ISTE Standards for Educators 2.4 – Collaborator

In line with lifelong learning, educators must dedicate time to collaborate with colleagues to create authentic learning experiences that leverage technology (2.4.a.). I collaborated with my fellow Ph.D. students to discuss class projects, research skills, and respective expertise through regular online meetings via Zoom. As seen in my Global Collaboration Project, I found many benefits from this project in my reflection, as seen in the following section.

 1. The topic of research tools is essential in a systematic review and finding the research gap.

2. We need active communication among PLC members to find the best fit for scheduling the project.

3. Commitment should be maintained to involve active participation, as not all PLC members can join online synchronous sessions.

4. Growing together is essential to create a positive support system during the Ph.D. journey.

5. Networking is the potential to develop future partnerships.

6. Integrating synchronous and asynchronous sessions facilitate all participants and encourage flexible learning.

7. Follow-up activities should be conducted to get more benefits.

As an educator, I play some roles as a learner, facilitator, and collaborator throughout this project. I enjoy my life-long learning to comply with cutting-edge technologies and demands. This way, I collaborate and co-learn with students to discover and use new digital resources and diagnose and troubleshoot technology issues (2.4.b.). Also, as a doctoral student, facilitating the PLC members to share and discuss will create a positive supporting system during the Ph.D. journey.

As seen in another blog post entitled “Professional Learning Community Using Social Media: Yea or Nay?“, I use collaborative tools, such as social media, video conference, and Google Drive to expand students’ authentic, real-world learning experiences by engaging virtually with experts, teams, and students, locally and globally (2.4.c.).

As mentioned earlier in benefit point 6 of the Global Collaboration Project,  it is essential to demonstrate cultural competency when communicating with others, such as students, parents, and colleagues, and interact with them as co-collaborators in student learning (2.4.d.).

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