During the summer of 2017 I've have completely rewritten the course for the new, updated ISTE standards. If you need to access earlier course content -> teacherlink.ed.usu.edu/5500  (Nathan Smith)
 Quick Links to Course Experiences : 01  02  03  04  05  06  07  08  09  10  11  12  13  14
Suggested Course Calendar for Fall Semester 2018 - Click any calendar image below to enlarge...
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Fall Semester - October 2018
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Fall Semester - November 2018
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Fall Semester - December 2018
  • ​Section 1A: How do students learn best? Are we doing those things?
  • Section 1B: How is technology changing the education process? What are the possibilities? When is it appropriate to use?
  • Section 1C: The Standards for the International Society for Technology in Education​
  • Section 1D: Setting up your AggieMail account if you haven't already. Or, what to do if you forgot how to access it!
Teachers continually improve their practice by learning from and with others, exploring best practices in the use of technology to improve student learning. Teachers:
  • Section 2A: Innovation in Education
  • Section 2B: Explore and apply evolving pedagogical strategies that leverage technology by setting professional learning goals and reflecting on progress and impact.
  • Section 2C: Cultivate personal and professional learning communities by participating in local and global learning networks.
  • Section 2D: Stay current with the research that supports improved student learning outcomes, including findings from the learning sciences.
  • ​Section 2E: Skill: Using Google Drive and sharing files.
Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences. Students:
  • Section 3A: articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.
  • Section 3B: build networks and customize their learning environments in ways that support the learning process.
  • Section 3C: use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
  • Section 3D: understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.
  • Section 3E: Skill: Creating a Screencast
Teachers seek opportunities to be a teacher-leaders, working with colleagues to improve teaching and learning.  Teachers:
  • Section 4A: Shape, advance and accelerate a shared vision for empowered learning with technology through engagement in their school, district or community.
  • Section 4B: Advocate for equitable access to educational technology, digital content, and learning opportunities to meet the diverse needs of all students.
  • Section 4C: Identify, test, and curate digital tools, applications and resources, and share their knowledge to support effective use of evolving technologies that support teaching and learning.
  • Section 4D: Skill: Creating multimedia PDF documents.
​Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical. Students:
  • cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world.
  • engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.
  • demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.
  • manage their personal data to maintain digital privacy and security and are aware of data-collection technology used to track their navigation online.
  • Develop and Publish your Lesson 1
Teachers model safe, ethical and legal behaviors, and create learning environments that encourage students to engage in positive, socially responsible behavior. Teachers:
  • Exercise safe, ethical and legal practice with digital tools and resources and model positive, socially responsible and empathetic behavior in online interactions when using network devices.
  • Model digital literacy and responsible management of personal data, digital identity and intellectual rights and property.
  • Understand the implications of data collection on student privacy and advocate for the awareness and protection of student’s personal learning analytics data.
  • Advocate for the critical evaluation and consumption of media, resources and information to build a learning culture of critical thinking, thoughtful questioning and shared responsibility/ethics.
Experience 5 Sections
  • Section 5A: Digital Citizenship Resource: Common Sense Education
  • Section 5B: Digital Citizenship Resource: Edutopia
  • Section 5C: Digital Citizenship Resource: NetSafe Utah
  • Section 5D: Project-based Learning: Let's Solve a Teaching Problem or Issue Using Technology!
Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions. Students:
  • Section 6A: formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions.
  • Section 6B: collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.
  • Section 6C: break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.
  • Section 6D: understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.
  • Section 6E: Skill: Working with audio (Audacity)
​Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally. Students:
  • Section 7A: use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning.
  • Section 7B: use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.
  • Section 7C: contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.
  • Section 7D: explore local and global issues and use collaborative technologies to work with others to investigate solutions.
  • ​Section 7E: Skill: Working with video
Teachers dedicate time to collaborate with both colleagues and students to improve practice, discover and share resources and ideas, and solve problems. Teachers:
  • Section 8A:
    • Teachers dedicate planning time to collaborate with colleagues to create authentic learning experiences that leverage technology. 
    • Teachers collaborate and co-learn with students to explore and experiment with digital tools and resources that support learning, and to diagnose and troubleshoot technology issues.
  • Section 8B:
    • Teachers use collaborative tools to engage virtually with experts, teams and students, locally and globally, to expand students’ authentic, real-world learning experiences.
    • Teachers exhibit cultural competency when communicating with students, parents and colleagues and interact with them as co-collaborators in student learning.
  • Section 8C: Thinking outside the box: Grades
  • Section 8D: New technologies to think about - How could they impact teaching and learning?
  • ​Section 8E: Skill: Advanced Search Strategies for Teachers and Students
Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions. Students:
  • Section 9A
    • ​​Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
    • Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks
  • Section 9B
    • ​​Students develop, test and refine prototypes as part of a cyclical design process.
    • Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.
  • Section 9C: Just for fun! New technologies...
  • Section 9D: Thinking outside the box: Homework
  • ​Section 9E: Skill - Creating a website for your class
Teachers design learning activities and environments that empower students to achieve the 2016 ISTE standards for students. Teachers:
  • Section 10A: Design and iterate learning experiences that use technology to accommodate learner variability, personalize learning and foster student agency.
  • Section 10B: Evaluate, curate and use digital tools and content that align with content area standards and maximize active, deep learning.
  • Section 10C: Employ instructional design principles to create online, blended, mobile, and face-to-face learning environments that engage in support learning.
  • Section 10D: Thinking outside the box: Content Silos
  • ​Section 10E: Create and publish your second technology enhanced lesson plan.
Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. Students:
  • Section 11A: plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
  • Section 11B: evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.
  • Section 11C: curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
  • Section 11D: build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.
  • Section 11E: Skill​ - curating information for your personal use and benefit​
Teachers evolve into facilitators of learning who empower their students and apply that 2016 ISTE standards for students in their practice. Teachers:
  • ​Section 12A: Teachers ​foster a culture of student agency where learners are empowered to take ownership over their learning goals and outcomes.
  • Section 12B: Teachers  manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on makerspaces or in the field.
  • Section 12C: Teachers create learning opportunities that challenge students to use a design process and computational thinking to innovate and solve problems.
  • Section 12D: Teachers ​model and nurture creativity and creative expression to communicate ideas, knowledge or connections.
  • ​Section 12E: Create and publish your third technology enhanced lesson plan.
Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals. Students:
  • Section 13A: choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
  • Section 13B: create original works or responsibly repurpose or remix digital resources into new creations.
  • Section 13C: 
    • communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.
    • publish or present content that customizes the message and medium for their intended audiences.
  • Section 13D: Skill - Using Canvas as a Teacher - Part 1
Teachers understand and use data to inform their instruction and support students to achieve their learning goals. Teachers:
  • ​Section 14A: Provide alternative ways for students to demonstrate competency and reflect on their learning using technology.
  • Section 14B: 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.
  • Section 14C: Use assessment data to guide progress and communicate with students, parents and education stakeholders to build student self-direction.
  • ​Section 14D: Skill: Using Canvas as an Instructor - Part 2
Material on this website - other than curated internet videos and resources linked to within - are copyright 2018 by Nathan M. Smith Jr. - ​Updated September 29, 2018. All images on this page are from Google searches for images with "labeled for reuse" tags. Click any image to view its source.