TECHNO L O G Y F OR

TE A C H IN G A ND LE A R NI N G
INTERNATIONAL SOCIETY FOR TECHNOLOGY IN EDUCATION (ISTE)

International society for technology in education (ISTE) is a nonprofit organization that

works with the global education community to accelerate the use of technology to solve
tough problems and inspire innovation.
 
ISTE STANDARDS FOR ADMINISTRATORS

Administrators are the lead supporters of digital and technology-rich teaching and learning
environment. They lead in the transformation of educational system with the affirmation
that these technologies make teaching and learning more engaging, interesting, inspiring,
reflecting, and empowering.
VISIONARY LEADERSHIP.

• Administrators inspire and lead development and implementation of a shared vision for
comprehensive integration of technology to promote excellence and support
transformation throughout the organization.
• Inspire and facilitate among all stakeholders a shared vision of purposeful change that
maximizes use of digital age resources to meet and exceed learning goals, support
effective instructional practice, and maximize performance of district and school leaders.

• Engage in an ongoing process to develop, implement and communicate technology-

infused strategic plans aligned with a shared vision.

• Advocate on local, state and national levels for policies, programs and funding to
support implementation of a technology-infused vision and strategic plan
Administrators create, promote and sustain a dynamic, digital age learning culture that
provides a rigorous, relevant and engaging education for all students.
EXCELLENCE IN PROFESSIONAL PRACTICE.

Administrators promote an environment of professional learning and innovation that

empowers educators to enhance student learning through the infusion of contemporary
technologies and digital resources.
 SYSTEMATIC IMPROVEMENT

Administrators provide digital age leadership and management to continuously improve the
organization through the effective use of information and technology resources
ISTE STANDARDS FOR TEACHERS

ISTE standards for teachers state that effective teachers not only support
technologiesineducation, they design, create, implement, promote, and model the use of
technologies to enable them to teach the lessons and its contents with quality.
• FACILITATE AND INSPIRE STUDENT LEARNING AND CREATIVITY. 
Teachers inspire students to be creative and innovative thinkers, to develop student’s
inventive skills, and to enhance their ability in knowledge construction.

• DESIGN AND DEVELOP DIGITAL AGE LEARNING EXPERIENCES AND ASSESMENT

Teacher’s design and develop technology-enriched learning experiences, activities, and
assessment to enable students experience authentic and improved learning.

• MODEL DIGITAL AGE WORK AND LEARNIN

Teachers demonstrate and exhibit their knowledge and proficiency in the use o technologies
that would support their teaching and student’s learning.
• PROMOTE AND MODEL DIGITAL CITIZENSHIP AND RESPONSIBILITY.
Teachers promote and model the appropriate and responsible use o technologies
which are parallel with the legal and ethical use of digital and technological information,
tools, and systems.

• ENGAGE IN PROFESSIONAL GROWTH AND LEADERSHIP.

Teachers endlessly enhance and improve their knowledge and skills by participating in
seminars, trainings, and workshops on the effective use of digital and technological
information, tools and resources, to enable them to contribute to the service that the
school and cmmunity may need.
 
ISTE STANDARDS FOR STUDENTS

Acquisition of knowledge is not the only reason why students go to school. Developing
and improving of skills are likewise the goals of the learners. Teachers facilitate students'
cognitive, affective and psychomotor learning to enable the students to be life-ready and
world-ready. With the ISTE standards, students are more guided in learning both
knowledge and skills that will soon make a big contribution to the community and society.
• EMPOWERED LEARNER.
Students use technology to develop learning goals, seek feedback, understand technology
operations, and transfer knowledge to explore emerging technologies.

• DIGITAL CITIZENSHIP.
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. 

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

• KNOWLEDGE CONSTRUCTOR.
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.
• COMPUTATIONAL THINKER.
Students develop and employ strategies for understanding and solving problems in ways that
leverage the power of technological methods to develop and test solutions.

• CREATIVE COMMUNICATOR.
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.

• GLOBAL COLLABORATOR.
Use digital tools to broaden their perspectives and enrich their learning by collaborating with
others and working effectively in teams locally and globally.
TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) AND TECHNOLOGY INTEGRATION PLANNING (TIP)

• Tech-pack, previously known as TPCK, later TPACK, is a framework that integrates technology in
education to help encapsulate the complex interactions among content, pedagogy, and technology.
 CONTENT KNOWLEDGE (CK)

• Teacher's knowledge about the subject matter.

• Includes concepts, theories, ideas, organizational frameworks, evidences and proofs, established
practices and approaches toward developing such knowledge (shulman, 1986).

• Having no comprehensive knowledge in content may cause erroneous information to learners, thus
may develop misconceptions about the subject matter.
 PEDAGOGICAL KNOWLEDGE (PK)

• Teacher's deep knowledge about the process and practices or methods of teaching and learning.
• This includes lesson planning, classroom management skills, understanding how students learn, and
student assessment.
PEDAGOGICAL CONTENT KNOWLEDGE (PCK)

• Covers conditions that promote learning: teaching, learning, curriculum, assessment,

reporting and pedagogy.

• There is transformation of the subject matter for teaching which happens when teacher
interprets the subject matter.
TECHNOLOGY KNOWLEDGE (TK)

• The definition of TK is fluid due to its fast updates and upgrades that happen from time
to time. However, technology applies to all technological tools and resources.
TECHNOLOGICAL CONTENT KNOWLEDGE (TCK)

• TCK is an understanding of the way in which technology and content affect and restrict
one another.

• This overlap explains that teaching is more than the subject matter they teach; they
must also have a profound knowledge on the way how subject matter can be taught
through the use of particular technologies
TECHNOLOGICAL PEDAGOGICAL KNOWLEDGE (TPK)

• TPK is an understanding of how teaching and learning can change when particular
technologies are used in particular methods.

• The focus of this tpk is to have an understanding of the affordances of technology and
how they can influence differently the context and intentions of teaching.
TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TECH-PACK)

• TECH-PACK shows interactions among the main components of knowledge-content,

pedagogy, and knowledge.

• TECH-PACK is the basis of effective teaching with technology.

 CONTEXT

• This is the outer-dotted circle which highlights the understanding that technology, pedagogy, and
content do not exist in a vacuum, but rather, are represented in specific learning and teaching
contexts.
 THE 4 STAGES OF THE INTEGRATION OF TECHNOLOGY IN LEARNING

• STAGE 1: Learners are directed in their use of technology asynchronous access to information and
peer networks. some ability for learner to select platform, technology, or even content. traditional
classroom learning begins to be disrupted.
• STAGE 2: This stage is characterized by powerful access to information, networks, and
communities, but is mostly unable to leverage that access without supporting frameworks or
planning. learners are directed in their selection and constructivist use of technology in the
learning process, traditionally to accomplish purely academic tasks that are fully accessible
without the technology.
• STAGE 3: Mobile technology erodes traditional classroom. truly mobile learners should disrupt non-
flexible curriculum. mobile learning experiences are inherently unpredictable, requiring varied
communication, critical thinking, and aggressive resourcefulness. standards-based academic work
struggles for gravity working against this stage of technology integration.
• STAGE 4: This final stage of technology implementation necessitates learners to consistently
self-direct critical, core components of learning experiences. self-direction based on curiosity
and play while supported by personalized learning algorithms and the connectivity of authentic
networks characterizes this final stage of technology integration.
THANKYOU!
• GROUP2
BORJA, KRYL T.
TOLENTINO, CHRISTINE JOY
ESPINOZA, KIZZEN WAYNE
MAGPANTAY, GEHRARD
MACALINAO, NEIL CHOI