ISTE Standards for Educators 2.2 – Leader

This standard perceives how educators seek out opportunities for leadership to support student empowerment and success and to improve teaching and learning. Therefore, educators:

2.2.a. Shape, advance, and accelerate a shared vision for empowered learning with technology by engaging with education stakeholders.

2.2.b. Advocate for equitable access to educational technology, digital content, and learning opportunities to meet the diverse needs of all students.

2.2.c. Model for colleagues the identification, exploration, evaluation, curation, and adoption of new digital resources and tools for learning.

In dealing with native digital students in this disruptive era, educators should embrace technology-enhanced classroom instruction as it plays a pivotal role in educational change toward an innovative and creative academic environment. In higher education, for example, all stakeholders in the department should collaborate in leveraging technologies as a platform to foster creative learning and innovative teaching.

I promoted and encouraged faculty members to implement creative and innovative classroom activities during my leadership experience as the UKRIDA Department of English (UDE) Head from 2016 to 2021. This way, teachers should foster fun, creative, diverse, collaborative, and intuitive activities to promote student self-expression, stimulate, engage, motivate, and satisfy in a deep sense. My post, “Exploring Creative and Innovative Activities at UDE,” shows some best practices for creative and innovative activities at the UKRIDA Department of English.” From this leadership experience, I shaped, advanced, and accelerated a shared vision for empowered learning with technology by engaging with education stakeholders (2.2.a.).

To advocate for equitable access to educational technology, digital content, and learning opportunities to meet the diverse needs of all students (2.2.b.), I have leveraged using LMS to facilitate blended and online learning, particularly during the pandemic of Covid-19. Notably, I employed three models of Personalized Learning (PL) instructions last semester (2022 Summer and Autumn Quarters), including the Inquiry-based QUEST model, Playlist Project, and Genius Hour Projects, as seen in my post entitled “Personalized Learning Instructions Models: Do They Work for Higher Education?“. Through these PL models, I accommodated students’ diverse needs, interests, and abilities in the learning process. I advocated easy-to-follow instruction for students who lacked access to technology or digital literacy skills, such as in Critical Review Paper Playlist and Individual Conference and WhatsApp group discussions. I believe that embracing technologies in PL models enables me to be a model for colleagues in identifying, exploring, evaluating, curating, and adopting new digital resources and tools for learning (2.2.c.). To share my teaching experience, I presented at the 16^th Annual Symposium: Educational Innovations around the World and UDE workshop “Leveraging Digital Technologies to Implement the Inquiry-based Learning (QUEST Model) in the Classroom.”