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ITEC Final Reflection

I. My Learners

Wow, we’ve reached it. The end of my Instructional Technology Masters program. I am

exhilarated to be here at last! Currently, I teach 11th and 12th grade AP Psychology and AP US

History at Parkview High School in Gwinnett County, Georgia. This is my 6th year teaching

overall, all at Parkview. In my role as an AP teacher, I am responsible for designing and

delivering engaging lessons that meet the rigorous standards of advanced placement courses. I

incorporate technology, project-based learning, and authentic assessments to enhance the

learning experience and prepare students for success in college-level coursework.

I am also the Rho Kappa Social Studies National Honors Society Sponsor, and serve on the

PBIS and Technology committees. As the Rho Kappa sponsor, I lead and support activities that

promote social studies education within our school community. This role involves organizing

events, such as voter registration drives and historical trivia nights, to highlight the importance of

social studies in our students' academic and civic lives. Serving on the PBIS committee, I

contribute to creating a positive and supportive school culture. This involves developing

strategies and initiatives that reinforce positive behavior and create a conducive learning

environment for all students.

II. Professional Learning at Parkview

At Parkview, professional learning is still an ongoing need. Though conversations with admin,

I’ve discovered we struggle greatly in this area. We have the occasional professional learning

during teacher planning days, this is limited. When done, however, these are superb. This

includes an Edulastic testing training, Google Tools analysis, amongst others. These are led by

our two ITI Coaches, as well as our Media Specialist. On the Technology Committee, I

collaborate with colleagues to explore and implement innovative technologies in the classroom.
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This includes researching and recommending tools that enhance the learning experience,

aligning with the school's technology goals.

III. Embedding the ISTE Standards

Recently, our school has expanded our technology committee, of which I am a part of. Our team

discusses new technology in the school, and troubleshoots ways to improve its use in our

classrooms. The district continues to provide subscriptions to Nearpod, Safari Montage,

Adobe Express, & Gimkit for all teachers.This allows students to be global collaborators

with access to open educational resources, all tools they need in order to be successful.

We now have a Makerspace in the Media Center., which allows students an opportunity to be

innovative designers. Students and teachers alike have access to tools, crafts, and things to

work with, to problem-solve.

IV. Reflecting on the Standards

Prior to this program, I always believed in finding opportunities for relevant learning

experiences. This held true in previous years when I taught World History in a 3DE/Junior

Achievement hybrid business model classroom setting. I loved the innovation and enrichment

this model provided for students, which led me to entering in to this program. I knew using

technology in the classroom certainly had its benefits, but had no idea just how many relevant

tools are actually out there! Additionally, I only scratched the surface on what I thought it could

do. If only I’d known when I entered into this program that AI would be so prevalent now,

platforms such as Canva are absolute lifesavers, and that providing resources helps foster good

relationships with my students. I am overwhelmed at how much learning and discussing

instructional design practices has shaped my teaching practices and overall prospects as an

educator.
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Using the ISTE standards has taught me much in the way of both implementing more expanded

collaboration opportunities, and learning to shift my role to be that of more of a facilitator of

learning. Expanded collaboration can come in the form of both providing students with tools to

give them their best possible chance, as well as opportunity for discussion using digital tools. I

discovered this through tools such as Padlet. I love providing more opportunities to allow

students to have open dialogue using tech tools, and Padlet is a prime example of this.

V. Artifact Accomplishments
I love the basic principles of personalized learning, and took great pride in the work I completed

in the series of courses I took towards the endorsement. I was able to connect a variety of tech

tools in a way that makes learning relevant and meaningful.

I would love to develop a better understanding of computational thinking in my practice.This

standard emphasizes the development of problem-solving skills through the application of

computational concepts, such as algorithmic thinking and logical reasoning. Integrating this

standard into my classroom would be beneficial, because it allows students the opportunity to

work with tools that will prove relevant in what they will use in the future once they leave high

school. For example, I implemented a Scratch coding activity with my students. This activity is

great for students looking at going into computer science, allowing an opportunity to think in a

way that will be useful in the future.

VI. Future ISTE Standards Integration

One of the tools I am mostly curious about and continue to explore is digital identity. This

standard encourages educators to help learners to understand their online presence, use and

impact. Students can develop skills in online etiquette, privacy management, and responsible

use of technology. This not only helps students build a strong online reputation, but also fosters

a sense of digital citizenship, promoting ethical behavior and empathy in virtual spaces. I would

like to explore this beyond the digital citizenship course, and see how I could best implement it
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into the discussions on research practices in my AP Psych course as we continue to dive more

into a blended learning space.