This compilation of thought-provoking ISTE articles illustrates how infusing technology can empower learners and inspire meaningful learning experiences in the classroom and beyond.

Edtech can take many forms in K-12 education, not all of which result in learning experiences that prepare students to be future innovators and problem-solvers. Similarly, educators aren’t always provided with training or given the opportunity to maximize technology to its full potential. Without a road map or chance to see the tool in action, it can be difficult to know how best to implement it.

Edtech for the K-12 Classroom is designed to empower current and future teachers to use technology effectively in their classrooms and schools. In this second edition, educators share their stories along with powerful tips for leveraging edtech meaningfully by connecting the ISTE Standards, a road map for transforming education with technology. The articles in this edition explore research-based approaches to teaching with technology, considerations for ensuring equity and inclusion, emerging technologies such as virtual reality and artificial intelligence (AI), and more.

Included in the second edition:

Examples for aligning lessons to the ISTE Standards to empower learners to be effective communicators, computational thinkers, innovative designers, global collaborators and digital citizens.
Digital resources – including videos, infographics and templates — for deeper learning.
Stories and tips from educators providing guidance on integrating technology, with suggestions for specific grade levels and subject areas.
Discussion questions to guide conversations about meaningful technology integration.
Educators should never feel they must go it alone. This connects the reader to a community of passionate educators who offer lessons learned and guidance on the transformative power of technology for education.

Audience: Students in teacher education programs and teacher educators

"About this title" may belong to another edition of this title.

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