EDUC 5373: Blog 4

 

In this week’s blog assignment, we learned that our Technology Integration Plan would be evaluated using the STARSS-LS Framework. After researching the framework, I understand why it’s considered so valuable. As I develop my TIP, it’s crucial to thoughtfully design the professional development component to support teachers in building the skills and knowledge needed to enhance student learning. The STARSS-LS Framework emphasizes that quality technology integration doesn’t happen without solid, layered PD. 

Professional Development

Step 1: Initial Training
Teachers begin with hands-on sessions focused on both technical skills and instructional strategies. The goal is to move beyond just knowing the tools—it's about how to use them to promote engagement, creativity, and student ownership of learning. At Epic Charter Schools,  we have what we call PLCs or Epic Learning Communities. These are mandatory meetings that each principal team designs based on what they need to go over with their teams. The beginning of the school year PLC would be the perfect opportunity to introduce the TIP and the ISTE Standards, allowing teachers to start planning for the upcoming year. 

Step 2: Ongoing Support
PD shouldn’t be a one-time event. Ongoing support will come through monthly collaboration sessions, peer mentoring, and shared digital platforms for resources and reflection. Darling-Hammond et al. (2017) emphasize that continuous, job-embedded support is essential for effective integration. I believe I have mentioned in a past post that Epic has an online professional development platform called the ELC or Epic Learning Community. This platform is used for exactly that…professional development. When a new curriculum is being used by the school, a class is assigned to the employees to complete by a certain date. This platform would be perfect for continued education with the ISTE Standards. 

Step 3: Reflection & Feedback
Teachers will have time to reflect, get feedback from peers, and adapt their practice based on student outcomes. These ongoing reflections help improve instruction and build a culture of growth (Kirkpatrick & Kirkpatrick, 2006).

This structure is closely tied to ISTE Standards for Educators, which highlight the importance of being a:

• Learner – Continuously improve practice through PD.
  
  

• Designer – Create authentic, tech-rich learning experiences.
  
  

• Facilitator – Guide students in using tech for deeper learning and collaboration.
  
  

Teacher development leads directly to improved student outcomes. With effective PD, teachers can shift from being the center of the classroom to guiding students in active, inquiry-based learning. Students benefit from lessons that promote critical thinking, collaboration, and creativity—all supported by technology (Koehler & Mishra, 2009).

Epic Schools already have strong structures in place, like Professional Learning Communities (PLCs) and instructional coaches. These can be leveraged to support tech integration. Coaches can offer personalized support and help teachers troubleshoot challenges as they implement new tools.

This Technology Vision Plan extends beyond the classroom. Students will access tools that let them work independently, collaborate globally, and build essential digital skills.

Parents will be more connected through communication platforms, and students will gain experience in real-world applications, such as coding, media literacy, and digital research. This strengthens both student learning and community engagement.

As assessments evolve, especially those like PISA, students will need digital literacy and problem-solving skills. Our TIP supports this through project-based learning, e-portfolios, and simulations—providing more meaningful ways to measure what students know and can do (OECD, 2020).

By aligning with the STARSS-LS Framework and ISTE Standards, and prioritizing teacher growth, equity, and authentic student learning, our Technology Integration Plan supports our vision for a future-ready school community.

References

Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. https://learningpolicyinstitute.org/product/effective-teacher-professional-development-report

Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating training programs: The four levels (3rd ed.). Berrett-Koehler.

Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70. https://citejournal.org/volume-9/issue-1-09/general/what-is-technological-pedagogical-content-knowledge/

Organisation for Economic Co-operation and Development (OECD). (2020). PISA 2018 results (Volume III): What school life means for students’ lives. OECD Publishing. https://doi.org/10.1787/5f75c12b-en