Rigorous Instruction: Professional Learning to Support ISTE Aligned Technology Integration Practices

Poster #34 ID: 54179 Type: Poster/Demo
  1. Katheryn Shannon, Southeastern Oklahoma State University, United States
  2. Terri Marculitis, Weymouth Public Schools, United States

Wednesday, March 20 5:45 PM-7:00 PM

Presider:
Monique Woodard, Drexel University, United States

The latest iterations of the ISTE NETS standards have transitioned from technology use and skills development that can be applied to content area learning to a student-centered engagement of technologies to accomplish the work of specific content disciplines. The Students NETS (2016) place the learner at the center of engagement with technologies. Recent guidance for technology integration practice supports best practices for instruction and alignment with teacher evaluation indicators and is congruent with a student-centered approach (Hattie, 2009; Magana, 2017; Marzano, 2017; Newman, Carmichael, & King, 2016). Movement away from teacher-centered, whole class instructional practices and toward personalized, relevant learning opportunities for all students is a research supported reform trend and supports the revised ISTE NETS for Students (Hattie, 2009; Hattie & Zierer, 2018; Marzano 2017). Professional learning opportunities that focus on these changes are the focus of the research question guiding this study: Can ongoing PLC work to examine technology integration practice aligned with the ISTE NETS realize increased coherence with the NETS and support deep of content understanding through rigorous instructional practices? This bounded case study will examine the implementation of a rigorous instructional framework to develop, deliver, and evaluate lessons in 5th and 6th grade classrooms that address content and technology integration standards.

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