The ISTE Standards serve as a guiding framework for students, educators, leaders, and coaches in utilizing technology effectively. They outline essential competencies for learning, teaching, and leadership in digital environments, offering a comprehensive roadmap for integrating technology in schools globally. Available in nine languages, these standards are rooted in learning science and grounded in real-world practitioner insights, ensuring that technology enhances learning in impactful, sustainable, scalable, and equitable ways.
These standards are divided and further subdivided to encompass each individual standard.
This blog will discuss the Equity and Citizenship Advocate, one of the standards educational leaders have implemented to successfully use technology to learn, teach, lead, and coach where this standard is divided into four categories:
Anyone who uses a device to communicate through digital platforms demonstrates a degree of digital literacy. However, the depth of their skills depends on their ability to effectively access computers, mobile devices, or the internet daily to connect with others online. Since the COVID-19 pandemic, there has been an increased need for digital literacy in education. Teachers however must be competent but also knowledgeable and must adhere to specific guidelines, protocols, or standards to ensure that students are well-equipped to navigate and succeed in an increasingly digital world.
The Equity and Citizenship Advocate standard within the ISTE Standards for Education Leaders focuses on ensuring fair access to technology and fostering responsible, ethical digital behavior. This would prioritize an inclusive digital environment that supports all learners and promotes equity rather than equality in terms of resources and digital citizenship. Some key features include :
Why are skilled teachers in technology important in education?
As artificial intelligence continues to permeate every aspect of our lives, teachers must prepare students by fostering digital literacy, problem-solving skills, and technological fluency. Skilled teachers are therefore paramount in education since:
They help students build a foundation in digital literacy including using software, understanding online safety, and navigating digital resources.
They adequately prepare students in the technological field since most jobs require technological skills, in that skilled teachers can facilitate the instruction in coding and data analysis allowing for students to be more apt in tech-driven careers.
Technology in education enhances problem-solving and critical thinking skills. Skilled teachers guide students through logical processes, programming, and troubleshooting, equipping them to tackle complex challenges with confidence and competence.
Not all students have equal access to technology at home, but skilled teachers can help bridge this gap by creating equitable learning opportunities in the classroom, providing access to devices to use, or simply having internet access that they may not have at home. This ensures that all students gain hands-on experience with modern technology tools.
With skilled guidance, students can use technology to create, innovate, and express themselves. Teachers with technology expertise can introduce students to digital art, design, video production, and other creative outlets that enrich their learning experience.
Skilled teachers play a vital role in relating the digital world through technology to real-world concepts.
Perspective of a teacher who was trained in using technology
Competency goes hand in hand with confidence; thus, skilled teachers encourage students and empower them to excel in our rapidly evolving digital world. Proficient teachers in technology at my institution would significantly impact the quality of tuition students receive.
Views of students on their experience with the implementation of technology in the classroom
Some teachers at my institution have been trained and are competent in using Nearpod, Whiteboard, Google Classroom, etc. This has positively affected students as they are more engaged in lessons and retain information at a higher rate. They are more enthusiastic and motivated to learn new concepts when they realize they can use their devices in class. However, further training is necessary since those applications, although relevant, are limited since there are updates and add-ons that would make the overall delivery of a lesson more exciting.
Instruction does not need to be face-to-face, nor does it have to be in the classroom; students can go on field trips using virtual reality and create experiences where the class can be involved in an educational activity on the school compound using artificial reality through their cellphones. That being said, navigating simple programs such as Excel or PowerPoint is still difficult for some teachers, and with artificial intelligence, it is ever more evident that one must become skilled.
But, how do we do this?
Training must not be conducted without purpose or merely to claim that teachers are skilled in technology. The educational system must evolve, and instruction along with the testing methods should be streamlined using technology. However, this means that programs must be created for prospective teachers to learn how to implement technology effectively in their instruction. These training programs must be continuous and serve as refresher courses. The infrastructure must also be updated or at least available, there is an issue at most schools in Barbados where WIFI is limited or non-existent, and with technology, the most important factor barring the programs we use to implement is the speed of a WIFI network.
Providing teachers with access to technology is essential to bridge the digital gap and ensure all students have equal opportunities to learn and thrive in a technology-driven world. When thoughtfully implemented, technology can enhance classroom experiences by catering to diverse learning styles, improving accessibility, and supporting students’ emotional well-being.
Prioritizing access allows teachers to reach each student with their various needs, equipping them with the necessary tools and resources to fully engage in learning, regardless of their background or socioeconomic status.
Equitable access also enables teachers to create personalized learning experiences, allowing students to explore, create, and develop skills at their own pace. Some ways in which technology is used in this manner include:
Using Adaptive Learning Platforms (ALPs) for example Khan Academy which adapts content to the student's skill level, pacing, and learning style or DreamBox
Digital libraries and online resources
Simulations and Virtual Labs in terms of PhET Simulations or Labster
Assistive Technology for example text-to-speech hardware or screen readers
Gamified Learning in terms of Kahoot or Quizzizz
When technology is used effectively, teachers can reach students and enhance the overall learning experience, accommodating the wide range of learning needs that may be present in a classroom.
During the COVID-19 pandemic, student participation was remarkably high as both students and teachers adapted to the relatively new concept of online learning. This transition encouraged teachers to adopt more flexible and creative teaching methods, revealing weaknesses in traditional approaches to education. Lessons shifted away from the conventional "chalk-and-talk" or lecture-style format, becoming more focused on addressing the diverse needs of students.
One significant change was in how learning was assessed. With limited opportunities for face-to-face instruction, teachers utilized online tools such as Google Forms, Live Quizziz, and interactive platforms like Kahoot! to evaluate learning outcomes effectively.
At my institution, some of these approaches continue to be used, though less extensively than during the pandemic. This is largely due to limited access to high-speed, reliable internet. Furthermore, the emphasis on completing syllabus content persists, as assessments remain tied to a single, standardized exam format that does not cater to diverse learning styles.
However, this does not mean that students' needs are being overlooked or that the innovations from the pandemic era lack value. On the contrary, the adoption of digital textbooks is becoming more widespread, and teaching materials are increasingly being digitized. These advancements provide students with greater flexibility to learn at their own pace, marking a positive shift in the institution's integration of technology into education.
As leaders, we have a critical responsibility to shape how technology is utilized in education. Therefore, we must take the initiative to model how technology can be used in inclusive and healthy ways to address challenges and strengthen communities. Some ways in which a leader can attain this task are as follows:
Sets Standards and Expectations: The term 'do as I say and not as I do' is coined to set a standard without any blueprint to follow, but leaders must set a tone for others to follow and lead by example. Therefore, they must establish healthy norms and practices that are responsible, respectful, and productive in using technology with fellow staff and students alike.
Fostering Healthy Technology Use to Promote Well-being: Excessive technology use can cause stress and social disconnection. Leaders can counter this by modeling balanced screen time, encouraging mindfulness, offline engagement where the class is not only situated in a room but incorporates outside activities, and responsible digital citizenship more specifically respect for one's privacy and cyberbullying prevention.
Using Technology for Problem Solving and Innovation: Technology should serve meaningful purposes in education. Thoughtful integration enhances learning, supports data-driven decision-making, and encourages students to solve real-world problems.
Foster Equity and Accessibility: Inclusive technology helps all students participate meaningfully and ensures fairness through tools that support diverse needs, regardless of background or abilities.
Build Trust and Credibility: When leaders actively model inclusivity and responsible technology use, they build trust and credibility within their educational community, enhancing their ability to drive positive change.
In essence, leaders who exemplify these practices create a positive ripple effect, fostering a community that values inclusivity, equity, and well-being in the digital age. By setting a standard, they encourage others to model this behavior, influencing not only colleagues but also students and parents. Technology has enabled teachers to connect with students beyond the classroom, particularly at home.
However, this increased accessibility has led to some unintended consequences. Students are often "bombarded" with additional assignments, leaving many feeling overwhelmed by the increased workload. This has had unintended effects, such as a higher prevalence of students requiring glasses due to prolonged computer use.
Despite these challenges, there have also been notable successes. Although not yet widespread across the school, certain faculties have implemented innovative initiatives. For instance, students have participated in science competitions leveraging technology, developed video games inspired by the Barbadian diaspora, and conceptualized stepping tiles that generate electricity.
Establishing a standard is crucial as it regulates behavior while fostering safe, ethical, and legally compliant practices. This is essential since it:
Fosters Responsible Behavior: Leaders who model safe and ethical technology practices guide students and staff in responsible use, fostering understanding of privacy, security, and digital citizenship.
Creates a Safe Environment: By modeling safe technology use, leaders help create a secure online space free from risks like cyberbullying, identity theft, phishing schemes, and inappropriate content. This also makes it easier to verify who you are interacting with and be mindful of the information you share.
Encourages Ethical Decision-Making:Leaders who model ethical technology use, encourage students to safeguard the personal data of not only themselves but also others. They also reiterate the importance of responsible use of AI generative tools, emphasizing the ethical implications of data analysis. They also teach students to assess the credibility of information, analyzing and evaluating their relevance and accuracy.
Ensures Legal Compliance: Leaders who model safe and ethical technology use, foster an environment where students follow laws on data privacy, copyright, and online conduct.
With the ever-increasing integration of technology and the growing need for people to engage online, teachers and students need to learn how to protect themselves from cyber-attacks. Currently, students are encouraged to create unique passwords and avoid sharing them with others.
At school, this was reinforced through secure Wi-Fi networks, where access to unsafe or certain restricted domains is prohibited. While this protocol has various advantages, such as improving security, it can also hinder learning when educational websites are blocked. Teaching students to safely navigate the web and encouraging them to visit only trusted sites would be a more effective long-term solution.
The shift to online learning during the COVID-19 pandemic highlighted the necessity of digitizing notes and materials. However, proper citation of sources was not always a primary focus for educators. This oversight became problematic as students increasingly used AI tools and websites to complete assignments. To address this issue, teachers began emphasizing the importance of citing sources and submitting work online and in person. Students were encouraged not only to acknowledge their sources but also to practice ethical and responsible online behavior.
