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Leadership Exchange
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Creative Constructor
Lab Virtual
Edtech Advocacy &
Policy Summit

Teach Boldly: Using Edtech for Social Good

Participate and share

Participate and share : Interactive lecture

Monday, November 30, 11:45 am–12:30 pm PST (Pacific Standard Time)

Dr. Jennifer Williams  
Today’s students are ready to design, dream, and make the future! Join for this session customized for classrooms ready to activate positive change through innovative practices and meaningful use of technology. Let's explore top tools and projects and create ready-to-go action plans to use edtech for social good!

Audience: Coaches, Curriculum/district specialists, Teachers
Skill level: Beginner
Attendee devices: Devices useful
Attendee device specification: Smartphone: Windows, Android, iOS
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
Topic: Instructional design & delivery
Grade level: PK-12
Subject area: Social studies, STEM/STEAM
ISTE Standards: For Educators:
  • Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning.
For Students:
Innovative Designer
  • Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
Knowledge Constructor
  • Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.
Additional detail: ISTE author presentation, Session recorded for video-on-demand

Proposal summary

Purpose & objective

As opposed to passive participants in society, today’s students are ready to design, dream, and MAKE the future! This session will support educators ready to activate positive change in teaching and learning through innovative practices, meaningful use of technology, and global collaboration and empower student activism in the classroom. With inspiration of Presence, Purpose, and Perspective from stories of real-world PeaceMAKERS in education, participants are invited to be actively engage and to create ready-to-go action plans for themselves as educators, for classroom communities, and for global communities.

Models/pedagogies/learning theories addressed
• Constructivism and social constructivism (Dewey, Montessori)
• Human-Centered Design (Kelley)
• Communities of Practice (Wenger)
• Social learning theory: motivation and self-efficacy (Bandura)
• Portraiture qualitative research (Lawrence-Lightfoot)

Topics for exploration:
• Social good
• Student advocacy and activism
• Storytelling
• Digital citizenship
• Global collaboration
• Design thinking and human-centered learning space design
• Power of feedback and reflection

Standards of Practice, alignment, and competencies
• ISTE Standards for Student
• ISTE Standards for Educators
• ISTE Standards for Education Leaders
• United Nations Sustainable Development Goals
• Program for International Student Assessment (PISA) Global Competencies
• Collaborative for Academic, Social, and Emotional Learning (CASEL) Standards

• My Name, My Identity
• Adobe Spark
• Nearpod
• Empatico
• Rock Your World
• World's Largest Lesson
• Human-centered design (dot voting, card sort, entry tickets)
• TED Talks, podcasting, blogging, social media
• Goals Project, Climate Action Project, TeachSDGs


Presenter will use an interactive, multimedia presentation to engage audience members. Open discussion will further encourage attendee participation through sharing, dialogue, and exploration of topics. Weblinks, digital graphics, and video will be used to model concepts. New digital technologies that allow educators to connect and collaborate will be demonstrated and then attendees will be invited to participate in discussion, inquiry, and discovery of practice and perspective.

10 minutes: greeting and introduction
20 minutes: instructional design framework and standards of practice
30 minutes: top practices and tools
15 minutes: in action--examples of projects and programs
15 minute: build your action plan and conclusion

Supporting research

Asia Society, & OECD (2018). Teaching for global competence in a rapidly changing world. Retrieved from: /education/teaching-global-competence-rapidly-changing-world
B Lab (2018). Certified B-corporation. Retrieved from
Bugaj, S. V. (2013). Pixar’s 22 rules of story (that aren’t really Pixar’s): Analyzed. eBook. Retrieved from: e7361c5/1384057461885/Pixar22RulesAnalyzed_Bugaj.pdf
Burns, M., & Forta, B. (2018). 40 ways to inject creativity into your classroom with Adobe Spark. Irvine, CA: EdtechTeam Press.
Christensen, K. et al. (2009). Ageing populations: The challenges ahead. The Lancet, 374(9696), 1196-1208.
Coats, E. (2011). Tweets. Retrieved from:
Cooley, M. (1980) Architect or bee? The human price of technology. London, U.K.: The Hogarth Press.
Dewey, J. (1916). Democracy and education. New York, NY: The Free Press.
EEOC (2018). Diversity in high tech. U.S. Government. Retrieved from:
Fleming, L. (2018). The kickstart guide to making GREAT makerspaces. Thousand Oaks: CA: Corwin.
Fleming, L. (2015). World of making: Best practices for establishing a makerspace for your school. Thousand Oaks, CA: Corwin.
Gaztambide-Fernández, R., Cairns, K., Kawashima, Y., Menna, L., & Vander-Dussen, E. (2011). Portraiture as pedagogy: Learning research through the exploration of context and methodology. International Journal of Education & the Arts, 12(4), 30-59.
Google (2018). Google diversity annual report. Retrieved from: /annual-report/
Google (2017). Making progress on diversity and inclusion. Retrieved from: /outreach-initiatives/diversity/making-progress-diversity-and-inclusion/
Hackman, D. G. (2010). Using portraiture in educational leadership research. International Journal of Leadership in Education: Theory and Practice, 15(1), 51-60.
Helliwell, J., Layard, R., & Sachs, J. (2019). World happiness report 2019. New York: United Nations Sustainable Development Solutions Network. Retrieved from: http://worldhappiness .report/ed/2019/
Hernandez, M. (2018, December). Personal interview.
IDEO (2015). The field guide to human-centered design. Canada: IDEO.
International Literacy Association (2018). Literacy glossary. Retrieved from: https://www
International Organization for Standardization (2009). Ergonomics of human system interaction -- Part 210: Human-centered design for interactive systems. Retrieved from:
International Society for Technology in Education (ISTE) (2019). ISTE Standards. Retrieved from:
Khan, S. (2013). The one world schoolhouse: Education reimagined. New York, NY: Twelve.
Knowles, M. S. (1970). The modern practice of adult education: Andragogy versus pedagogy. New York: Association Press.
Kurani (2018). Google Code Next lab. Retrieved from:
Lee, A. (2013, November). Welcome to the unicorn club: Learning from billion-dollar startups. TechCrunch. Retrieved from:
Lawrence-Lightfoot, S. (1983). The good high-school: Portraits of character and culture. New York, NY: Basic Books.
Lawrence-Lightfoot, S., & Davis, J. (1997). The art and science of portraiture. San Francisco, CA: Jossey-Bass.
McNair, A. (2017). Genius hour: Passion projects that ignite innovation and student inquiry. Waco, TX: Prufrock Press.
Mor Barak, M. (2018). The practice and science of social good: Next generation paths for social change. Research on Social Work Practice, 28(6), 762.
National Council of Nonprofits (2018). What is a “nonprofit?” Retrieved from:
OECD (2018). Education at a glance 2018: OECD indicators. Paris, France: OECD Publishing. Retrieved from:
Ohno, T. (1988). Toyota production system: Beyond large-scale production. Portland, OR: Productivity, Inc.
Thompson, D. (2017, November). Google X and the science of radical creativity. The Atlantic. Retrieved from: /x-google-moonshot-factory/540648/
United States Bureau of Labor Statistics (2019). Retrieved from:
United States Department of Education (2017). Reimagining the role of technology in education: 2017 National Education Technology Plan Update. Washington, D.C.: Office of Education Technology.
Vodafone (2018). Girls and mobile. Retrieved from: /foundation/girlsandmobile.html
Ultanir, E. (2012). An epistemological glance at the constructivist approach: Constructivist learning in Dewey, Piaget, and Montessori. International Journal of Instruction, 5(2), 195-212.
Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.

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Dr. Jennifer Williams, Take Action Global

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