The International Society for Technology in Education (ISTE) Standards for : Students outlines and emphasizes a central component of their program. In this reading, the ISTE stresses the importance of developing a "general set of profiles" that should describe "technology (ICT) literate students at key developmental points in their pre-college education" (1). In other words, ISTE has provided profile guidelines based on age and grade that depict where students should be in terms of their understanding of technology and how technology can be implemented within their education. The guidelines focus on examples that which instructors should follow to secure a student's understanding and use of technology in an educational manner. All profiles reflect the major values of ISTE as well as their conviction within ensuring equal technological opportunity to each and every student. ISTE believes that this provided equal opportunity will enhance a young student's "productivity, creativity, critical thinking, and collaboration in the classroom and daily life" (1).
I chose to analyze the portion of this reading that discussed the Profile for Technology (ICT) Literate Students in grades K-2nd, solely because I am majoring in Early Childhood Education in hopes to be a kindergarten teacher. The list of examples of learning activities for grades K-2nd provided by ISTE goes as follows:
"1. Illustrate and communicate original ideas and stories using digital tools and media-rich
resources.
2. Identify, research, and collect data on an environmental issue using digital resources and
propose a developmentally appropriate solution.
3. Engage in learning activities with learners from multiple cultures through e-mail and other
electronic means.
4. In a collaborative work group, use a variety of technologies to produce a digital
presentation or product in a curriculum area.
5. Find and evaluate information related to a current or historical person or event using
digital resources.
6. Use simulations and graphical organizers to explore and depict patterns of growth such as
the life cycles of plants and animals.
7. Demonstrate the safe and cooperative use of technology.
8. Independently apply digital tools and resources to address a variety of tasks and problems.
9. Communicate about technology using developmentally appropriate and accurate
terminology.
10. Demonstrate the ability to navigate in virtual environments such as electronic books,
simulation software, and Web sites" (2).
While many of these examples appear to be engaging and beneficial, I disagree with a few. I feel that some are plainly impractical, especially for preschoolers and kindergarteners. It is utterly important to acknowledge and remember while teaching extremely young children that they are merely young children. Preschoolers and kindergarten children need to learn basic knowledge that will further shape them as students as well as actively participating citizens within society. Although the way we teach is conforming to our newly digitized ways, preschoolers and kindergarten students need an active, face-to-face, hands-on environment to help develop the way they think and how they learn in communities as well as everyday situations. Therefore, example 2, "Identify, research, and collect data on an environmental issue using digital resources and propose a developmentally appropriate solution", would not be advantageous to such young learners because they initially need to learn language and literacy in order to conduct proper research online or through digital mediums. Moreover, if preschoolers and kindergarten students can only read and write few sentences, this example does not quite suit their learning needs. Whereas for first and second grade, I feel that a lot of these examples can greatly enhance their skills in thinking and learning. Specifically, example 5, "find and evaluate information related to a current or historical person or event using digital resources", can introduce digital research to young students, a useful tool that will be essential to a student's entire academic career.
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