ISTE Artifacts 4, 5, 6, and 7: Collaborator Standard

featuring Criteria 12, 13, and 14


Artifact 4

Criteria 12: Collaborate with another educator.

2.4.a | Dedicate planning time to collaborate with colleagues to create authentic learning experiences that leverage technology.


As a career coach, my central role is to partner with faculty members in my area to improve career education for students. I also collaborate with various professionals, including those in administrative functions, to create campus programming for all students. The first step in each collaboration is usually an email invitation, and we often use Zoom or Microsoft Teams for planning since some individuals are located in different places. The chart below outlines our key collaborations that utilize educational technology, along with each collaborator's role in providing educational experiences for undergraduate college students. Once a month on a Thursday, I set aside dedicated time to research, collaborate, explore, and create. 

Artifact 4


Artifact 5

Criteria 11: Model responsible use, including protection of identity and personal data

2.3.d | Model and promote management of personal data and digital identity and protect student data privacy

Criteria 13: Co-Learn with students about a new digital tool

2.4.b | Collaborate and co-learn with students to discover and use new digital resources and diagnose and troubleshoot technology issues.


My role as the Digital Career Education specialist means that I help our career coaches identify and learn how to use new technologies. For this artifact, my learners are the professional staff of the career center at a public university. In January of 2023, we identified AI as an area we wanted to learn more about based on what we were hearing from students and faculty alike.

Members of our team attended a state conference session on AI for career professionals and created a notes document to share during a staff meeting. Additionally, we registered to attend a AI and ChatGPT webinar series together and create a document with ways to utilize the platform to assist students with using AI software responsibly and safely. I registered for an ISTE Webinar on AI that our team watched together. With the group of undergraduate students whom I mentor we watched a YouTube video together and then experimented with ChatGPT to write a cover letter. We also discussed the implications of AI on their job search and how that might impact their digital identity and or personal data.  

Lewis_Artifact 5


Artifact 6

Criteria 14:  Facilitate virtual learning activity featuring expert guest/s to advance learning objectives

2.4.c | Use collaborative tools to expand students' authentic, real-world learning experiences by engaging virtually with experts, teams and students, locally and globally.


My learners for this artifact are university undergraduate students who were enrolled in a senior capstone course.

Experiencing activities such as job shadowing or internships is an excellent way to learn and explore career opportunities. Unfortunately, for the group of communication seniors I was teaching, Covid restrictions prevented many of the learners from actually meeting individuals outside of the university setting. I arranged for several guest speakers from a variety of career experiences to join our class time using Zoom. Zoom sessions were then recorded due to the multimodal nature of our class: some students joined via Zoom, some asynchronous, and some in-person. I invited speakers the students would otherwise not have access to, including a recent graduate, someone who relocated, and a US Forest Service District Ranger. I added speaker information to the LMS and graphic of guest speaker expectations. Students were then assigned a one-page written reflection for each speaker. Many of the learners expressed a great appreciation for the guest speakers and in course evaluations noted how beneficial the experience was.



Artifact 7

Criteria 15: Demonstrate effective communication with all students’ supporters.

2.4.d | Demonstrate cultural competency when communicating with students, parents and colleagues and interact with them as co-collaborators in student learning.


For this artifact, my learners are students or alumni who are working toward their career goal(s). This criteria was challenging due to the unique nature of my work. Because of my role of career coach, most of the students with whom I work are seeking internships or jobs and are often seeking guidance on the most effective strategies to accomplish that task. I view that as their learning goal and in order to achieve it, the educational technology may look different than that of a traditional classroom teacher.

Email and Microsoft Teams Chat are my predominate mode of communication. As a career coach, I took extra care to ensure I protected student career credentials, as they are not only protected by FERPA but that is also an ISTE Educator standard! This artifact includes screenshots of emails and Teams chats with supporters of my students- in one instance a faculty advisor of an intern and in other, a colleague who also works with students in my coaching area.

Lewis_Artifact 7_Criteria15.pdf