ISTE Standards For Coaching

Introduction

The capacity to recognize, locate, assess, and use information effectively is known as information literacy (Information Literacy, 2017). a talent that is today essential given the availability and abundance of information. In order to combat the widespread dissemination of false information, educators must encourage students’ information literacy growth. Students must establish savvy research habits to prevent being misled, yet the field of research has evolved over the past few decades.

You want your pupils to conduct research online for a project, essay, narrative, or presentation of some kind. Students are clicking and searching as the minutes pass, but are they really obtaining the relevant and reliable material they need for their project? Although accessing the amount of knowledge available online should be simpler than ever thanks to the fact that many classrooms are now well-equipped with technology and the internet, there are still several challenges. Students (and instructors) must manoeuvre through:

How to use Google and other search engines to enter search terms. What search results should you read and click on (while avoiding inappropriate or irrelevant websites or advertisements)? How to select content that is reliable, pertinent, and student-friendly. How to analyse, process, synthesize, and provide the details. How to evaluate the credibility and relevance of a variety of sources by comparing them. How to properly cite sources. How it makes sense why things frequently don’t go as planned when you instruct your pupils to just “google” their subject. Some students also have to deal with issues including poor reading levels, restricted internet access, language problems, learning challenges, and impairments. Information literacy is a broad term that encompasses all abilities linked to conducting internet research. The more general category of “digital literacy” is where information literacy often fits in. Kathleen Morris (2018)

Savvy Info Consumers: Evaluating Information, a comprehensive resource available from the UW Libraries, addresses various sources and how to assess their authenticity and trustworthiness. Depending on how a source is used, different things might be meant by the terms “credible” or “reliable.” A reputable or dependable source is one that experts in your field agree is appropriate for your needs. It is advisable to select the source assessment technique that best suits your needs because this might vary. It’s crucial to critically assess sources since they help you become a better writer by being trustworthy and reputable. Consider untrustworthy sources as contaminants that might damage your reputation; if you use them in your job, your work may suffer as a result.

So how can we equip our students with the habits and skills to successfully be curious and combat the side effects of immediate information? How can we enable students to find reliable sources on the Internet? And how do they detect bad sources? To answer these questions, I contend that the teacher’s energy must be invested in teaching information skills that are process-focused and supported by collaborative learning structures.

ISTE 3: 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.

 My question is, “How can we support learners to find answers and information from reliable sources in order to answer their questions, and how can we guide them to discover unreliable sources?”

Solution:

Use these techniques to teach students in middle and high school how to recognize bias, correctness, and dependability in the information they read. Clear descriptions and discussions of these characteristics are beneficial to students who are learning to make informed decisions regarding the general calibre of the material on a website. Discuss with your pupils the various facets of critical analysis. These characteristics are described in terms of how significant they are to a certain reading goal or an expressly expressed information demand. Give them several chances to apply these techniques to actual research by taking the time to model how to assess each dimension. Demonstration sessions can centre on how to: confirm and dispute online material; look into the author’s qualifications; recognize prejudice and attitude; and bargain with diverse points of view; cross-check assertions using other sources. Adolescents should have several chances to see the benefits of having a healthy scepticism about the material they come across, both online and offline. Your curriculum may serve as a fantastic starting point for exposing students to other viewpoints and novel methods of approaching topics. I’ll end by providing you with a list of techniques you may utilize or modify for your students as they develop their capacity for critical thought while undertaking internet research.

Finally, here is a list of strategies that students can use or adapt to their needs to develop their critical thinking skills as they conduct research online. Is this website relevant to my needs and objectives? What does this page aim to achieve? Who created the information on this website? What is this person’s level of expertise? When was the information on this website updated? Where can I check the accuracy of this information? Why did this person or group post this information on the Internet? Does the website only represent one side of the issue, or does it offer multiple perspectives? How are the information and images on this site shaped by the attitude of the author? Will the information on this site offend or hurt anyone? How can you connect these ideas to your own questions and interpretations?(Julie Coiro, 2014)

References

Coiro, J. (2017) Teaching adolescents how to evaluate the quality of online information, Edutopia. George Lucas Educational Foundation. Available at: https://www.edutopia.org/blog/evaluating-quality-of-online-info-julie-coiro

Mike Eisenberg, Doug Johnson and Bob Berkowitz Revised February  (2010) Information, communications, and Technology (ICT) skills curriculum … Available at:https://blogportfolio6.files.wordpress.com/2023/02/c9428-lmc_big6-ict_curriculum_lmc_mayjune2010.pdf 

 Morris, K. (2020) How to teach online research skills to students in 5 steps (free ebook and posters), Kathleen Morris Blog Primary Tech | Helping teachers create digitally literate global learners. Available at: https://www.kathleenamorris.com/2018/02/23/research-filter/

Library guides: FAQ: How do I know if my sources are credible/reliable? (no date) How do I know if my sources are credible/reliable? – FAQ – Library Guides at University of Washington Libraries. Available at: https://guides.lib.uw.edu/research/faq/reliable

ISTE Standards For Coaching

Introduction:

Shifts to distance learning due to the pandemic have prompted educators to rethink and adapt their pedagogy to the new environment of their classrooms. Many experienced the urgent need to prepare students to be successful in an ever-evolving technological landscape. The biggest challenge for parents was helping their children reach the online class. But they could not use computer-assisted cooperative learning, where students felt isolated and were not communicating with or learning from their classmates. As our district approaches a full year of distance learning, preparations have begun to support the transition to in-person learning. At the same time, distance learning continues, and we must prepare for flexible learning environments that are tailored to the needs of our students in terms of computer-assisted collaborative learning.

I have had the opportunity to talk with both teachers and students of all different grade levels in elementary school about these questions. It’s really easy to get caught up in the negatives of remote help, so I often try to ask questions about what works well. The models of distance learning were distinct, and we benefited from them as much as possible. These interactions inspired my research question to address the ISTE standard for this unit:

ISTE Student Standard 1: Empower Learners

Students leverage technology to take an active role in choosing, achieving, and demonstrating competency in their learning goals, as informed by the learning sciences.

My Quastion: 

How do we design learning spaces that encourage social communication among students? How can this design model be adapted so that students can provide positive feedback to their classmates? And how do we ensure equality in digital collaborative learning?

Solution

What is computer-supported cooperative learning?

The use of electronic educational platforms works to link teachers and learners to sites where teachers place lessons and assignments, which gives learners freedom at the time they will follow these lessons and also helps them exchange their ideas and opinions with their colleagues and teachers, and that is through generalizing access to knowledge in all its forms, giving learners opportunities for analysis, discussion, and dialogue, saving costs (because these materials are usually ready), supporting interaction between learners and between the teacher and learners, achieving fun and suspense, and achieving effective cooperation between teachers and learners.

Peer interaction that is supported by information and communication technologies for the purpose of learning is known as computer-supported collaborative learning (CSCL) (ICT). CSCL also refers to the field of study that examines such activity as well as the learning that results from it. Before briefly discussing the scope of the research field, we look at the terms “learning,” “collaborative,” “computer,” and “supported” in turn. Daniel D. (2012) Understanding your lesson goals and assessments will help you make better decisions about the time, place, path, and pace of your lesson (Douma, 2020).

Computer-Supported Collaborative Learning (CSCL) describes learning scenarios in which small groups of three to five students interact while attempting to solve a challenging, unstructured problem or create a project. CSCL is a cutting-edge educational tool that brings students together and can provide imaginative opportunities for social interaction and intellectual exploration. For CSCL, you can use interactive whiteboards, blogs, and other tools that combine writing and communication. Due to the social implications of problem solving, problem-based learning lends itself well to CSCL. Students require an e-tutor to facilitate discussions and act as a facilitator in order to implement CSCL effectively. (Oohnson, Johnson, & Stanne, 2000)

The design process of the model is to build collaboration stations that enable students to form networks with others to support learning. It is the primary design strategy for empowering learners. Students can exchange opinions, have discussions, or work together on an activity here. In addition, give students time at stations to set and reflect on their learning goals. An entry/exit task center where all students can participate simultaneously before and after the turnstiles can be used for this purpose.

Effective student interaction is necessary for collaborative learning to be successful. However, when students are left to their own devices, they hardly ever interact with one another in order to clarify and defend their beliefs, express their logic, or elaborate and reflect on their knowledge. By structuring interaction that would otherwise be lacking, collaboration scripts seek to support these learning activities. In cognitive psychology, the term “script” refers to a person’s or a group’s culturally shared understanding of commonplace circumstances expressed as generalized procedures (Schank & Abelson, 1977). When we go to a restaurant, for example, the “restaurant script” tells us what to do and what to expect, the roles that we and other participants play, and the order in which all events are supposed to happen. Science education is Activity programs with collaboration scripts are provided to structure how collaborative learners interact with one another (O’Donnell & Dansereau, 1992). Collaboration scripts, like the “restaurant script,” can direct students on what to do during a learning task, the roles they play, and the order of activities to complete. Since then, many researchers and educators in the field of computer-supported collaborative learning (CSCL) have adopted this strategy of what they called “scripted cooperation,” leading to the creation of a wide variety of creative yet distinctive script examples. (Kobbe, 2006:27) (EduTech Wiki, 2019)

Planning Recommendations

Foster an inclusive environment and community in the classroom.

Intentionally design and plan for collaborative learning.

Communicate the purpose and expectations of the activity. Partner with your students.

engage specific technologies to facilitate collaborative learning activities.

(Columbia University in the City of New York)

References

CTL, C. (2019) Resources and Technology, Columbia CTL. Available at: https://ctl.columbia.edu/resources-and-technology/teaching-with-technology/teaching-online/collaborative-learning-online/

Douma, K. (2020, September 28). How to Make Station Rotation Work During Hybrid Learning. https://www.edutopia.org/article/how-make-station-rotation-work-during-hybrid-learning . 

Suthers, D.D. (1970) Computer-supported collaborative learning, SpringerLink. Springer US. Available at: https://link.springer.com/referenceworkentry/10.1007/978-1-4419-1428-6_389  

Gulzar, A.A., By and Gulzar, A.A. (no date) CSCL – computer supported collaborative learning, Educare. Available at: https://educarepk.com/cscl-computer-supported-collaborative-learning.html 

ISTE Standards For Coaching

DEL Mission Statement and Ethics Audit

In Phases I, II, and III of developing this community engagement project, I selected three ethical values and wanted to focus on them when shaping my practice as a digital education leader. Those values are justice, security, and respect. And in the fourth model, I chose moderation. In the process of developing a unified mission statement, I produced the following sentence: “As an elementary school teacher, I intend to teach and educate students about the fair, safe, respectful, and moderate use of technology. My job is to help.” To become good digital citizens, community leaders, educators, students, and their families must understand the underlying risks and benefits of digital education. Justice comes from the most important values, as a person feels comfortable when he sees justice and lives a decent life. Security achieves psychological stability and a sense of security from danger. Respect is a great human value that distinguishes and differentiates individuals. Respect is the appreciation, commitment, and love that refers to a person’s quality. It is respect for others. The use of screens in our lives is an example of moderation acting as a mediator. My goal in this module is to help students use screens sparingly, with the help of parents as well. Whereas, in this current generation, students spend a lot of time on screens, whether they are doing their homework, playing video games, watching TV, or even communicating through social media.

I met with Professor Ahmed Al-Mulhim, who is a professor of educational technologies at King Faisal University.

1. Are students being taught and educated about safety in connection with mobility technology as well as balancing screen time on and off screens?

 Of course, we are working to make students digital citizens who know the right and balanced way to use technology so that we get a conscious society that knows the right way to moderate the use of digital.

2.With so many hours spent in front of a screen, how can we ensure that students’ social and emotional needs are met? 

With the work on balancing our time in our lives by using technology, students can not only meet the social and emotional needs among their families, but we can also participate with them in video games and spend quality time with them, as this helps to meet their needs and stay in touch with family members.

3. Is excessive use of technology likely to be beneficial or harmful? What are they? The use of technology has both benefits and harms, but excessive use of technology has many disadvantages, including insomnia, loneliness, obesity, poor eyesight, and a lack of concentration.

4. Does entertainment using technology replace entertainment in your daily life? With technological development, we are witnessing massive technological entertainment and progressing rapidly where you can shop technology, communicate, travel via VAR, and also play amazing video games. Anyway, in my opinion, it does not cover all human entertainment needs, such as camping in the open air and obtaining a clear atmosphere.

5. Has technology affected our lives, and how do you see it in the future?

 I would like to say that technology has had a lot of impact on our lives. Technology not only helped us learn a lot of things but also shortened a lot of time and distances for us. All this is positive, but nevertheless there are negative effects, including because of the reliance on technology in everything, which causes many problems, such as weight gain, eye strain, and insomnia.

6. How can teachers and parents help students moderate technology use? Through awareness-raising programs in the healthy use of technology and explaining the harms of excessive use of technology in a detailed and clear manner to parents and students so that they can see the healthy way of using technology. Which enables them to use digital technology safely and healthily.