Assignment Prompt & Instructions
See attached
**files (1)**
– ## AIT1-H.pdf
**## AIT1-H.pdf**
AIT 1- H
2.3. Citizen
Educators inspire students to positively contribute and responsibly
participate in the digital world. Educators:
2.3.a. Create experiences for learners to make positive, socially
responsible contributions and build inclusive communities
online.
2.3.b. Foster digital literacy by encouraging curiosity, reflection,
and the critical evaluation of digital resources.
2.3.c. Mentor students in safe, legal, and ethical practices with
digital tools and content.
2.3.d. Model and promote management of personal data, digital
identity, and protection of student data.
Use 1.7, 2.2, and 2.3
1. Read the article ISTE Standards in Hypothes.is.
o Access the article/webpage by navigating to the next page in D2L.
2. For this assignment, you will analyze the language of the standards you are assigned within your
group. Highlight the verbs and discuss what the standards say the students should be able to do.
Highlight the nouns and discuss what the standards say the students should be able to know. You
will also want to pay attention to the strands below each standard. Repeat this process for the
Educator Standards as well.
3. Respond to your peers by asking thoughtful questions or building upon their ideas.
Course Learning Objective (CLO) Addressed:
CLO 2
CLO 5
CLO 6
Information
Instructions
1. Use Hypothes.is to dissect the language of the ISTE Standards for Students and Educators..
Participants should engage in constructive conversations regarding the standards.
2. Read the article ISTE Standards in Hypothes.is.
o Access the article/webpage by navigating to the next page in D2L.
3. Use Hypothes.is to annotate the ISTE Standards for Students and the ISTE Standards for
Educators, found on pages 3–6. There are a total of 14 standards, with 7 Standards for Students
and 7 Standards for Educators.
4. For this assignment, you will analyze the language of the standards you are assigned within your
group. Highlight the verbs and discuss what the standards say the students should be able to do.
Highlight the nouns and discuss what the standards say the students should be able to know. You
will also want to pay attention to the strands below each standard. Repeat this process for the
Educator Standards as well.
5. Engage in conversation with your group members to note areas of agreement or disagreement
within the standards. Di ering viewpoints are welcomed, but it is vital to maintain an open mind
and respect others’ ideas and insights. Just create this
6. Respond to your peers by asking thoughtful questions or building upon their ideas.
Requirements
You should actively engage in the activity by providing annotations on at least 3 di erent calendar
days.
Provide a minimum of 3 original annotations and respond to a minimum of 3 of your peers.
Respond to Hannah
2.4. Collaborator Educators dedicate time to collaborate with both colleagues and students to
improve practice, discover and share resources and ideas, and solve problems. Educators: 2.4.a.
Dedicate planning time to collaborate with colleagues to create authentic learning experiences
that leverage technology. 2.4.b. Collaborate and co-learn with students to discover and use new
digital resources and diagnose and troubleshoot technology issues. 2.4.c. Use collaborative tools
to expand students’ authentic, real-world learning experiences by engaging virtually with experts,
teams and students, locally and globally. 2.4.d. Educators use technology to convene and
empower a broad community including families, school leaders, and mentors to help students
achieve their learning goals.
More
Verbs: dedicate, collaborate, improve, discover, share, solve, create, leverage, co-learn, use,
diagnose, troubleshoot, expand, engage, convene, empower, help, achieve.
Educators should be able to collaborate with colleagues and students to improve their teaching
practices, share resources and ideas, and solve problems. They should also work alongside
students to explore digital resources, troubleshoot technology issues, and create authentic
learning experiences using technology. All in all, educators should use collaborative tools to
connect students with experts, teams, families, school leaders, mentors, and others students
both locally and globally to support meaningful learning and help students achieve their goals.
Nouns: educators, time, colleagues, students, practice, resources, ideas, problems, planning
time, learning experiences, technology, digital resources, technology issues, collaborative tools,
experts, teams, community, families, school leaders, mentors, learning goals
Educators should understand the importance of collaboration and how it can strengthen teaching
and student learning. In addition, they should know how to e ectively use digital resources and
collaborative tools to create authentic, real-world learning experiences and address technology
challenges. All in all, educators should understand how connections with colleagues, students,
families, experts, and the broader community can support students in reaching their learning
goals.
RESPOND O Amber
p. 6
2.6. Facilitator Educators facilitate learning with technology to support student achievement of the
2016 ISTE Standards for Students. Educators: 2.6.a. Foster a culture where students take
ownership of their learning goals and outcomes in both independent and group settings. 2.6.b.
Manage the use of technology and student learning strategies in digital platforms, virtual
environments, hands-on makerspaces or in the field. 2.6.c. Create learning opportunities that
challenge students to use a design process and/or computational thinking to innovate and solve
problems. 2.6.d. Model and nurture creativity and creative expression to communicate ideas,
knowledge or connections
More
The verbs in Standard 2.6—facilitate, support, foster, manage, create, challenge, use, model,
nurture, and communicate—emphasize that educators are not simply delivering content but are
actively guiding and designing meaningful learning experiences. For example, foster (2.6.a)
highlights the role of building a classroom culture where students take ownership of their learning,
both independently and collaboratively. The verb manage (2.6.b) reflects the teacher’s
responsibility to structure and oversee how technology and learning strategies are used across
digital and physical environments. In 2.6.c, create and challenge position educators as designers
of rigorous learning opportunities that promote critical thinking through design processes and
computational thinking. Finally, model and nurture (2.6.d) indicate that educators must
demonstrate creativity and support students in expressing their ideas. Overall, these verbs show
that teachers are expected to design environments, guide learning, and model e ective practices
that empower students.
The nouns in Standard 2.6—such as learning, technology, student achievement, goals, outcomes,
culture, strategies, platforms, environments, makerspaces, design process, computational
thinking, innovation, problems, creativity, expression, ideas, knowledge, and connections—
highlight the key concepts educators must understand. Terms like learning goals, outcomes, and
student achievement emphasize intentional, measurable learning, while digital platforms, virtual
environments, and makerspaces reflect diverse learning settings. Concepts such as design
process and computational thinking point to structured problem-solving, and creativity,
expression, and connections emphasize innovation and meaning making. Together, these nouns
suggest that educators must understand both the environments and cognitive processes that
support student growth.
The strands show a progression in complexity: from fostering student ownership (2.6.a), to
managing tools and environments (2.6.b), to designing rigorous, problem-solving experiences
(2.6.c), and finally to modeling and nurturing creativity for communication (2.6.d).
Respond to Krystle
p. 5
2.1. Learner Educators continually improve their practice by learning from and with others and
exploring proven and promising practices that leverage technology to improve student learning.
Educators: 2.1.a. Set professional learning goals to apply teaching practices made possible by
technology, explore promising innovations, and reflect on their e ectiveness. 2.1.b. Pursue
professional interests by creating and actively participating in local and global learning networks.
2.1.c. Stay current with research that supports improved student learning outcomes, including
findings from the learning sciences.
More
verbs: improve, learning, exploring, set, apply, reflect, pursue, creating, participating, stay,
supports
These actions show that teachers are expected to keep learning throughout their careers. They
should look for new knowledge, think about how they teach, and use technology to help students
learn better. The guidelines also encourage teachers to work together with others, take part in
training and professional development, and stay current with the latest research and new teaching
ideas.
nouns: educators, practice, technology, student learning, professional learning goals, teaching
practices, innovations, e ectiveness, professional interests, learning networks, research, learning
outcomes, findings, learning sciences
The nouns in 2.1 show how important it is for teachers to keep learning new things, work together,
and use proven methods. Overall, the words focus on the tools and knowledge teachers need to
constantly get better at teaching and help students learn better.
Any use of sources, including required readings, must be appropriately cited. Plagiarism of any
type, including unacknowledged use of AI
Citation:
ISTE (2024). ISTE Standards. ISTE.
**## AIT1-H.pdf**
AIT 1- H
2.3. Citizen
Educators inspire students to positively contribute and responsibly
participate in the digital world. Educators:
2.3.a. Create experiences for learners to make positive, socially
responsible contributions and build inclusive communities
online.
2.3.b. Foster digital literacy by encouraging curiosity, reflection,
and the critical evaluation of digital resources.
2.3.c. Mentor students in safe, legal, and ethical practices with
digital tools and content.
2.3.d. Model and promote management of personal data, digital
identity, and protection of student data.
Use 1.7, 2.2, and 2.3
1. Read the article ISTE Standards in Hypothes.is.
o Access the article/webpage by navigating to the next page in D2L.
2. For this assignment, you will analyze the language of the standards you are assigned within your
group. Highlight the verbs and discuss what the standards say the students should be able to do.
Highlight the nouns and discuss what the standards say the students should be able to know. You
will also want to pay attention to the strands below each standard. Repeat this process for the
Educator Standards as well.
3. Respond to your peers by asking thoughtful questions or building upon their ideas.
Course Learning Objective (CLO) Addressed:
CLO 2
CLO 5
CLO 6
Information
Instructions
1. Use Hypothes.is to dissect the language of the ISTE Standards for Students and Educators..
Participants should engage in constructive conversations regarding the standards.
2. Read the article ISTE Standards in Hypothes.is.
o Access the article/webpage by navigating to the next page in D2L.
3. Use Hypothes.is to annotate the ISTE Standards for Students and the ISTE Standards for
Educators, found on pages 3–6. There are a total of 14 standards, with 7 Standards for Students
and 7 Standards for Educators.
4. For this assignment, you will analyze the language of the standards you are assigned within your
group. Highlight the verbs and discuss what the standards say the students should be able to do.
Highlight the nouns and discuss what the standards say the students should be able to know. You
will also want to pay attention to the strands below each standard. Repeat this process for the
Educator Standards as well.
5. Engage in conversation with your group members to note areas of agreement or disagreement
within the standards. Di ering viewpoints are welcomed, but it is vital to maintain an open mind
and respect others’ ideas and insights. Just create this
6. Respond to your peers by asking thoughtful questions or building upon their ideas.
Requirements
You should actively engage in the activity by providing annotations on at least 3 di erent calendar
days.
Provide a minimum of 3 original annotations and respond to a minimum of 3 of your peers.
Respond to Hannah
2.4. Collaborator Educators dedicate time to collaborate with both colleagues and students to
improve practice, discover and share resources and ideas, and solve problems. Educators: 2.4.a.
Dedicate planning time to collaborate with colleagues to create authentic learning experiences
that leverage technology. 2.4.b. Collaborate and co-learn with students to discover and use new
digital resources and diagnose and troubleshoot technology issues. 2.4.c. Use collaborative tools
to expand students’ authentic, real-world learning experiences by engaging virtually with experts,
teams and students, locally and globally. 2.4.d. Educators use technology to convene and
empower a broad community including families, school leaders, and mentors to help students
achieve their learning goals.
More
Verbs: dedicate, collaborate, improve, discover, share, solve, create, leverage, co-learn, use,
diagnose, troubleshoot, expand, engage, convene, empower, help, achieve.
Educators should be able to collaborate with colleagues and students to improve their teaching
practices, share resources and ideas, and solve problems. They should also work alongside
students to explore digital resources, troubleshoot technology issues, and create authentic
learning experiences using technology. All in all, educators should use collaborative tools to
connect students with experts, teams, families, school leaders, mentors, and others students
both locally and globally to support meaningful learning and help students achieve their goals.
Nouns: educators, time, colleagues, students, practice, resources, ideas, problems, planning
time, learning experiences, technology, digital resources, technology issues, collaborative tools,
experts, teams, community, families, school leaders, mentors, learning goals
Educators should understand the importance of collaboration and how it can strengthen teaching
and student learning. In addition, they should know how to e ectively use digital resources and
collaborative tools to create authentic, real-world learning experiences and address technology
challenges. All in all, educators should understand how connections with colleagues, students,
families, experts, and the broader community can support students in reaching their learning
goals.
RESPOND O Amber
p. 6
2.6. Facilitator Educators facilitate learning with technology to support student achievement of the
2016 ISTE Standards for Students. Educators: 2.6.a. Foster a culture where students take
ownership of their learning goals and outcomes in both independent and group settings. 2.6.b.
Manage the use of technology and student learning strategies in digital platforms, virtual
environments, hands-on makerspaces or in the field. 2.6.c. Create learning opportunities that
challenge students to use a design process and/or computational thinking to innovate and solve
problems. 2.6.d. Model and nurture creativity and creative expression to communicate ideas,
knowledge or connections
More
The verbs in Standard 2.6—facilitate, support, foster, manage, create, challenge, use, model,
nurture, and communicate—emphasize that educators are not simply delivering content but are
actively guiding and designing meaningful learning experiences. For example, foster (2.6.a)
highlights the role of building a classroom culture where students take ownership of their learning,
both independently and collaboratively. The verb manage (2.6.b) reflects the teacher’s
responsibility to structure and oversee how technology and learning strategies are used across
digital and physical environments. In 2.6.c, create and challenge position educators as designers
of rigorous learning opportunities that promote critical thinking through design processes and
computational thinking. Finally, model and nurture (2.6.d) indicate that educators must
demonstrate creativity and support students in expressing their ideas. Overall, these verbs show
that teachers are expected to design environments, guide learning, and model e ective practices
that empower students.
The nouns in Standard 2.6—such as learning, technology, student achievement, goals, outcomes,
culture, strategies, platforms, environments, makerspaces, design process, computational
thinking, innovation, problems, creativity, expression, ideas, knowledge, and connections—
highlight the key concepts educators must understand. Terms like learning goals, outcomes, and
student achievement emphasize intentional, measurable learning, while digital platforms, virtual
environments, and makerspaces reflect diverse learning settings. Concepts such as design
process and computational thinking point to structured problem-solving, and creativity,
expression, and connections emphasize innovation and meaning making. Together, these nouns
suggest that educators must understand both the environments and cognitive processes that
support student growth.
The strands show a progression in complexity: from fostering student ownership (2.6.a), to
managing tools and environments (2.6.b), to designing rigorous, problem-solving experiences
(2.6.c), and finally to modeling and nurturing creativity for communication (2.6.d).
Respond to Krystle
p. 5
2.1. Learner Educators continually improve their practice by learning from and with others and
exploring proven and promising practices that leverage technology to improve student learning.
Educators: 2.1.a. Set professional learning goals to apply teaching practices made possible by
technology, explore promising innovations, and reflect on their e ectiveness. 2.1.b. Pursue
professional interests by creating and actively participating in local and global learning networks.
2.1.c. Stay current with research that supports improved student learning outcomes, including
findings from the learning sciences.
More
verbs: improve, learning, exploring, set, apply, reflect, pursue, creating, participating, stay,
supports
These actions show that teachers are expected to keep learning throughout their careers. They
should look for new knowledge, think about how they teach, and use technology to help students
learn better. The guidelines also encourage teachers to work together with others, take part in
training and professional development, and stay current with the latest research and new teaching
ideas.
nouns: educators, practice, technology, student learning, professional learning goals, teaching
practices, innovations, e ectiveness, professional interests, learning networks, research, learning
outcomes, findings, learning sciences
The nouns in 2.1 show how important it is for teachers to keep learning new things, work together,
and use proven methods. Overall, the words focus on the tools and knowledge teachers need to
constantly get better at teaching and help students learn better.
Any use of sources, including required readings, must be appropriately cited. Plagiarism of any
type, including unacknowledged use of AI
Citation:
ISTE (2024). ISTE Standards. ISTE.