ​INEGRATING
troubleshoot current technologies; and am able to transfer their knowledge to explore emerging technologies. INNOVATING

2. Digital Citizen: As a student, I recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and
act and model in ways that are safe, legal and ethical.
2a. I cultivate and manage my digital identity and reputation and am aware of the permanence of my actions in the digital EMERGING EXPLORING ​APPLYING​ INEGRATING
world. INNOVATING

2b. I engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or EMERGING EXPLORING APPLYING ​INEGRATING
when using networked devices. INNOVATING

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2c. I demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property. INNOVATING

2d. I manage my personal data to maintain digital privacy and security and am aware of data-collection technology used to EMERGING EXPLORING ​APPLYING​ INEGRATING
track my online navigation. INNOVATING

3. Knowledge Constructor: As a student, I critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make
meaningful learning experiences for myself and others.
3a. I plan and employ effective research strategies to locate information and other resources for my intellectual or creative EMERGING ​EXPLORING​ APPLYING INEGRATING
pursuits. INNOVATING

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3b. I evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources. INNOVATING

3c. I curate information from digital resources using a variety of tools and methods to create collections of artifacts that EMERGING ​EXPLORING​ APPLYING INEGRATING
demonstrate meaningful connections or conclusions. INNOVATING

3d. I build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing EMERGING EXPLORING APPLYING ​INEGRATING
answers and solutions. INNOVATING

4. Innovative Designer: As a student, I use a variety of technologies within a design process to identify and solve problems by creating new, useful or
imaginative solutions.
4a. I use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic EMERGING ​EXPLORING​ APPLYING INEGRATING
problems. INNOVATING

4b. I select and use digital tools to plan and manage a design process that considers design constraints and calculated EMERGING ​EXPLORING​ APPLYING INEGRATING
risks. INNOVATING

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4c. I develop, test and refine prototypes as part of a cyclical design process. INNOVATING
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4d. I exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems. INNOVATING

5. Computational Thinker: As a student, I develop and employ strategies for understanding and solving problems in ways that leverage the power of
technological methods to develop and test solutions.
5a. I formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models and EMERGING ​EXPLORING​ APPLYING INEGRATING
algorithmic thinking in exploring and finding solutions. INNOVATING

5b. I collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to EMERGING EXPLORING ​APPLYING​ INEGRATING
facilitate problem-solving and decision-making. INNOVATING

5c. I break problems into component parts, extract key information, and develop descriptive models to understand complex EMERGING EXPLORING ​APPLYING​ INEGRATING
systems or facilitate problem-solving. INNOVATING

5d. I understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test EMERGING ​EXPLORING​ APPLYING INEGRATING
automated solutions. INNOVATING

6. Creative Communicator: As a student, I communicate clearly and express myself creatively for a variety of purposes using the platforms, tools, styles, formats
and digital media appropriate to their goals.
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6a. I choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication. INNOVATING
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6b. I create original works or responsibly repurpose or remix digital resources into new creations. INNOVATING

6c. I communicate complex ideas clearly and effectively by creating/using digital objects such as visualizations, models or EMERGING ​EXPLORING​ APPLYING INEGRATING
simulations. INNOVATING

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6d. I publish or present content that customizes the message and medium for my intended audiences. INNOVATING

7. Global Collaborator: As a student, I use digital tools to broaden my perspectives and enrich learning by collaborating with others in teams locally and
globally.
7a. I use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that EMERGING ​EXPLORING​ APPLYING INEGRATING
broaden mutual understanding and learning. INNOVATING

7b. I use collaborative technologies to work with others, including peers, experts or community members, to examine EMERGING EXPLORING ​APPLYING​ INEGRATING
issues and problems from multiple viewpoints. INNOVATING

7c. I contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a EMERGING EXPLORING APPLYING ​INEGRATING
common goal. INNOVATING

7d. I explore local and global issues and use collaborative technologies to work with others to investigate solutions.
MY STRENGTHS MY AREAS FOR IMPROVEMENT
Educator Standards with Example of
Student Standards
Evidence
Summarize your practice by identifying the top three strengths and needed areas of improvement in each category. Copy and paste the text of
the entire element.
Example: ​    students' understanding
1a. I shape, advance and
accelerate a shared vision
      for empowered learning
with technology by
engaging with education
stakeholders.​   functions. I was able to
Example: ​ ​4a. I dedicate
planning time to
collaborate with
      colleagues to create
authentic learning
experiences that leverage
technology.​     students are
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INNOVATING
Student
Educator Standards
Standards
I am the technology
representative at my
school. I am working with
other educators and the
administration to provide
viable technological
resources for students in
the classroom. For
example, we have
incorporated coding with  ​4b. I
circuit boards in the 5th select and
and 6th grade to grow our use digital
tools to
plan and
of circuits, and at the manage a
design
same time students are
process      
able to code these circuit that
boards to perform certain considers
design
constraints
purchase these items at and
CUE and help foster the calculated
learning needs of our risks.
students and
stakeholders. I want to
improve the learning
environment across all
grade levels. I think this is
an improvement that is
needed. I want to find a
way to bring other
teachers along.
As a 6th grade team, we
prioritize planning time to
create engaging content 1b. I build
for our students. We networks
spend 2-3 hours a week and
customize
discussing new content my
and material and ways of learning
implementation. For environme
     
example, we are creating nts in
ways that
an assignment where support
the
incorporating a google learning
slides presentation with a process.
flipgrid video on the
constitution of the United
States. We use our
 planning time to discuss
strategic ways to
implement technology
into our curriculum. I think
one area of improvement
would be trying to have
this same process for
math. We tend to use
these assignments in
ELA and Social Studies. I
want to have discussions
on the use of technology
to enhance our learning
environment in math.  
At the beginning of the
school year, as a class
we set goals for the year.
We have a discussion on
what a SMART goal is
and look for areas in their
life that they can set
goals. We have a lesson
where we see good and
bad examples. By the
end of the lesson,
students are asked to
create 2 goals for school      ​1a.
I articulate
and 1 goal for outside the and set
school environment. personal
Students will be asked to learning
goals;
reflect on these goals at develop
Example: ​ ​6a. I foster a
culture where students
certain checkpoints. We strategies
take ownership of their also have small group leveraging
      learning goals and discussions and updates. technology      
outcomes in both to achieve
I think creating an them; and
independent and group
settings.​    
environment where reflect on
students are comfortable the
learning
talking about their process
successes and failures is itself to
very healthy. I want to improve
foster independence and learning
outcomes
ownership in their
learning. The only way to
accomplish this is
through reflection and
goal setting, One area of
improvement that I want
for this goal is trying to
have students create lists
and smaller goals to
achieve their main goal. I
believe I need to chunk
their goal setting to help
 students have these
successes.
MY STUDENTS’ STRENGTHS MY STUDENTS’ AREAS FOR IMPROVEMENT
Review the student standards once more and identify two of the collective strengths and areas of improvement for your current students. This
will help you plan your teacher inquiry.

● 2a. I cultivate and manage my digital

identity and reputation and am aware of
the permanence of my actions in the
digital world. ​   ​ - I believe students
in my class understand the
importance of maintaining
appropriate digital choices. At the
beginning of the year we have
discussions about the responsibility
that is required to use the internet ● 7a. I use digital tools to connect with learners from a variety of backgrounds
appropriately. Students know that I and cultures, engaging with them in ways that broaden mutual understanding
as the teacher am able to see their and learning.​  - I want to improve on bringing in different cultural
choices on school chromebooks, but backgrounds of my students in the content we learn. At the moment we
I am more so emphasizing the fact read a few novels that focus and highlight cultures of our current
that they shouldn't need me to check students. These novels have been a great way to get students excited
on them. I push self discipline and about books and interested in learning the content. We are able to have
ownership in their learning and their discussions where students are using their deeper level thinking
choices. I believe we do a good job strategies. I want to improve and add more content into my curriculum
making students aware of their digital because I see the benefit of it with the novels. Having more outlets for
footprint heading into the junior high cultural conversations will build interest and commitment for the students.
school.
   

● 5a. I formulate problem definitions suited for technology-assisted methods

  such as data analysis, abstract models and algorithmic thinking in exploring
and finding solutions. ​  - In math, I believe my students are not receiving
● 5c. I break problems into component enough hands-on manipulatives and real world problems. I do have
parts, extract key information, and certain websites that create scenarios of issues that students would face
develop descriptive models to in the “real world.” I can see the application of our lessons and student
understand complex systems or learning based on these types of problems. Especially in my 6th grade
facilitate problem-solving. ​My students class where fractions are a large chunk of the beginning of the year, I
practice a lot of problem solving in all want to create more content that allows student manipulation with their
subject content. We focus on dissecting hands and through online resources.
problems and creating gameplans to
solve them. I think it is very important for
students to analyze and use their
creativity to come to solutions. One
small example I use with the students
are riddles and stories with holes. These
word problems challenge students to
ask specific questions to come to an
answer. These skills transfer to reading,
math, and other content areas. It helps
translate into making models and using
technology to solve problems. ​