Tip tool observing teachers with technology

Stanford CA December 2019
AUTHORS:
Molly B. Zielezinski, Founder & CEO, MBZ Labs
Vielka Hoy, Professional Development Associate
& Specialist in Educational Technology, CSET
Chistine Bywater, Professional Development Associate
& Specialist in Educational Technology, CSET
Janet Carlson, Faculty Director, CSET
TECHNOLOGY
INTEGRATION
PRACTICES:
A SET OF TOOLS FOR TEACHERS AND COACHES

2 Technology Integration Practices Tools
© This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this
license, visit http://creativecommons.org/licenses/by/4.0/ or send a letter to Creative Commons, PO Box 1866,
Mountain View, CA 94042, USA.

Technology Integration Practices Tools 3
Contents
i. Introduction .............................................................................................................4
ii. Technology Integration Practices (TIP) Tools .....................................5
• District Assessment Tool ........................................................................5
• Lesson Observation Tool ..........................................................................6
• Career Trajectory Tool .............................................................................15
iii. Glossary.....................................................................................................................25
iv. Bibliography...........................................................................................................28

Introduction
As technology evolves and shapes our public discourse, and students continue to engage
with technology on a daily basis, it becomes imperative for classrooms to serve as spaces to
teach responsible uses of technology while meeting the diverse needs of students and the
various ways they access technology. There is an additional level of urgency as our reliance on
technology shapes the economy, political discourses, and how we understand each other.
The Technology Integration Practices (TIP) Tools support school districts, schools, teachers, and
coaches in infusing technologies and pedagogy, tracking professional growth, and measuring
instructional practices in support of equitable student learning.
District Assessment Tool
measures a district’s capacity to enact technological practices.
• Allows school districts to assess their capacity to implement
technological practices
• Is intended for school district personnel and administrators
• Should be used prior to the introduction of the Lesson Observation
and Career Trajectory Tools
Lesson Observation Tool
evaluates technological instructional practices.
• Allows teachers to assess integration practices in a lesson, unit,
or course
• Is intended for pre-service and in-service teachers and their
coaches in all subject areas
Career Trajectory Tool
measures the use of technology across one’s career.
• Allows teachers to create goals for long-term professional growth
• Is intended for pre-service and in-service teachers and their coaches
in all subject areas

Indicator Evidence Yes/No
Scale
The school district/site is capable of
replicating technological practices
in each classroom in meaningful and
cohesive ways.
1 Devices are available for all students and teachers to use when needed.
2 Internet/WiFi is available and working consistently.
3 Repairs and updates to hardware and software are available and implemented.
4 The district and school budgets include technology (e.g. devices, upgrades, coaching).
1 _______
2 _______
3 _______
4 _______
Sustainability
The school district/site is capable of
sustaining technological practices
with fidelity for the foreseeable future,
including opportunities to expand
when necessary.
1 Professional development in technological practices is offered on a consistent basis.
2 Teachers are provided with incentives, including financial and professional ( leadership
roles), for engaging in technological professional development.
3 Coaches are available and on-site.
4 Alternative spaces are available including a media library, maker space, and computer lab.
5 The school community uses a common language as it relates to technology use.
6 Professional development is attached to a university and research, and is credit-bearing.
1 _______
2 _______
3 _______
4 _______
5 _______
6 _______
Equity
The school district/site has created
a vision as it relates to equity and
is implementing supports to enact
that vision. School districts have
also articulated a vision for building
equitable learning communities.
1 The district/site has articulated a mission, goals, and objectives, as it relates to equity.
2 Teachers are provided with professional development and opportunities to reflect on this
mission.
3 The school is structured in a way to address issues of equity including implementation of
special education instruction, supports for English learners, and remediation and honors/
advanced courses.
4 The teacher/administrator/staff evaluation process includes goals that lead to equitable
learning outcomes and the use of technology.
5 Teachers are given equal opportunities to engage with, and have access to, digital tools
that will best support the learning needs in their classrooms.
1 _______
2 _______
3 _______
4 _______
TECHNOLOGY INTEGRATION PRACTICES
District Assessement Tool
For those working as a district or school level leader, complete this self
evaluation before moving on to the Lesson Observation Tool.
Notes

A Tool for Teachers Coaches
The Lesson Observation Tool can be used holistically to evaluate practices in a
given lesson sequence or can be used as a deep dive to evaluate a single practice
on a more detailed level.
Repeat: Repeat the cycle of inquiry mapped in Phases 1-3. Note that varying opportunities for peer observation and
coaching observations supports the spread of professional learning and peer-to-peer support within a school staff.
Lesson Observation Tool:
FOLLOW A CYCLE OF INQUIRY
Teacher enacts lesson with
students and either hosts
a coach/peer or records
the lesson. Guest observer
evaluates lesson using
the Lesson Observation
Rubric. If recorded, teacher
will watch the recording
following the lesson and
self evaluate.
Following the enactment of the lesson, teacher
reflects on the lesson using the reflection questions.
The reflection should take place immediately
following the lesson or in the same day. If working
with a coach, set a time within a week to discuss the
evaluation and reflection questions.
Teacher considers technology
instructional goals and
designs a lesson or lesson
sequence that reflects these
goals. Teacher completes the
pre-observation planning
questions to help ground
their technology integration
goals. Teacher may share
these planning questions
if working with a coach or
observer.
1Pre-Observation
Planning Questions
2Lesson
Observation Rubric
3Post-Observation
Reflection Questions

For teachers working with an observer: Teacher shares a lesson plan and their
responses to these questions with the observer prior to the lesson. Teacher
and observer meet prior to the observation to discuss the lesson, goals to use
technology to support learning, and focused areas of feedback.
For teachers working independently: Teacher revisits lesson plan and pre-
observation questions prior to teaching lesson. Teacher sets up equipment to
video record lesson.
1. Pre-Observation Planning Questions
The questions below are to be completed prior to teaching the lesson.
1. What are the learning objectives of this lesson?
2. What technologies will be used during the lesson?
3. How will technologies support students in achieving the planned learning objectives?

4. Higher Order Thinking Skills:
6. Check all that you have considered and planned for:
7. If the technology does not operate in the way you intend it to, how do you plan to demonstrate
flexibility about technology use?
a. Which higher order thinking skills will students engage in during this lesson?
☐ Creating ☐ Synthesizing
☐ Evaluating ☐ Analyzing
b. How will technologies support the development and practice of higher order thinking skills
during your lesson?
☐ # of devices available will be sufficient for enacting the lesson
☐ Digital tools will engage students in the learning activity
☐ Digital tools will not distract students from the learning activity
☐ Enough time is allocated to complete the digitally mediated activities
☐ Students and teacher will have the technical skills necessary to engage in the lesson
5. How will technologies be used to foster equitable learning outcomes (i.e. students identity,
language, location, and abilities)? For example, students can access text to speech or translation
services in a web app during the lesson.

Indicator Observations Evidence Rating
Norms, Routines, and
Expectations
Classroom community has set norms and routines
and teacher gives explicit instructions about the use
of technology.
This could look or sound like:
• Giving instructions on how to handle the
hardware (i.e. getting machines from cart,
carrying to desk, etc.)
• Conversations around the navigation of the
digital world (i.e. Opening programs, finding
websites, etc.)
• Class protocols for switching between digital
and face to face tasks (i.e. putting computers
at half mast, eye contact, first time listening)
3Routines are explicitly introduced, teacher
verbally reminds students of norms and routines
and/or most students demonstrate knowledge of
well-established routines.
2Routines and norms for using technology are
referenced to and/or some students demonstrate
knowledge of technology usage routines while
others do not.
1Classroom has limited norms or routines to guide
use of technology.
☐ Not observed
Interest Driven
Teacher is aware of students’ technological interests
and prior knowledge and/or solicits individual
perspectives to inform what technologies are used
and how.
3Technology used connects with student interests,
activates prior knowledge, and solicits student
perspectives.
2Technology used shows a familiarity with student
interests, activates prior knowledge, or solicits
some individual perspectives.
1Technology used rarely connects to student
interests or activates prior knowledge.
☐ Not observed
Mindsets about Technology
Teacher is aware of their own and their students’
beliefs, attitudes, and patterns for productively
using technology. This information foster student’s
understanding of the benefits and limitations of
technology in their lives.
• Teacher thinking aloud while using technology
to make clear to students patterns and
processes for productive technology use
• Dialogue with students elucidating the
benefits and drawbacks of a specific digitally
mediated learning tool
• Prompting students to reflect on their
relationship and use of technology
• Sharing experiences to understand how to
engage with and interrogate technology
3Teacher demonstrates an intellectually curious
attitude about technology and creates multiple
opportunities for students to engage in dialogue
and interrogate technology use.
2Teacher demonstrates an intellectually curious
attitude about technology as a tool for learning
in the classroom and sometimes creates
opportunities for students to engage in dialogue
and interrogate technology use.
1Teacher may demonstrate fear or a restrictive
perspective about technology. Teacher rarely
provides opportunities for students to discuss
technology use.
☐ Not observed
CREATING CONDITIONS
How do we create conditions for students to use technology to learn?
2. Lesson Observation Rubric

21st Century Competencies
Opportunities are provided for students to use
technology in order to develop, practice, or engage
in any 21st century competencies.
This could include:
• Communication
• Collaboration
• Creativity
• Critical Thinking
• Problem solving
• Social-emotional reflection
3Lesson is centered around opportunities for
students to use technology in order to develop,
practice, or present any of the 21st century
competencies.
2Lesson includes some opportunities for students
to use technology in order to develop, practice,
or present any of the 21st century competencies
observed but this is not the primary focus of
student work.
1Lesson rarely includes opportunities for students
to use technology in order to develop, practice,
or engage with 21st century competencies or
enactment of these competencies are superficial
or disconnected from the purpose of the lesson.
☐ Not observed
Types of Tasks
Opportunities for students to use technology
include interactive activities, content curation,
and/or content creation. The student activities
move away from passive interaction or content
consumption.
• Students engaging in content creation to
communicate ideas about the material they
are studying by creating reports, graphic
representations of data they have researched
or developed, websites, PowerPoint
presentations, video production, or digital
storytelling.
• Interactive programs that allow students to
see and explore concepts from different angles
using a variety of representations.
• Students curating a collection of articles,
images, audio, or videos, that all share some
common attribute or theme about material
they are studying.
3All students use technology to engage in highly
interactive activities, or activities involving
curation, synthesis, or content creation. Teacher
provides exemplars, explicit instruction, and/or
opportunities to reflect on these processes.
2Most students have the opportunity to use
technology to engage in content curation,
synthesis, content creation or digitally mediated
interactive learning. Teacher may not provide
opportunities to reflect on these practices.
1Opportunities for learning using technology are
primarily passive. This may include
• Using the screen to organize class attention
and/or content consumption.
• Passive content consumption (ex. reading
digital textbooks)
• Passive interaction (ex. clicking)
☐ Not observed
Opportunities for Expression,
Autonomy, Connection
Students are offered a variety of digitally mediated
options for representing their thinking (i.e. writing,
sketching, diagrams, pictures) and have been given
autonomy to decide on a digital tool, content area,
or method for expression.
• Students given a choice about their modality
of expression
• Students given a choice about which digital
tool to use
• Technology used to allow students to observe
one another’s ideas
• Technology used to allow students to engage
critically with one another’s ideas
3Opportunities for students to show what they
know are not restricted to a single modality. All
students are given the opportunity to share their
thinking. Technology is used to support students
in representing their thinking and engaging
with the ideas of their peers when appropriate.
Choices are a natural part of the learning
experience that empower and engage students.
know are not restricted to a single modality.
Some students are given the choice to share their
thinking. Technology is used to support students
in representing their thinking when appropriate.
know are not restricted to a single modality. Very
few students are given the choice to share their
thinking in more than one form.
☐ Not applicable1
☐ Not observed
1 There is a difference between not observed and not applicable. Mark not applicable if there were no relevant opportunities to address the indicator in the lesson.
Mark not observed if there were clearly miss opportunities for addressing the indicator.
TECHNOLOGY USE
How do students use technology during the lesson?

Practicing Digital Citizenship
Teacher provides explicit instruction or opens
authentic dialogue about practicing digital
citizenship.
• Critically analyzing the credibility of a source
• Understanding and practicing appropriate
citation for others intellectual property
• Engaging in positive pro-social activities
online
• Considering the ethical implications of online
activities
• Managing digital identity
• Managing privacy and security of online
information
• Recognize and discuss data collection
practices of digital companies (i.e. Google,
Instagram, Snapchat)
3Lesson is centered around opportunities for
students to use technology in order to develop,
practice, or present strategies for engaging in
informed digital citizenship.
2Lesson includes some opportunity for students to
use technology in order to develop, practice, or
present strategies for engaging in informed digital
citizenship.
1Lesson rarely includes opportunities for students
to use technology in order to develop, practice, or
engage with strategies for engaging in productive
digital citizenship OR enactment of these
strategies are superficial or disconnected from
the purpose of the lesson.
☐ Not applicable1
☐ Not observed
Authentic Audiences
The digital student work has an audience beyond
the teacher.
This may include:
• Peers in class
• Local community members
• Families
• Younger/older students
• Interest groups online
3Tasks are centered around or build up to an
opportunity for students to use technology to
share their thinking or their original content with
larger audiences beyond the teacher. Teacher
explicitly addresses the value of contributions by
students to their learning, development and/or
larger social justice issues.
2Tasks provide opportunities for students to use
technology to share their thinking or original
content with larger audiences beyond the
teacher. Teacher does not explicitly address the
value of contributions by students.
1Tasks provides little opportunities for students to
use technology to share their thinking or original
content with audiences beyond the teacher. The
importance of authentic audiences for their work
is not communicated.
☐ Not applicable1
☐ Not observed

Multimodal Instruction
During the lesson, technology is used to represent
and elaborate concepts in a variety of formats.
These formats may include:
• Text
• Video
• Audio
• Hyperlinks
• Diagrams
• Equations
• Infographics
• Charts /tables
• Interactive media
• Virtual reality/augmented reality
3Teacher uses technologies to represent concepts
in a variety of formats. Technology is used to
represent the same concept in multiple formats
and supports students understandings. When
appropriate students are given the opportunity to
choose which format to engage with.
2Teacher uses technologies to represent concepts
but may use a limited amount of formats.
Students may not have the opportunity to choose
with format to engage with.
1Multimodal instruction is used to introduce or
elaborate on a concept only once during the
lesson.
☐ Not observed
Formative Summative
Assessment
Teacher uses digital tools to gather insight into
students grasp of the learning objectives at multiple
points in the lesson sequence. Teacher regularly
uses data from digital formative and summative
assessments to understand student progress and
make appropriate adjustments during the lesson
or to upcoming learning activities and lesson plans
based on real-time assessment data.
3Formative or summative assessments are used
to measure students grasp of the learning
objectives and solicit student thinking about
integral concepts within the lesson. Digital tools
are used to facilitate assessment and teacher uses
results to inform real-time teaching or upcoming
lessons. Results are shared with students to help
understand their progress towards learning.
2Formative or summative assessments are used to
measure students grasp of the learning objectives
or solicit student thinking about some concepts
related to the lesson. Digital tools are sometimes
used to facilitate assessment and teacher
sometimes uses assessment results to inform
real-time teaching or upcoming lessons. Results
are rarely shared with students.
1Formative or summative assessments are used to
measure students grasp of the learning objectives
or solicit student thinking about some concepts
related to the lesson. Digital tools were used to
facilitate assessment but results are not used to
inform teaching or shared with students.
☐ Not applicable1
☐ Not appropriate
TECHNOLOGY INSTRUCTION
As a teacher, how are you using technology in instruction?

3. Post-Observation Reflection Questions
The questions below are used for reflecting on the observed lesson. These are
best completed immediately following the lesson or later the same day.
For teachers working with a coach/peer: Observer debriefs with teacher on
ratings, observations, and evidence from Part 2 of the tool. Teacher and observer
answer the reflection questions together.
For teachers working independently: Teacher rates lesson using Part 2 of the
observation tool. Ideally this is done while watching a video of the lesson.
Teacher then answers the reflection questions.
1. To what extent did students achieve the learning objective identified in your lesson plan?
2. To what extent did the technologies used in the lesson support all students in achieving the learning
objective? Describe the alignment between the technology used and the learning objectives.
a. What worked well?
b. What needs adjustments?

3. In what ways did students benefit from opportunities to use technology and how did it
develop their higher order thinking skills?
4. How well did the technologies foster equitable learning outcomes (focus on students identity,
language, location, and abilities)?
7. Based on the ratings from the observation tool and the responses to the above questions
5. Check all that were true in this lesson.
6. How did you demonstrate flexibility about technology use?
a. How could you use technology in the future to support differentiation in order for all students to
achieve the stated learning objective?
a. What modifications will you make to your lessons?
b. What questions arise for you?
c. Name one short-term goal for integrating technology.
☐ # of devices available was sufficient for enacting the lesson
☐ Digital tool engaged students in the learning activity
☐ Digital tool did not distract students from the learning activity
☐ Enough time was allocated to complete the digitally mediated activities
☐ Students and teacher had the technical skills necessary to engage in the lesson
What would you change (if anything) to improve these circumstances in future lessons?

The career trajectory tool is a long term goal setting tool to be used by teachers
who would like to track and improve their ability to use technology in support of
their teaching and learning.
The tool is divided into two sections:
The tool can support:
For teachers working with a coach or peer: In conversation, teacher and coach/peer work together to
identify teacher’s strengths and opportunities for each of the technology infusion categories. Once the
teacher identifies their growth goal for each section, they prioritize one of the three goals as a focal
topic. Then, the teacher works with the coach to develop a timeframe for achieving the goal and an
action plan with short-term measurable, achievable benchmarks.
For teachers working independently: Teacher evaluates their position in each row on the rubric. For
each section, the teacher completes reflection points. Next, the teacher selects one of the three goals
as a focal topic. The teacher then develops a timeframe for achieving the goal and an action plan with
short-term measurable, achievable benchmarks. For best results, teachers working independently
share their goals with a colleague or supervisor to increase their sense of accountability.
1Building Equitable
Learning Communities
2Developing
Professional Knowledge
• Setting and reflecting
annual professional goals
• Ground discussion of
professional goals with
school leaders
• Make decisions about future
professional development
opportunities
• Foundation for creating and
guiding formal and informal
communities of practice
focused on technology
integration
• Convening a work group at
your school site with similar
technology goals
• To inform professional
pathways towards a
leadership stance in the
community
• To support and mentor
colleagues in different
stages of their professional
trajectory
Goal Setting Communities
of Practice
Leadership
Career Trajectory Tool
A Tool for Teachers and Coaches

ExploringTechnologyIntegration
Level1
PracticingTechnologyIntegration
Level2
ModelingTechnologyIntegration
Level3
Evidence
STUDENT-
CENTERED
ACTIVITIES
Student activities use
technology but mostly in a
passive learning environment.
Student needs and abilities
are rarely considered in the
learning process.
During instruction technology
is used for both passive
and active learning. In
active learning experiences,
students’ needs and
abilities drive the learning-
though they may not be
individualized.
During most lessons over the
course of a year, technology
is used to support a student-
centered active learning
environment in which
individual student goals,
needs abilities drive the
learning. Teachers support
the development of essential
technological skills and
both students and teachers
are empowered to make
decisions about their own
learning and teaching.
MULTI-MODAL
ASSESSMENTS
Teacher provides little
student choice in assessment
measures. Most assessments
are traditional tests
(multiple choice, fill in the
blank, writing) or written
assignments. Digital tools are
rarely used.
Some assessments over
the course of a year allow
opportunity for student
choice that go beyond the
traditional methods of
assessment (i.e. multiple-
choice tests, essays, open
response questions). In these
assessments, students have
the opportunity to express
their understanding using
digital tools- but this may not
always be true.
A majority of the assessments
are multimodal and harness
digital media as the primary
tool for students use.. These
go beyond the traditional
methods of assessment (i.e.
multiple-choice tests, essays,
open response questions).
Students often have the
opportunity to express their
understanding in a variety
of ways which includes a
large number of digital work
options. Digital student work
is curated in individualized
portfolios that demonstrate
student growth over time.
CONNECTED
LEARNING
Teacher attempts to build
learning communities but
they are rarely driven by
students’ interests. In this
pursuit, teacher rarely
uses digital and networked
technologies to provide
opportunities for students
to produce, critique, and
connect.
Social media is rarely used
as a platform to generate
conversations amongst
students.
Teacher builds learning
communities and sometimes
creates learning experiences
that are driven by students’
interests.
Teacher sometimes uses
digital tools to provide
opportunities for students to
produce and creating a wide
variety of media.
Social media is rarely used
as a platform to generate
conversations and encourage
common goals and interests
amongst students.
Teacher builds strong
academically oriented
learning communities and
always creates learning
experiences that are driven by
students’ interests. Teacher
uses digital tools to provide
opportunities for students
to produce and create a
wide variety of media, that
is shared with audiences
beyond the classroom.
Social media is used as
a platform to generate
conversations and encourage
common goals and interests
amongst students.
SECTION 1: Building Equitable Learning Communities

Level1
Level2
Level3
Evidence
EMPOWERED
INDIVIDUALS
A few students see themselves
as empowered individuals.
The teacher may attempt to
foster this over the course of
the year by trying a few of the
following activities.
• Set measurable,
achievable, and realistic
learning goals
• Choose technologies
needed to support
learning goals and
troubleshoot as needed
• Design and apply
methods for using
technology to monitor
progress towards these
goals
Some students act as
empowered individuals. The
teacher fosters this over the
course of the year by affording
regular opportunities for
students to engage in the
following activities.
• Seek and use feedback
from authentic
audiences to drive
learning
• Co-constructing
with students to set
measurable, achievable,
and realistic learning
goals
• Choose technologies
needed to support
learning goals and
troubleshoot as needed
• Design and apply
methods for using
technology to monitor
progress towards these
goals
Most students act as
empowered individuals. The
teacher fosters this over the
course of the year by affording
explicit and authentic
opportunities for students to
engage the following:
• Create and/or connect
to digital and face-to-
face interest based
networks
• Seek and use feedback
from authentic
audiences to drive
learning
• Optimize digital
learning environments
to support individual
learning needs (i.e. text
to speech, social media
time limits, access to
personal pictures and
music)
• Co-constructing
with students to set
measurable, achievable,
and realistic learning
goals
• Transfer knowledge of
various technologies to
support exploration of
emerging technologies

SECTION 1: Building Equitable Learning Communities Reflection
1. Area of Strength:
4. Evidence of Growth Needed:
2. Evidence of Strength:
3. Growth Opportunity:

Level1
Level2
Level3
Evidence
TECHNOLOGICAL
PEDAGOGICAL
CONTENT
KNOWLEDGE
(TPACK)
Teacher is uncomfortable
selecting, modeling or
discussing technology that
satisfies one of the following:
• Subject specific (a tool
specifically allocated for
the subject matter)
• Aligned to
corresponding
profession (i.e.
sensors for science,
spreadsheets for math,
primary sources for
history)
Teacher has some comfort
selecting, modeling or
discussing technology that
satisfies one of the following:
the subject matter)
• Aligned to
corresponding
profession (i.e.
primary sources for
history)
Teacher is very comfortable
selecting and modeling and
students are actively using
technology that satisfies each
of the following:
the subject matter)
• Aligned to
corresponding
profession (i.e.
primary sources for
history)
MEDIA LITERACY Teacher has minimal
knowledge of media literacy
and does not feel comfortable
discussing or teaching related
topics with students.
Teacher has a developing
knowledge of media literacy
and is comfortable discussing
with students.
Teacher engages students
in some activities that
allow students to develop
their media literacy within
core content areas (i.e.
math, science, reading) or
disciplinary instruction (i.e.
Chemistry, Calculus, World
History).
• Searching the internet
using appropriate
keywords and search
techniques for the
specific inquiry
• Accurately interpreting
the credibility of an
online source
• Recognizing the point
of view and intent of a
media creator
and knowledgeable about
media literacy.
Teacher engages students in
activities and teaches several
fully integrated lessons
that develop and enhance
students media literacy
within core content areas (i.e.
History).
• Identifying bias in online
content
• Creating media
responsibly
• Identifying the role of
media in culture
• Searching the internet
using appropriate
keywords and search
techniques for the
specific inquiry
• Accurately interpreting
the credibility of an
online source
• Recognizing the point
of view and intent of a
media creator
SECTION 2: Developing Professional Knowledge

Level1
Level2
Level3
Evidence
DIGITAL
CITIZENSHIP
Teacher has minimal
knowledge of digital
citizenship and does not feel
comfortable discussing or
teaching related topics with
students.
Teacher has developing
knowledge of digital
citizenship and is comfortable
discussing with students.
in activities that allow
for an understanding of
digital citizenship within
core content areas (i.e.
History).
• Understanding and
practicing appropriate
citation for others
intellectual property
• Engaging in positive pro-
social activities online
• Increasing awareness
of the permanence of
online activity
with and knowledgeable
about digital citizenship.
Teacher engages students in
activities and teaches several
fully integrated lessons
that develop and enhance
students digital citizenship
History).
• Managing privacy
and security of online
information
• Recognizing and
discussing data
collection practices of
digital companies
• Understanding and
practicing appropriate
citation for others
intellectual property
• Engaging in positive pro-
social activities online
• Increasing awareness
of the permanence of
online activity
COMPUTATIONAL
LITERACY
Teacher has minimal
knowledge of computational
literacy and does not feel
teaching related topics to
students.
Teacher has a developing
literacy.
Teacher attempts to integrate
computational literacy topics
History).
These topics may include:
• Computing systems
• Data and analysis
• Impacts of computing
• Communicating about
computing
• Networks and the
internet
• Algorithms and
programming
• Testing and refining
computational artifacts
Teacher has strong knowledge
of computational literacy.
in activities and teaches
several lessons that integrate
computational literacy topics
History).
These topics may include:
• Computing systems
• Data and analysis
• Impacts of computing
• Communicating about
computing
• Networks and the
internet
• Algorithms and
programming
• Testing and refining
computational artifacts

Level1
Level2
Level3
Evidence
COMPUTATIONAL
THINKING
Teacher has minimal
thinking and does not feel
integrating practices with
students.
Teacher has some comfort
integrating computational
thinking practices and a
developing knowledge of
computational thinking.
Teacher attempts to create
activities that integrate
computational thinking
practices into activities, but it
may be superficial.
The following Computational
Thinking Practices may be
used:
• Recognizing and
defining computational
problems
• Analyzing and looking
for repeating sequences
• Creating artifacts
including models and
data visualizations
• Breaking big problems
down into smaller, more
manageable problems
• Creating step-by-
step instructions for
doing something
and understanding
computational agents to
do this
• Testing and debugging
by removing parts
of problems that are
unnecessary and
creating workable
solutions
with and knowledgeable
about computational
thinking.
in activities that allow for
students to think logically,
algorithmically, and solve
problems computationally.
Students regularly use
computational tools and
these activities further
develop their analytical
and logical thinking.
• Recognizing and
defining computational
problems
• Analyzing and looking
for repeating sequences
• Creating artifacts
including models and
data visualizations
• Breaking big problems
down into smaller, more
manageable problems
• Creating step-by-
step instructions for
doing something
and understanding
computational agents to
do this
• Testing and debugging
by removing parts
of problems that are
unnecessary and
creating workable
solutions
LEADERSHIP Teacher may provide some
guidance about technology
integration skills, processes,
and related professional
knowledge to peers as
needed.
Teacher maintains a
leadership stance with
relationship to teaching
with technology and may
act formally or informally as
a peer mentor, technology
coach, or department chair.
Teacher may be asked to
provide guidance on school
technology plans, act as a
member of site technology
teams, complete school-
based technology projects
or lead site technology
initiatives.
Teacher is recognized by
peers as a point person for
questions about teaching with
technology.
Teacher maintains a
leadership stance with
relationship to teaching
with technology within and
beyond the school.
Teacher is recognized and
financially compensated for
technology related skills and
materials (i.e. delivering paid
professional development,
taking on additional paid
professional roles, selling
resources on Teachers Pay
Teachers, completing stipend-
based technology projects).
Teacher has support from
school to spread professional
knowledge by engaging
in leadership activities
(i.e. delivering conference
presentations, engaging in
public speaking, blogging,
designing webinars). Support
may include funding,
provision of substitutes for
time away from class or other
acts of advocacy from school
or district administrators.

SECTION 2: Developing Professional Knowledge Reflection
1. Area of Strength:
4. Evidence of Growth Needed:
2. Evidence of Strength:
3. Growth Opportunity:

Section 3: Goal Setting Long Term Planning
1. Look back at your opportunities for growth from each section. Select one growth goal you
would like to prioritize above the others and list it here. Describe why you want to focus on
this growth area and what value it will bring to your instruction and your students learning.
2. Breakdown the goal into a series of measurable, achievable milestones and set a timeline for
achieving those.
3. List the supports you will need that will help you achieve this goal - consider people and
resources.

Section 4: Next Steps
For those working independently, select a colleague with whom you would like to share your progress
and goal or join you in the process. Decide steps for this colleague to keep your accountable.
For those working with a coach or peer, set your next meeting, add it to the calendar, and
discuss the type of support you will need prior to that meeting. Set an agenda for the meeting.

Glossary
21st century competencies
The skills, abilities, and dispositions required for success in 21st century society. These skills
are thought to be essential for students to develop strong citizenship and strong potential
in the workforce. These commonly include collaboration, creativity, critical thinking and
communication
Authentic audiences
Real people who can view and interact with what students create in the classroom
Autonomy
A form of student independence in which students hold the power and the right to control
their learning
Beliefs and attitudes
Beliefs are ideas that are accepted as true. These truths help define the reality of those who
hold them (e.g. Technology is bad for society). Attitudes are settled ways of thinking and
feeling. Often these are observable in a person’s behavior (e.g. I am bad at using technology)
Computational literacy
The knowledge required to use a computer including digital applications
Computational thinking
The processes or steps involved in problem solving in the ways that a computer would
execute; the four steps are generally known as decomposition, pattern recognition, pattern
generalization and abstraction, and creating algorithms
Computer science
The study of the use, theories, and methods to process digital information, software, and
hardware
Connected learning
A type of learning and classroom environment fostered over time in which students interests
are pursued through a combination of supports for developing interests, relationships,
skills, and a sense of purpose amongst students. It is not simply a “technique” for improving
individual educational outcomes, but rather seeks to build communities and collective
capacities for learning and opportunity that embraces the diverse backgrounds and
interests of all young people. It does not require technology, but new digital and networked
technologies expand opportunities to make connected learning accessible to all young people

Content
The information, principles, skills, and facts required of a teaching discipline
Cultural relevance
A pedagogical practice that prioritizes student culture, identity, and understandings
Digital citizenship
A set of skills and understandings to participate responsibly a digital society
Empowered individuals
A person or people who feels confident enough to practice learned skills
Equity in the Classroom
Providing supports that are applicable to the specific, varied needs of individual students so
that they may achieve similar outcomes
Explicit modeling
An instructional strategy where teachers make visible an idea, concept, or approach by
demonstrating how they as learners tackles this content
Formative assessment
A pedagogical tool used during a unit or lesson where teachers are able to measure success
and adjust during the unit or lesson rather than at the end
Higher-order skills
Whereas lower-order skills included memorization and recitation of basic facts, higher-order
skills go beyond this and engage students in more complex thinking activities. According to
Bloom’s Taxonomy and Hess’s Cognitive Rigor Matrix (Hess 2009), higher order thinking skills
provide opportunities for students to analyze, evaluate, synthesize and create
Interest-driven activities
These are activities that engage students by drawing on the personal, academic, and
cultural interests
Media literacy
Ability to access, analyze and evaluate media in order to engage in a digital society
Multimodal assessments
When students are asked to use more than one of the modalities (i.e., visual, audio, gestural,
spatial or linguistic) to express their understanding

Multimodal presentation
When students are taught and experience information through multiple modalities (i.e., visual,
audio, gestural, spatial or linguistic)
Prosocial
Relating to or denoting behavior which is positive, helpful, and intended to promote social
acceptance and friendship
Student-centered activities
A learning environment setup to privilege collaboration and group work for student learning
Summative assessment
A measurement tool used at the end of a unit; can be used to determine the success of an
entire unit
Technological pedagogical content knowledge (TPACK)
The basis of effective teaching with technology, requiring an understanding of the
representation of concepts using technologies; pedagogical techniques that use technologies
in constructive ways to teach content; knowledge of what makes concepts difficult or easy
to learn and how technology can help redress some of the problems that students face;
knowledge of students’ prior knowledge and theories of epistemology; and knowledge of
how technologies can be used to build on existing knowledge to develop new epistemologies
or strengthen old ones” (Koehler Mishra, 2009).(i.e. digital simulations for science, sensor
technology for science, digital archives and primary sources for history, representation
software for mathematics)
Technology
Any hardware, software, or digital action that enables digitally mediated learning activities
Tool choice
This refers to a technology chosen by a teacher or student to complete an activity. In the
classroom, tool choice is most successful when aligned to the learning objective and vetted
against contextual factors in the learning community (i.e. device ratio, quality and reliability of
internet, student’s prior knowledge, time available, teacher training). Given these factors, the
choice not to use technology can also be a valid tool choice

21st Century Competencies
Hohlfeld, T. N., Ritzhaupt, A. D., Barron, A. E., Kemker, K. (2008). Examining the digital divide
in K-12 public schools: Four-year trends for supporting ICT literacy in Florida. Computers and
Education, 51(4), 1648–1663.
Levine, M. H., Jeanne Wellings. (2009). The Digital Promise: Transforming Learning with Inno-
vative Uses of Technology.
US Department of Education. (2017). Reimagining the Role of Technology in Education: 2017
National Education Technology Plan Update.
Warschauer, M., Matuchniak, T. (2010). New Technology and Digital Worlds: Analyzing Evi-
dence of Equity in Access, Use, and Outcomes. Review of Research in Education, 34(1), 179–225.
Zielezinski, M. B., Darling-Hammond, L. (2016). Promising Practices: A Literature Review of
Technology Use by Underserved Students. In Stanford Center for Opportunity Policy in Educa-
tion (pp. 1–42).
Authentic Audiences
Mouza, C., Lavigne, N. (2013). Emerging technologies for the classroom: A learning sciences
perspective. Emerging Technologies for the Classroom: A Learning Sciences Perspective.
Salen, Katie, Torres, Robert, Wolozin, Loretta, Rufo-Tepper, Rebecca, Shapiro, A. (2011). Quest
to Learn_ Developing the School for Digital Kids. Cambridge, Mass.: MIT Press.
Warschauer, M., Grimes, D. (2007). Audience, authorship, and artifact: The emergent semiotics
of Web 2.0. Annual Review of Applied Linguistics, 27, 1–23.
tion (pp. 1–42).
Bibliography
The following is a comprehensive list of sources used to inform this work. The
citations have been organized by themes that are commonly referenced in aca-
demic work at the intersection of technology and learning in K-12. The themes
are presented in alphabetical order.

Autonomy
Chita-Tegmark, Gravel, J. W., Serpa, M. D. L. B. ., Domings, Y., Rose, D. (2012). Using the Uni-
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Ito, M. (2010). Hanging Out, Messing Around and Geeking Around. MIT Press.Mouza, C.,
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Emerging Technologies for the Classroom: A Learning Sciences Perspective.
Rose, D. H. (David H., Meyer, A. (2002). Teaching every student in the Digital Age: universal
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Schrader, C., Bastiaens, T. J. (2012). Educational Computer Games and Learning: The Rela-
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Beliefs Attitudes
Abdulkafi A. (2006). Teachers’ attitudes toward information and communication technologies:
The case of Syrian EFL teachers. Computers Education.
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Huzzie-Brown, A. (2018). Beliefs vs Behavior of Elementary Teachers Integrating Technology in
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Connected Learning
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Education, 54(1), 178–189.
Davidson, C. N., Theo Goldberg, D. (n.d.). The Future of Learning Institutions in a Digital Age.
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Cultural Relevance
Chita-Tegmark, Gravel, J. W., Serpa, M. D. L. B., Domings, Y., Rose, D. (2012). Using the Univer-
sal Design for Learning Framework to Support Culturally Diverse Learners. Journal of Educa-
tion, 192(1), 17–22.
Garcia, A. (2017). Good Reception: Teens, Teachers, and Mobile Media in Los Angeles.
Hall, D. T., Damico, J. (2007). Black youth employ African American Vernacular English in cre-
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Warschauer, M., Teaching, D. H.-L., 1998, U. (1998). Computers and language learning: An
overview. Language Teaching.
Winston, C. E., Philip, C. L., Lloyd, D. L., Philip, C. L. (2014). Method : and Success Life Story The
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Digital Citizens
Cohen, C. J., Kahne, J., Cohen, C., Kahne, J., Bowyer, B., Middaugh, E., Rogowski, J. (2012).
Participatory Politics: New Media and Youth Political Action. YPP Research Network.
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the ISTE Standards for Students.

Jenkins, H., Purushotma, R., Weigel, M., Clinton, K., Robison, A. J. (2009). Confronting the
challenges of participatory culture: Media education for the 21st century. Building the Field of
Digital Media and Learning. Cambridge, MA: The MIT Press.
Empowered Identities
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ISTE. (2016). Redefining learning in a technology-driven world A report to support adoption of
the ISTE Standards for Students.
Equity
Warschauer, M., Knobel, M., Stone, L. (2011). Technology and Equity in Schooling: Decon-
structing the Digital Divide. International Journal of Mathematical Analysis, 5(45–48), 2337–
2347.
tion (pp. 1–42).
Explicit Modeling
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technology. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 9(1).
Zielezinski, M. B. (2017). Finding a Path Toward Innovation in a Land of Stagnation.
Flexibility Comfort
Afshari, M., Bakar, K., Luan, W., Samah, B., Submission, F. F.-O., 2009, undefined. (n.d.). Factors
affecting teachers’ use of information and communication technology. ERIC.
ers`pedagogical beliefs, subject cultures, and mediation practices of students’ use of digital
technology. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 9(1).
Mishra, P., Koehler, M., Harris, J. (2009). Teachers’ Technological Pedagogical Content Knowl-
edge and Learning Activity Types: Curriculum-based Technology Integration Reframed. Journal
of Research on Technology in Education, 41(4), 393–416.

Mishra, P., Koehler, M. (2006). Technological Pedagogical Content Knowledge: A Framework
for Integrating Technology in Teacher Knowledge. Teachers College Record, 108(6), 1017–1054.
Formative Assessment Feedback to Guide Learning
Cornwell, W. R., Cornwell, J. R. (2006). Connected Learning: A Framework of Observation,
Research and Development to Guide the Reform of Education. The Center for Internet Research,
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Penuel, W., … J. R. (2007). Designing formative assessment software with teachers: An analy-
sis of the co-design process. Research and Practice in Technology Enhanced Learning.
Higher-order Skills
Bos, B. (2007). The Effect of the Texas Instrument Interactive Instructional Environment on the
Mathematical Achievement of Eleventh Grade Low Achieving Students. Journal of Educational
Computing Research, 37(4), 351–368
Reich, J., Murnane, R., Willett, J. (2012). The State of Wiki Usage in U.S. K-12 Schools: Lever-
aging Web 2.0 Data Warehouses to Assess Quality and Equity in Online Learning Environments.
Educational Researcher, 41(1), 7–15.
Shear, L., Gallagher, L., Patel, D., Fullan, M. (2000). Innovative Teaching and Learning (Vol. 36).
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tion (pp. 1–42).

Interactivity
Flanagin, A. J., Metzger, M. J. (2010). Kids and credibility: An empirical examination of youth,
digital media use, and information credibility. Cambridge, Mass.: MIT Press. Retrieved from
Means, B. M. (2010). Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis
and Review of Online Learning Studies. U.S. Department of Education Office of Planning, Evalu-
ation, and Policy Development Policy and Program Studies Service, 20(5), 403–425.
Voogt, J., Knezek, G., Arvaja, M., Häkkinen, P., Kankaanranta, M. (2018). Second Handbook of
Information Technology in Primary and Secondary Education. International handbook of infor-
mation technology in primary and secondary education (Vol. 20).
tion (pp. 1–42).
Interest-Driven
Cohen, C. J., Kahne, J., Cohen, C., Kahne, J., Bowyer, B., Middaugh, E., Rogowski, J. (2012).
Participatory Politics: New Media and Youth Political Action. YPP Research Network.
Ito, M., Horst, H., Bittanti, M., Boyd, D., Herr-Stephenson, R., Lange, P., Pascoe, C. Robinson, L.,
et al. (2009). Living and Learning with New Media: Summary of Findings from the Digital Youth
Project. White Paper, the John D. and Catherine T. MacArthur Foundation Reports on Digital
Media and Learning. Cambridge, Mass. [u.a.: The MIT Press.
edge and Learning Activity Types : Curriculum-based Technology Integration Reframed. Journal
Voogt, J., Knezek, G., Arvaja, M., Häkkinen, P., Kankaanranta, M. (2018). Second Handbook of
Information Technology in Primary and Secondary Education. International handbook of infor-
mation technology in primary and secondary education (Vol. 20).
tion (pp. 1–42).

Learning Objectives
Ng’Ambi, D. (2013). Effective and ineffective uses of emerging technologies: Towards a transfor-
mative pedagogical model. British Journal of Educational Technology, 44(4), 652–661.
Media Literacy
Downes, T., Zammit, K. (2001). New literacies for connected learning in global classrooms.
Kahne, J., Feezell, J. T., Lee, N. (2011). Digital Media Literacy Education and Online Civic and
Political Participation by Political Participation. International Journal of Communication, 6,
1–24.
Multimodal
Chita-Tegmark, Gravel, J. W., Serpa, M. D. L. B.., Domings, Y., Rose, D. (2012). Using the Univer-
tion, 192(1), 17–22.
Rose, D. H. (David H., Meyer, A. (2002). Teaching every student in the Digital Age : universal
Multiple Modes of Representation
Bos, B. (2007). The Effect of the Texas Instrument Interactive Instructional Environment on the
Mathematical Achievement of Eleventh Grade Low Achieving Students. Journal of Educational
Computing Research, 37(4), 351–368.
tion, 192(1), 17–22.
Downes, T., Zammit, K. (2001). New literacies for connected learning in global classrooms.

Mishra, P., Koehler, M., Harris, J. (2009). Teachers ’ Technological Pedagogical Content Knowl-
Mouza, C., Lavigne, N. (2013). Emerging technologies for the classroom: A learning sciences
perspective. Emerging Technologies for the Classroom: A Learning Sciences Perspective.
tion (pp. 1–42).
Norms, Routines, Expectations
Schrader, C., Bastiaens, T. J. (2012). Educational Computer Games and Learning: The Re-
lationship Between Design, Cognitive Load, Emotions and Outcomes. Journal of Interactive
Learning Research, 23(3), 251–271. Retrieved from http://search.ebscohost.com/login.aspx?di-
rect=truedb=ericAN=EJ982985site=ehost-livescope=sitescope=cite
Student Centered
Essential Conditions: Student-Centered Learning. Retrieved December 14, 2018, from https://
www.iste.org/standards/essential-conditions/student-centered-learning
Student Opportunities for Expression
Chita-Tegmark, Gravel, J. W., Serpa, M. D. L. B.., Domings, Y., Rose, D. (2012). Using the Univer-
tion, 192(1), 17–22.

Rose, D. H. (David H., Meyer, A. (2002). Teaching every student in the Digital Age : universal
Technological and Pedagogical Content Knowledge (TPACK)
Tool Choice
Figg, C., Mccartney, R., Gonsoulin, W. (2010). Impacting academic achievement with student
learners teaching digital storytelling to others: The ATTTCSE digital video project. Contempo-
rary Issues in Technology, 10(1), 38–79.
Franklin, C. A. (2007). Technology Integration: A Review of the Literature. Retrieved from http://
search.ebscohost.com/login.aspx?direct=truedb=ericAN=ED504169site=ehost-live-
scope=sitescope=cite
tion (pp. 1–42).
Type of Task
work. Irvine. Retrieved from http://dmlhub.net/sites/default/files/connectedlearning_report.
pdf
Levine, M. H., Jeanne Wellings. (2009). The Digital Promise: Transforming Learning with Inno-
vative Uses of Technology.

Ng’Ambi, D. (2013). Effective and ineffective uses of emerging technologies: Towards a transfor-
mative pedagogical model. British Journal of Educational Technology, 44(4), 652–661.
National Education Technology Plan Update. Retrieved from http://tech.ed.gov.
tion (pp. 1–42).

About MBZ Labs
MBZ Labs is an independent research organization that helps clients
understand, achieve, and sustain their visions for teaching and learning.
MBZ Labs answers critical efficacy questions for educational technology companies, funders, and
organizations as they strive to understand whether, how and why EdTech products and programs
are working as intended. Their suite of research capabilities is designed to build background for
clients, and to condense learning sciences and educational research into succinct, actionable
insights. These insights enable clients to efficiently understand research, and to apply that
understanding to inform product and business development strategies. MBZ Labs also conducts
independent research projects that allow clients to understand and communicate about the
efficacy of their educational products and programs in a way that is research based, authentic and
relevant in our fast-evolving world. To learn more, visit: mbzlabs.com.
About CSET
The Center to Support Excellence in Teaching is committed to a vision of education
where all students experience success in learning, excellence in teaching, and the
elimination of achievement gaps. We work in partnership to solve persistent problems
of practice by improving the quality of instruction, keeping instructional equity at the center of
the work, and developing leading teachers. CSET is a research center located within the Graduate
School of Education at Stanford University.

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