Coach teachers in and model design and implementation of technology-enhanced learning experiences addressing content standards and student technology standards

Much of the hands-on learning shown in the two posts highlighted below demonstrates how technology-enhanced learning, content standards and student technology standards can be connected and integrated into a variety of subjects. In Expeditionary Learning, collaborating teachers work to align a large multi-month project to the content standards. Schools that participate in Expeditionary Learning use project based learning to engage students in interdisciplinary, in-depth study of compelling topics and assess students through cumulative products, public presentations and portfolios (“Expeditionary Learning,” 2017). During an Expeditionary Learning project, students solve a problem while learning content standards and integrate technology into their problem solving. Because students and teachers are collaborating across subject areas, content standards and student technology standards are able to be integrated into larger projects in meaningful ways.

Expeditionary Learning is similar to other common digital age learning styles like project based learning, challenge based learning and other learning styles that allow students to guide their learning by working to address standards while completing a project. Expeditionary Learning may be different in that it involves multiple classrooms and spans multiple subject areas. In my post on Expeditionary Learning, I argue that involving multiple teachers or classrooms, parents and the larger community may increase student engagement and success. As I write in my post, increased parent involvement may further motivate students or help guide and provide a stimulus for students to continue learning outside of the classroom.

For more information see my complete post about Collaboration with Parents, Student Motivation, and Success

Portland Maine Problem Solvers from EL Education on Vimeo.

Student technology standards and content standards have to be taught in concert. In my post Teaching Content Curation to Empower Students I say:

It seems to me that developers of curriculum are still trying to figure out how to fit all of these skills (Jenkin’s Core Media Literacy Skills) into their products. As a teacher I can’t wait, I need to begin teaching these skills to students now.

I want to acknowledge that many school districts are not able to keep up with demand in the adoption of a current comprehensive curriculum that addresses content standards as well as student technology standards. Therefore, it is up to teachers to bridge the gap. One way to do that is to embed technology standards that are essential skills, like content curation, into existing content standards and units.  

In my role as a technology coach, I have met this standard in my workplace by collaborating with second grade teachers to help students produce multimedia presentations using Google slides, and screencasts with Screencastify. In addition, students who participated in the making of presentations were required to research content for presentations by using both technology and traditional media like books or articles. In designing presentations, they met a number of common core standards and ISTE student standards such as ISTE-S 3a and 3c where students are knowledge constructors. Or CCSS.ELA.-Literacy.RI.2.5 where students have to know and use nonfiction text features.


Expeditionary learning schools. (2017, September 26). In Wikipedia. Retrieved from https://en.wikipedia.org/w/index.php?title=Expeditionary_learning_schools&oldid=802459740

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