ISTE 3.1 Brief - Welcome

Brief on ISTE Standard 1: Equity and Citizenship Advocate
Kristen West
Coastal Carolina University
EDIT 760
January 27, 2025

Introduction

The International Society for Technology in Education (ISTE) Standard 1 emphasizes the importance of leaders using technology to promote equity, inclusion, and digital citizenship. Standard 1 is divided into several key components: ensuring access to skilled educators, equitable technology access, modeling inclusive and healthy use, and ethical and legal digital practices. Critical roles played by leadership are highlighted to foster authentic learning experiences and creating a safe, inclusive digital environment for all stakeholders.

My perspective on this standard is that it sets an essential foundation for organizations to align their digital initiatives with ethical, equitable, and impactful practices. By promoting these principles, organizations can address the digital divide, empower employees with technology, and foster a culture of responsibility and innovation. Additionally, Standard 1 highlights the importance of leadership in driving technological advancements while maintaining a focus on equity and inclusion.

For my research, I examined how COMPANY A, Inc. incorporates these principles into its operations, focusing on corporate training, access to technology, and the modeling of digital citizenship by leaders. Speaking with fellow employees, interviewing corporate trainers and IT personnel, and a review of company policies and training materials, I analyzed how well COMPANY A upholds these standards and identified areas for improvement. This analysis provided valuable insights into the organization’s strengths and opportunities for further alignment with ISTE Standard 1.

Methods for Gaining Information

To evaluate COMPANY A’s alignment with ISTE Standard 1, I employed several data collection methods:

Focus Group (Discussions): During several scheduled meetings across departments, employees answered questions about their perceptions of training effectiveness, technology access, and digital citizenship modeling by leadership.
- Structure: Questions covered technology training satisfaction, access to devices and internet, and awareness of ethical and safe technology practices.
- Findings: Results showed that 73% of employees found training programs effective, though 40% noted inconsistent trainer proficiency in technology integration. Additionally, 15% of employees in remote areas reported challenges with internet connectivity.
Interviews: Conducted with corporate trainers, IT staff, and department heads to gather qualitative insights into existing practices and challenges.
- Key Insights: Trainers highlighted gaps in their own technological expertise and requested advanced training opportunities. IT staff revealed ongoing efforts to address connectivity issues through infrastructure upgrades and employee remote access. Department heads emphasized that addressing employee skill gaps and improving feedback mechanisms to enhance infrastructure and inclusivity.
Document Review: Examined training materials and company policies related to digital citizenship and technology access.
- Key Findings: Training modules included comprehensive sections on safe, ethical, and legal technology use, but lacked depth in addressing critical evaluation of digital resources.

Additional Insights and Analysis

Beyond the initial findings, further analysis highlighted:

Variation in Training Quality: While there are professional development programs, their effectiveness often depends on the trainer’s understanding of specifics with said technology. Some trainers excel at integrating digital tools, while others struggle, leading to inconsistent employee experiences. The need for a standardized continuing education and further advanced training programs for trainers is evident. “Equipping our trainers with consistent, advanced training on digital tools and technology, we can ensure a more uniform and impactful learning experience for all employees”(M. Manzione, personal communication, January 21, 2025).
Departmental/Position Discrepancies in Available Time: Employees in more demanding departments and positions face more significant challenges in their ability (dedicated time) to attend in-person or even virtual training sessions and leverage online tools effectively. Interviews with IT staff revealed plans for phased infrastructure upgrades, but the timeline for completion remains unclear due to planning around the day-to-day operations of the company.
Ethical and Safe Technology Use: COMPANY A’s leadership actively models responsible technology use. For example, campaigns emphasizing cybersecurity awareness have reduced phishing incidents by more than 40% over the past year. However, employees noted that training on critical evaluation of online resources could be more interactive and practical, focusing on real-world applications. While they appreciate the shortness in the training, the “elementary level of training for cyber security is comical” (C.Sales, personal communication, January 20, 2025).
Collaboration and Community Impact: COMPANY A utilizes collaborative platforms such as Microsoft Teams to foster teamwork and engagement. Employees highlighted how these tools improved communication and problem-solving. Additionally, the company has initiated divisional level-focused campaigns, such as virtual workshops on energy-efficient homebuilding for the production team, showcasing its commitment to leveraging technology for positive social change.

Lessons Learned

From these findings, it’s evident that COMPANY A has made significant progress in aligning with ISTE Standard 1. However, addressing gaps in trainer competency and equitable access to technology will require targeted interventions. Furthermore, enhancing training modules to incorporate critical thinking exercises related to digital resources could increase employees’ understanding of digital citizenship.

Summary

Based on my research, the following assessments and reflections cab be drawn regarding the condition of each standard:

Ensure Access to Skilled Educators (3.1.a): Concern Level: Moderate. While the company offers extensive training opportunities, gaps in trainer expertise hinder the effectiveness of these programs. Addressing this through targeted advanced and continuing training will strengthen overall alignment with the standard.
Ensure Access to Training Opportunities (3.1.b): Concern Level: High. Dedicated time for training is a challenge for more time-demanding positions such as sales representatives represent a significant equity issue. Resolving this through partnerships with each of the local division level Vice Presidents should be prioritized.
Model Digital Citizenship (3.1.c and 3.1.d): Concern Level: Low. The company’s efforts to model ethical and legal technology use are commendable, though expanding training to include critical evaluation of online resources will further enhance alignment.

Considering the above findings, I feel that COMPANY A demonstrates a strong commitment to technology integration and digital citizenship, but opportunities for improvement remain. Addressing these gaps will not only strengthen the company’s alignment with ISTE standards but also empower employees to contribute more effectively to the organization’s goals.

The moderate concern around skilled trainers underscores the need for consistent and scalable professional development programs for trainers and managers. With solid, well-organized and effective training programs, COMPANY A can close these gaps and ensure all trainers are equipped to integrate technology seamlessly into their programs. This alignment will enhance employee satisfaction and learning outcomes across the board.

High concern for technology and connectivity access highlights a significant equity challenge. Employees in busy or high-pressure roles should have the same chance to join training and professional development as those in other departments, with time set aside and support provided. This requires urgent attention to address departmental disparities through management investment to provide dedicated training times for all employees.

Low concern for modeling digital citizenship reflects the company’s strong commitment to ethical and legal technology practices. However, further emphasis on critical evaluation of digital content and the practical application of these skills will reinforce COMPANY A’s role as a leader in digital citizenship. Expanding training content to include real-world scenarios and interactive elements will help employees internalize these principles more effectively.

In conclusion, COMPANY A is well-positioned to become a model organization in technology integration and digital citizenship by addressing its areas of concern. The company’s ongoing efforts in professional development, equitable access, and ethical technology practices reflect a commitment to empowering its workforce while fostering a culture of inclusivity and innovation. These initiatives not only strengthen internal operations but also enhance the company’s reputation as a forward-thinking leader in its industry.

References

COMPANY A. Inc. (2025) 2025 Code of Ethics.

Tyagi, N. (2024, July 17). Tech-Driven CSR Initiatives for Social Impact. Project State Craft. https://www.projectstatecraft.org/post/tech-driven-csr-initiatives-for-social-impact