EdTech Books

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Chapter 1 What Voices Are Saying About 21st Century Education

Section 1.1: How do students learn best? Are we doing those things?
Section 1.2: How is technology changing the education process? What are the possibilities? When is it appropriate to use?
Section 1.3: The Standards for the International Society for Technology in Education
Section 1.4: Set up your USU AggieMail account (if you haven't already) and actively use it. Also, choose a curation tool to use to save your collection of notes, ideas, and resources we will share

Chapter 2 Teachers Become Learners

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 2.1: Innovation in Education
Section 2.2: Explore and apply evolving pedagogical strategies that leverage technology by setting professional learning goals and reflecting on progress and impact.
Section 2.3: Cultivate personal and professional learning communities by participating in local and global learning networks.
Section 2.4: Stay current with the research that supports improved student learning outcomes, including findings from the learning sciences.
Section 2.5: Skill: Using cloud-based tools (Google docs, Google Drive) and sharing files with anyone that has a link to them.

Chapter 3 Students Become Empowered Learners

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 3.1: 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 3.2: build networks and customize their learning environments in ways that support the learning process.
Section 3.3: use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
Section 3.4: 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 3.5: Skill: Creating a screencast video

Chapter 4 Teachers Become Leaders

Teachers seek opportunities to be teacher-leaders, working with colleagues to improve teaching and learning. Teachers:

Section 4.1: Shape, advance and accelerate a shared vision for empowered learning with technology through engagement in their school, district, or community.
Section 4.2: Advocate for equitable access to educational technology, digital content, and learning opportunities to meet the diverse needs of all students.
Section 4.3: 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 4.4: Skill: Creating multimedia PDF documents you can share with your students, or online with the entire world!

Chapter 5 Teachers and Students Become Digital Citizens

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.

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.

Section 5.1: Digital Citizenship Resource: Common Sense Education
Section 5.2: Digital Citizenship Resource: Edutopia
Section 5.3: Digital Citizenship Resource: NetSafe Utah
Section 5.4: Project-based Learning: Let's Solve a Teaching Problem or Issue Using Technology!

Chapter 6 Students Become Computational Thinkers

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 6.1: formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models, and algorithmic thinking in exploring and finding solutions.
Section 6.2: 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 6.3: break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.
Section 6.4: understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.
Section 6.5: Skill: Working with audio - create an audio podcast

Chapter 7 Students Become Global Collaborators

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 7.1: 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 7.2: use collaborative technologies to work with others, including peers, experts, or community members, to examine issues and problems from multiple viewpoints.
Section 7.3: contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.
Section 7.4: explore local and global issues and use collaborative technologies to work with others to investigate solutions.
Section 7.5: Skill: Working with video - create a video podcast

Chapter 8 Teachers Become Collaborators

Teachers dedicate time to collaborate with both colleagues and students to improve practice, discover and share resources and ideas, and solve problems. Teachers:

Section 8.1:

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 8.2:

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 8.3: Thinking outside the box: Grades
Section 8.4: New technologies to think about - How could they impact teaching and learning?
Section 8.5: Skill: Using advanced search strategies (especially for teachers and students)

Chapter 9 Students Become Innovative Designers

Students use a variety of technologies within a design process to identify and solve problems by creating new, useful, or imaginative solutions. Students:

Section 9.1

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 9.2

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 9.3: Just for fun! New technologies...
Section 9.4: Thinking outside the box: Homework
Section 9.5: Skill - Create and publish a website

Chapter 10 Teachers Become Designers

Teachers design learning activities and environments that empower students to achieve the 2016 ISTE standards for students. Teachers:

Section 10.1: Design and iterate learning experiences that use technology to accommodate learner variability, personalize learning, and foster student agency.
Section 10.2: Evaluate, curate, and use digital tools and content that align with content area standards and maximize active, deep learning.
Section 10.3: Employ instructional design principles to create online, blended, mobile, and face-to-face learning environments that engage in support learning.
Section 10.4: Thinking outside the box: Content Silos
Section 10.5: Create a technology-enhanced lesson plan

Chapter 11Students Become Knowledge Constructors

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 11.1: plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
Section 11.2: evaluate the accuracy, perspective, credibility, and relevance of information, media, data, or other resources.
Section 11.3: curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
Section 11.4: build knowledge by actively exploring real-world issues and problems, developing ideas and theories, and pursuing answers and solutions.
Section 11.5: Skill - curating information and resources for your personal use and benefit. Sharing what you've collected so far.

Chapter 12 Teachers Become Facilitators

Teachers evolve into facilitators of learning who empower their students and apply the 2016 ISTE standards for students in their practice. Teachers:

Section 12.1: Teachers foster a culture of student agency where learners are empowered to take ownership of their learning goals and outcomes.
Section 12.2: Teachers manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on makerspaces, or in the field.
Section 12.3: Teachers create learning opportunities that challenge students to use a design process and computational thinking to innovate and solve problems.
Section 12.4: Teachers model and nurture creativity and creative expression to communicate ideas, knowledge, or connections.
Section 12.5: Using embed codes to create interactive activities for your webpage or Canvas page.

Chapter 13 Students Become Creative Communicators

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 13.1: choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
Section 13.2: create original works or responsibly repurpose or remix digital resources into new creations.
Section 13.3:

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 13.4: Skill - Using Canvas LMS as an Instructor

Chapter 14 Student Data & Privacy

Teachers understand and use data to inform their instruction and support students to achieve their learning goals. Teachers:

Section 14.1: Understanding FERPA, Utah FERPA, Data Sharing Agreements, and other student privacy laws.
Section 14.2: Explore issues around student data and privacy.
Section 14.3: Protecting students' data and privacy.
Section 14.4: 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.

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