ALIGNMENT MAP

ISTE Certification
Updated June, 2022

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ALIGNMENT MAP

Note that the foundational expectation is that artifacts meet the ISTE Standards for Educators, which is to say, your artifacts should
reflect strong pedagogy and professionalism that makes thoughtful use of technology or digital resources.

Portfolio submitter (Please provide name, title, and a brief description of your primary role and responsibilities. Additionally,
if you serve in a position other than classroom teacher, describe who your “students” are within the context of your artifact):

Link to artifacts folder/space:

Link to reflection document/artifact:

Artifact(s) Links Contextualization of Artifact &

ISTE Please use naming convention Description of Implementation
Criteria
Standard “LastName_Artifact#” Please provide 1 unique contextualization per each criterion.
1. The educator reflects Does not count against 9- Insert the link to your reflection document here.
on his/her application of 14 artifacts. Please
the ISTE standards and introduce yourself in
goals for using them in the reflection.
future.
1. Learner 2. Set professional Armstrong_ Artifact1 In Artifact 1, I set two professional learning goals aimed at
learning goals. improving my teaching practices at McIntosh County Middle
School. These goals focused on incorporating instructional
technology into my lessons and increasing student engagement
and academic performance. As an educator, it is crucial for me
to constantly explore and implement various teaching
strategies to support my students' success. In my artifact, I
showcase the process of developing and implementing these
goals. Furthermore, I reflect on the effectiveness of my plans
and my growth as a learner. This experience has solidified my

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commitment to pursuing these objectives throughout my entire

teaching career.

Criterion 2 is present in the video from 0:00 to 2:52.

3. Actively participate in a For Artifact 2, I actively participated in professional learning
local or global digital networks, both local and global, to improve my teaching
network. practices. I joined X and Facebook to connect with educators
worldwide and gain valuable insights. I also created a
dedicated Facebook page for engaging with fellow educators,
Armstrong_Artifact 2 asking questions, and sharing my teaching experiences. Being
a part of these networks greatly enhanced my classroom
instructional strategies.
4. Report changes made to Artifact 3 I explored journal articles has fostered me to stay
teaching practice based on current in my field, the research articles provided insights into
timely, research-based student learning and effective instructional strategies. I use
best practices. this knowledge to enhance my teaching and provide a range of
digital resources for my students. I committed to staying
updated on new research focused on improving my teaching
Armstrong_Artifact 3 strategies and supporting student learning outcomes
2. Leader 5. Promote a shared Armstrong_Artifact 13 In Artifact 13, I led the development of a shared vision
vision. focusing on enhancing learning through classroom
technology. This vision involved key stakeholders like
parents, teachers, and students. By conducting thorough
research on technology's impact on educational experiences,
I facilitated personalized discussions with stakeholders to
gather valuable insights. These perspectives were organized
into data and used to create an infographic highlighting
important project findings and goals. The main objectives
included creating a collaborative learning environment,
encouraging ongoing reflection and feedback, improving

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engagement with technology, and preparing students for

future careers. My role in shaping and expediting the
realization of this vision was crucial in driving positive
changes in education.
6. Advocate for equitable Armstrong_Artifact 4 In Artifact 4, I advocated for equal opportunities in accessing
access. educational technology for all students. I suggested using
Kindles in 7th-grade classrooms to boost reading scores and
create an inclusive learning environment. Kindles provide
diverse digital content, adjustable fonts, text-to-speech, and
built-in dictionaries to assist struggling readers and English
language learners.
7. Model new resources or Armstrong_Artifact 5 In Artifact 5, I took on the responsibility of identifying,
tools. discovering, assessing, selecting, and integrating cutting-edge
digital resources and tools for educational use.I had the
privilege of discovering innovative resources and then sharing
them with my fellow graduate students and peers. To
accomplish this, I created blog posts that detailed various digital
tools and provided demonstrations of their effective use in the
classroom.
3. Citizen 8. Implement learning Armstrong_Artifact 6 In Artifact 6, your thoughtful and effortful lesson design
experiences for students to emphasizes building relationships and promoting positive and
be empathetic and socially responsible online behavior. I created mini-lessons on social
responsible. responsibility and empathy to guide students in making
positive contributions and showing empathy in online
interactions.
9. Promote student Armstrong_Artifact 7 In Artifact 7, I prioritized fostering curiosity among my
behaviors that encourage students by encouraging them to research into online resources
curiosity as they critically within my Social Studies classroom. One particular lesson,
identify/examine online titled "Evaluating Online Resources for European Partitioning
resources. of Africa," effectively utilized technology tools to examine the
impacts of European partitioning on Africa. Additionally,

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students engaged in another lesson that emphasized

comprehending the significance of the event, its historical
context, and applied The CRAAP method to critically evaluate
online resources.
10. Mentor students in Armstrong_Artifact 6 In Artifact 6, I taught my students about responsible digital
safe, ethical and legal use, practices, emphasizing the protection of intellectual property. I
including intellectual developed mini-lessons on Online Safety, Ethics, and Legal
property. Use of Technology. Through relevant experiences and
examples, I highlighted the importance of using technology
securely, ethically, and legally
11. Model responsible use, Armstrong_Artifact 6 In Artifact 6, I focused on teaching my students about digital
including protection of identity and data privacy. I developed short lessons to guide
digital identity and them in managing their online presence and protecting their
personal data. personal information. As a result, my students have become
more aware of the importance of these topics. They have
learned strategies for creating strong passwords, adjusting
privacy settings, and responsibly sharing information online.
4. 12. Collaborate with Armstrong_Artifact 8 In Artifact 8, I highlight my collaboration with educators to
another educator. create the project "The Scramble for Africa Freedom"
Collaborator during a course on Teaching, Technology, and Student
Engagement. Through teamwork on a discussion board, we
developed an engaging learning experience for my 7th
grade Social Studies class.
13. Co-learn with students Armstrong_ Artifact1 In this artifact, the practice of collaboratively learning with
about a new digital tool. students about a new digital tool was introduced as a required
assignment. We explored the features and functions of Kami.
Through exploration and active participation, the students
learned how to write on a PDF document and discovered the
capabilities of Kami. The ultimate goal was to equip everyone
with essential skills and competencies for navigating a digital
society.

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14. Facilitate students’ Armstrong_Artifact 8 In Artifact 8, I demonstrated how my students utilized

virtual meetings with collaborative tools to enhance their learning experiences.
experts or students. Students created and presented Google Slides, watched
educational videos on YouTube, and even shared their
presentations during our recent parent night. These interactive
activities truly helped to engage our students in authentic and
meaningful ways.
15. Demonstrate effective Armstrong_Artifact 8 In Artifact 8, I show how I demonstrated cultural competency
communication with all when communicating with students, parents, and colleagues and
students’ supporters. collaborating with them in student learning. The Engaged
Learning Projects emphasized cultural competency by allowing
students to see the results of the partitioning of Africa and how
Africa got its freedom. Students created a Google slide to share
their findings with parents, teachers, and classmates.
5. Designer 16. Accommodate learner Armstrong_Artifact 9 In Artifact 9, I have effectively utilized technology to integrate
differences. visual aids, auditory features, videos, and explanations of
terms in the Personalized Learning Plan. By doing so, I have
been able to craft engaging and accessible learning
environments that support independent learning and
accommodate learner differences and needs.
17. Align to content area Armstrong_Artifact 8 In Artifact 8, I showcase my responsibility for aligning the
standards. Engaged Learning Project to the content area standards and
utilizing digital tools and resources to enhance active learning.
During this project, students were actively engaged in using
technology to conduct research, gather data, and present their
discoveries. The learning activities were aligned with Georgia 7th
Grade Social Studies and English Standards, as well as the ISTE
Student Standards.
18. Design a digital Armstrong_Artifact 10 In Artifact 10, I created an engaging virtual environment using
learning environment. Google Sites to enhance my students' learning experience. By
integrating interactive tools like online games, Forms, Docs,

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and Slides, I aimed to captivate students and improve their

focus. My customized website evolved through feedback,
continuously elevating the learning adventure through
innovative approaches.
6. Facilitator 19. Facilitate and guide Armstrong_Artifact In Artifact 9, I fostered a setting that encourages students to
learning as students take 9 seize control of their learning goals. By equipping them to
ownership of their establish their academic and teamwork objectives every nine
learning goals. weeks, tracking their proficiency and areas for enhancement,
students were empowered to assume responsibility for their
learning results. Over the course of nine weeks, students
supervised their advancement in both individual and group
contexts to promote independence and responsibility.
20. Manage the use of Armstrong_Artifact I guided learners to reach out to me as well as their peers for
technology for learning in 11 support and troubleshooting because each group worked at a
a nontraditional classroom different pace from the others, so the instructor monitored
setting. each group, provided encouragement, and guided students
toward their design goal. The students worked independently
on Easel and they were able to use a peer partner to help solve
any steps that present a problem with understanding or
completing scratch digital story. The teacher monitored all
students using a program called GoGuardian. Classroom rules
stated that students were to only visit an approved site, never
give out personal information, and never download anything
without teacher permission. Rules for Chromebook: No food
or drink should be next to Chromebooks, Cords, cables, and
removable storage devices (e.g. thumb drives) must be
inserted carefully into the appropriate port on the
Chromebooks. Chromebooks should not be used with the
power cord plugged in when the cord may be a tripping
hazard, Heavy objects should never be placed on top of
Chromebooks. Each student had a school-issued Chromebook.
I used the “Ask 3” method. Step 1: When the student had a
question, they first stopped and focused on whether the answer

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to their question was already given. Step 2: Observe their

surroundings. Is there anything on the board, worksheet, or
display to help you? Step 3: look around to see what others are
doing quietly as a member of your group to help. If they still
needed help, then they went to the teacher. Students were
provided with additional videos that provided extra examples
so that they could troubleshoot on their own Scratch help.
21. Create opportunities Armstrong_Artifact Students peer-read Apartheid of South Africa. Upon reading
for students to use a 11 the article Students reflected on how Mandela an
design process and/or understanding of how he felt towards the development of the
computational thinking. apartheid in South Africa. After reading, students completed a
graphic organizer based on the passage read. Picking out the
two supporting details on how the apartheid negatively
impacted the non-whites. Next students described one of the
laws or acts that were a part of the apartheid. Then explained
the roles Klerk and Mandela played in ending the apartheid
Students completed a comprehension check to see how well
they understood the concept. Students will build real tactile
representations of their ideas by creating a digital story using
Scratch.mit.edu. Students will receive teacher as well as peer
feedback. Students partnered to share their Scratch story with
a peer and received positive feedback from two peers.
Students made corrections and wrote a summary about the
digital story project that they created.

Students applied computational thinking building to their

stories in Scratch which also aligns with ISTE’s definition of
computational thinking. In formulating their problem, students
decomposed the events that took place in the apartheid era in
the story by putting them into a timeline to construct their
story in Scratch. They used algorithmic thinking as they
identified, analyzed, and implemented solutions in the ordered
step-by-step they created to make the story work as they

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envision. Students used Scratch and created a digital story that

provided a way for students to creatively demonstrate
learning. After reading, students completed a graphic
organizer based on the passage read. They picked out two
supporting details on how the apartheid negatively impacted
the non-whites.

One thing that went well was the amount of student

engagement and collaboration with peers. Students were given
constructive feedback during the discussion. It was a good
experience to see students collaborating with peers and
remembering the 5 W's (who, what, when, where, and why)
which showed that they understood the main points of the
reading while practicing comprehension.

This included failures that you had with planning and teaching
your Creative Computing Project in addition to failures that
you observed with students. A failure I experienced was when
students were engaged in creating a digital story, but my
directions were not clear enough so either a peer or facilitator
had to explain or demonstrate the project. Another thing I
would have done differently was to have had students create a
timeline of events related to the apartheid.
22. Model and nurture Armstrong_Artifact Activities were created that students found meaningful. They
creativity. 11 were able to collaborate on their projects with their peers, and
were allowed to create and design their own projects.
Hopefully this encouraged them to aspire to work harder and
more diligently to achieve success. I inspired students to be
creative - no Idea was wrong. Students were provided with
direct feedback to improve their projects. Students shared their
projects with one another using Scratch presentations.
Students collaborated with peers to gain knowledge and to
enhance their project. In addition, students also shared face-to-

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face with teachers or peers. Yes, students provided feedback to

peers during the creative process as well as once the project
was complete by using the rubric provided which had them
include 2 glows and 1 grow for at least one other group or
student. Yes, I encouraged this creativity using technology
resources and/or tools to provide students with the opportunity
to create a visual interactive version of the apartheid which
enhanced their ability to creative activities. It also allowed
students to make connections, collaborate, and evaluate
creative outcomes with technology.
7. Analyst 23. Provide alternative Armstrong_Artifact In Artifact 9, I provided students with a variety of
ways for students to show 9 opportunities to display proficiency and interact with
competency. educational benchmarks by integrating technology. This
artifact showcases how students were given the opportunity to
express themselves and make choices through a range of
digital platforms. Utilizing tools like Canva, Google Suite,
Flipgrid, and many other digital resources allowed students to
demonstrate competency and ponder on their learning
experiences
24. Use assessment data to Armstrong_Artifact Artifact 12 showcases my methodology for gathering and
inform and guide 12 analyzing data to enhance instruction in my Social Studies
instruction based on classes. Data collection was conducted via a unit test
individual student needs. administered on Illuminate. Upon analysis, I identified areas
requiring instructional adjustment to bolster student
engagement and comprehension.
25. Provide opportunities Armstrong_Artifact Artifact 12 demonstrates my utilization of assessment data to
for students to reflect on 12 guide student progress, while also fostering communication
their own learning data. with students, parents, and educational stakeholders to
promote student success. Assessment data for Social studies
students was shared via platforms like Google Classroom and
Illuminate, ensuring accessibility for all stakeholders.

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