How Investors Use Sprouts Farmers Market’s Financial Data to Make Decisions

Investors rely on publicly available financial information to assess the health and potential of companies like Sprouts Farmers Market (2025), which is a specialty grocery retailer that offers a unique shopping experience focused on fresh, natural, and organic foods, with an emphasis on produce and lifestyle-friendly products like organic, gluten-free, and plant-based items. Headquartered in Phoenix, Arizona, the company operates 440 stores across 24 states as of December 29, 2024, catering to health-conscious consumers with a curated selection of innovative and differentiated healthy products. By analyzing financial reports of the aforementioned grocer, investors can gauge profitability, liquidity, and growth prospects — key factors in deciding whether to buy, hold, or sell stock. This blog post explores how investors use Sprouts’ financial data, the key metrics they focus on, and the conclusions they might draw from the company’s 2024 financial statements.

Why Financial Reports Matter to Investors

Organizational leaders must ensure their financial reports are clear, accurate, and meaningful because external stakeholders — particularly investors — use this data to make informed decisions (American College of Education, 2025). Financial statements provide insights into:

• Profitability – Is the company generating sustainable earnings?

• Liquidity – Can it meet short-term obligations?

• Leverage – How much debt does it carry?

• Growth Potential – Are revenues and net assets increasing?

For Sprouts Farmers Market, investors scrutinize these metrics to determine whether the company is a sound investment.

Key Financial Metrics Investors Analyze in Sprouts’ 2024 Performance

When evaluating Sprouts Farmers Market’s 2024 financial data (Sprouts Farmers Market, 2024), investors focus on critical ratios and trends to assess the company’s health and long-term viability. Liquidity ratios are a primary concern, as they reveal whether Sprouts can comfortably cover short-term obligations. The current ratio improved to 1.08 (up from 1.02 in 2023), indicating a stronger ability to meet liabilities with current assets. However, the quick ratio of just 0.16 highlights a heavy reliance on inventory and accounts receivable rather than liquid cash reserves — a potential vulnerability if consumer demand weakens or supply chain disruptions occur. Debt management metrics also play a crucial role in investor analysis, and Sprouts has shown progress here, with the debt-to-assets ratio declining to 59.7% (from 62.8%) and the debt-to-net assets ratio dropping to 1.48 (from 1.69). These improvements suggest better financial stability, though the company’s moderately high leverage still warrants caution, as excessive debt could strain cash flow during economic downturns (Bettner, 2018). On the growth front, Sprouts’ financial position strengthened by 3.09% (up from 2.22%), while revenue increased to $7.25 billion (from $6.84 billion)—encouraging signs of expansion. However, investors will scrutinize whether this growth outpaces or lags behind competitors like Whole Foods to determine Sprouts’ competitive positioning in the organic and natural foods market. Profitability metrics, such as net margin and return on equity, will also be key in assessing whether revenue growth translates into sustainable earnings. Overall, Sprouts demonstrates meaningful progress in liquidity and debt reduction, but its dependence on non-cash assets and lingering debt levels remain critical factors that could influence investment decisions moving forward. Investors will continue monitoring these metrics alongside broader industry trends to gauge whether Sprouts can maintain its upward trajectory in a highly competitive grocery sector.

Conclusion: What Investors Should Watch

Sprouts Farmers Market shows moderate growth and improving debt management, but liquidity remains a concern. Investors should monitor:

• Cash flow trends – Can Sprouts maintain operations without excessive borrowing?

• Inventory turnover – Are products selling efficiently, or is excess stock tying up capital?

• Competitor comparisons – How does Sprouts stack up against rivals in profitability and market share?

By staying informed and understanding these financial insights concerning navigating positions in Sprouts Farmers Market and similar retail stocks, investors can make data-driven decisions, in buying more shares or waiting for stronger financial improvements.

References

American College of Education. (2025). LEAD6123 Management of financial resources: Module 3 [Part 1 presentation]. Canvas. https://ace.instructure.com/courses/2065660/external_tools/118428

Bettner, M. S. (2018). Using accounting and financial information: Analyzing, forecasting, and decision making. Business Expert Press. https://ebookcentral.proquest.com/lib/AmerCollofEduc/detail.action?docID=5347289

Kushner, R. J. (2023). The invisible balance sheet. Stanford Social Innovation Review, 21(2), 30–37. https://research.ebsco.com/linkprocessor/plink?id=5119a443-58f1-3d02-b047-68d226fe2108

Sprouts Farmers Market. (2024). Financial ratios and SEC filings. Retrieved from Yahoo Finance.

Sprouts Farmers Market, Inc. (2025). 2024 annual report (Form 10-K). U.S. Securities and Exchange Commission. https://investors.sprouts.com/financials/annual-reports/default.aspx

Stress and Well-Being Survey Analysis Blog Post

Survey Link

Analyzing Employee Perceptions, Job Attitudes, and Organizational Support for Stress Management and Well-Being

In today’s demanding public education 9 -12 high school science department work environment, employee well-being and stress management have become critical factors in maintaining productivity, engagement, and retention. A recent analysis of DuVal High School science educators employee perceptions, job attitudes, and organizational support, as reflected in the data from a 5-point Likert-scale questionnaire comprehensive survey, sheds light on the current state of workplace well-being in the school and highlights areas for improvement. The findings underscore the importance of fostering a supportive organizational culture that prioritizes stress management and employee health.

Employee Perceptions and Job Attitudes

The data reveals that employees’ perceptions of their workplace significantly influence their job attitudes and overall well-being (Rice University, 2019). A majority of the science department faculty respondent employees reported that their job satisfaction is closely tied to the level of support they receive from the school and district. Employees who felt valued and supported were more likely to exhibit positive job attitudes (American College of Education, 2025), including higher levels of engagement, commitment, and motivation. Conversely, those who perceived a lack of support reported higher stress levels, lower job satisfaction, and a greater likelihood of burnout.

One notable finding is the correlation between perceived organizational support and stress levels. The participants who believed the organization actively cared about their well-being were less likely to experience chronic stress. This suggests that organizational efforts to address stress management can have a direct impact on employee morale and productivity. However, the data also indicates that many employees feel their organizations could do more to address stress and promote well-being, particularly through clearer communication and more accessible resources.

Organizational Support for Stress Management

The survey highlights varying degrees of organizational support for stress management and well-being initiatives. While some employee participants reported access to wellness programs, mental health resources, and flexible work arrangements, others expressed a need for more robust and inclusive support systems. For example, remote workers and those in demanding leadership roles sometimes feel underserved by existing programs, because of lack of tailored solutions to address their unique challenges.

A key takeaway from the data is the importance of proactive and visible support from leadership. Employees who observed their managers and executives actively participating in well-being initiatives were more likely to view their organization as genuinely committed to their health. This underscores the role of leadership in setting the tone for a culture of well-being and stress management.

Four Best Practices for Enhancing Employee Well-Being

Based on the data, organizations can take several actionable steps to improve employee perceptions, job attitudes, and overall well-being. Here are four best practices derived from the findings:

1. Promote Open Communication and Transparency
   Employees value clear and honest communication from their leaders. Organizations should regularly share information about available well-being resources, stress management programs, and organizational goals related to employee health. Transparent communication fosters trust and ensures employees feel informed and supported.

2. Tailor Well-Being Initiatives to Diverse Needs
   A one-size-fits-all approach to well-being is often ineffective. Organizations should conduct regular surveys or focus groups to understand the unique needs of different employee groups, such as remote workers, frontline staff, or those in high-stress roles. Tailored solutions, such as flexible scheduling, mental health days, or targeted wellness programs, can address specific challenges and demonstrate a commitment to inclusivity.

3. Encourage Leadership Involvement
   Leaders play a pivotal role in shaping organizational culture. When managers and executives actively participate in well-being initiatives—whether by attending wellness events, sharing their own experiences with stress management, or advocating for mental health resources—it sends a powerful message that employee well-being is a priority. Leadership involvement also helps normalize conversations about stress and mental health, reducing stigma and encouraging employees to seek support.

4. Invest in Comprehensive Well-Being Programs
   Organizations should go beyond superficial wellness offerings and invest in comprehensive programs that address physical, mental, and emotional health. This could include access to counseling services, stress management workshops, fitness incentives, and initiatives that promote work-life balance. Providing employees with a range of resources ensures they have the tools they need to manage stress effectively and maintain their well-being.

Summation

The data from the survey underscores the profound impact of organizational support on employee perceptions, job attitudes, and stress management. By prioritizing open communication, tailoring initiatives to diverse needs, encouraging leadership involvement, and investing in comprehensive well-being programs, organizations can create a culture that fosters resilience, engagement, and long-term success. In an era where employee well-being is increasingly linked to organizational performance, these practices are not just beneficial—they are essential.

Ultimately, the findings serve as a call to action for organizations to reevaluate their approach to stress management and well-being. By addressing the gaps identified in the data and implementing innovative best practices (Guo & Zhu, 2022), employers can build a healthier, more supportive workplace that empowers employees to thrive both personally and professionally.

References

American College of Education. (2025). LEAD6323 Organizational culture and behavior: Module 8 [Part 2 presentation]. Canvas https://ace.instructure.com/courses/2065536/external_tools/118428

Guo, Y., & Zhu, Y. (2022). How does organizational compassion motivate employee Innovative behavior: A cross-level mediation model. Psychological Reports, 125(6), 3162–3182. https://doi.org/10.1177/00332941211037598

Rice University. (2019). Organizational behavior. OpenStax.

 

Assignment: Blog: Constructivist Learning Theory, Teaching, and Learning - MD5Assgn Mitchell S

 

Assignment: Blog: Constructivist Learning Theory, Teaching, and Learning

     Constructivist/Constructionist learning theories relate to dynamic knowledge being constructed in the thought processes of the learner from the aspect of creating ideas through the active engagement of building an artifact that can be reflected upon and shared with others (Orey, 2010, p. 130). In this week's discussion, the scholarly source I located said “constructivism does not embody a recipe for teaching, instead, it is a theory explaining learning— implementation of this learning theory becomes the most important characteristic of well-designed lessons” (Uzuntiryaki et al., 2010, p. 403). The relationship between these learning theories with instructional strategies, and technology tools can be looked at as a way of incorporating proven teaching methodologies with digital design applications that are currently in use. An example of this would be students creatively engaging in producing and “writing a word processing document” (Laureate Education, 2015e, paragraph 21) from a teacher-generated rubric for an assignment. These strategies and tools work together to support student learning in constructivist/constructionist learning theories by a “learning by design process” in which students produce an original artifact in line with the parameters of the lesson and or assignment. 

     In the future, I might use the constructivist-based instructional strategy of learning by design with Web 2.0 digital mashup tools to implement the start of a lesson on “the parts of a chemical reaction”. In this scenario, the students may use a minimum of two multimedia applications, of their choice, to describe and portray the reactants and products of a favorite recipe, in which they would like to cook, in order to introduce the concepts associated with chemical reactions. The Educator ISTE standard of continually improving the practice by “exploring proven and promising practices that leverage technology to improve student learning” (ISTE, 2008) is associated with the aforementioned strategy and tools. And curating “a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences” (ISTE, 2016) for the student as a knowledge constructor is associated with technology tools needed for applying the constructivist-based instructional strategy.

     In this week's discussion, the popular source I located can be applied to a constructivist classroom by encouraging students “to elaborate on their ideas and use evidence to bolster their opinions” (n.d., Study.com) in order to value the learner’s point of view from an educator’s standpoint. I would integrate the merits of this type of source into my GH assignment in order to support the application of the constructivist learning theory associated with allowing students to engage with material that relates to their interests which can help strengthen their motivation to learn and deepen their understanding of a unique problem they wanted to solve.

 

 

References

 

International Society for Technology in Education (ISTE). (2016). Standards for Students.  http://www.iste.org/standards/standards/for-students-2016 

International Society for Technology in Education (ISTE). (2008). Standards for Teachers. http://www.iste.org/standards/iste-standards/standards-for-teachers 

Laureate Education (Producer). (2015e). Constructionist and constructivist learning theories [Video file]. Baltimore, MD: Author.

Orey, M. (Ed.). (2010). Emerging Perspectives on Learning, Teaching, and Technology. http://textbookequity.org/Textbooks/Orey_Emergin_Perspectives_Learning.pdf

(n.d.). Study.com | Take Online Courses. Earn College Credit. Research Schools, Degrees & Careers. Constructivist Teaching: Principles & Explanation - Education & Teaching Class (Video) | Study.com. http://study.com/academy/lesson/constructivist-teaching-principles-explanation.html

Uzuntiryaki, E., Boz, Y., Kirbulut, D., & Bektas, O. (2010). Do Pre-service Chemistry Teachers Reflect their Beliefs about Constructivism in their Teaching Practices? Research in Science Education, 40(3), 403–424. https://doi-org.ezp.waldenulibrary.org/10.1007/s11165-009-9127-z

 

 

Assignment: Blog: Behaviorist Learning Theory, Instructional Strategies, and Technology Tools

 Assignment: Blog: Behaviorist Learning Theory, Instructional Strategies, and Technology Tools

     Behaviorism can be defined as “motivational variables that demonstrably influence the effectiveness of the consequences of actions” (Aló & Cançado, 2013, p. 641). In terms of its interconnectivity with instructional strategies and technology tools, it can be implied that the digital learning applications used, can and will, enhance a teacher’s methodology in disseminating information, for mastery purposes, when aspects of human behavior are taken into account. Strategies such as the ability to ask learner experience relatable questions, to the students, about the lesson “can motivate students by tapping into their curiosity and interest in the topic” (Pitler et al., 2012, p. 91) thereby supporting student learning by making connections between the familiar and unfamiliar. Strategies and tech tools work together in terms of relating to the learning theory by operant conditioned programmed instruction to reinforce the desired learning attributes wanted by the teacher. An example of this, in today’s society, would be using online software tutorial programs that allows the learner to proceed to the next learning sequence when mastery has been shown by providing correct responses. And remediating the process with additional supports when the actions and or responses from the learner does not meet the algorithm requirement of the correct response. 

     I currently use a behaviorist-based instructional strategy associated with symbolic long term consequence actions (Orey, 2010, p. 273). I run a technology-based grading tool program that automatically drops the quarter-final assessment grade when the student’s overall average for the marking period is 90% or above. This encourages the student to produce outstanding marks on all assignments leading up to the final in order to be exempt and or drop the final grade and still end up with an “A’ for the quarter. In terms of the student ISTE that relates to the aforementioned behaviorist-based instructional strategy technology tool, an empowered learner comes to the forefront when the student can leverage technology to achieving competency in and for their learning goals (ISTE, 2016). The ISTE Educator Standard that ties this all together is that of a facilitator in which “learning with technology to support student achievement of the ISTE Standards for Students” (ISTE, 2008) takes place in the scenario.

     The ways in which I can apply the sources I researched for the Module 3 Discussion entails monitoring and collecting data associated with learner positive feedback, on an academic and social level, to improve student learning and attitudes toward student learning. And taking away something unpleasant, from a student learning situational context, to increase wanted behavior from the pupil. In both cases, operant conditioning takes place to achieve a wanted outcome for the teacher as well as the student. I would integrate the previously mentioned sources into my science fair scientific inquiry GH based activity by incorporating weekly individual student check-ins to give encouragement and praise on minimal and significant progressions concerning their project as well as grade incentive increases to any assignments marked lower than a “C” for continued positive progress on the project. This supports the behaviorist learning theory of a “presentation of a stimulus that increases the probability of a response” (Orey, 2010, p. 273) which is positive reinforcement.

 

 

References

Aló, R. M., & Cançado, C. R. X. (2013). Coming to Terms with Motivation in the Behavior-Analytic Literature. Psychological Record, 63(3), 641–654. https://doi-org.ezp.waldenulibrary.org/10.11133/j.tpr.2013.63.3.016

International Society for Technology in Education (ISTE). (2016). Standards for Students.  http://www.iste.org/standards/standards/for-students-2016

International Society for Technology in Education (ISTE). (2008). Standards for Teachers. http://www.iste.org/standards/iste-standards/standards-for-teachers

Orey, M. (Ed.). (2010). Emerging Perspectives on Learning, Teaching, and Technology. http://textbookequity.org/Textbooks/Orey_Emergin_Perspectives_Learning.pdf

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using Technology with Classroom Instruction that Works (2nd ed.). Alexandria, VA: ASCD.

 

Assignment: Cognitive Learning Theory, Graphic Organizers, and Virtual Field Trips

Online Resource (mindmaps) https://www.mindmaps.app used to create the graphic organizer

Link to file of Virtual Field Trip Graphic Organizer listed below. (PDF)

https://drive.google.com/file/d/1bI9pK5r9kenFPDbjs3TpK-CoCrriXqSA/view?usp=sharing

The mindmaps graphic organizer was used in the capacity of showing how reduction potential, using different types of group 1A and 4A elements, can be manipulated to increase energy output and rechargeability based on electron loss and gain flow in redox reactions.

Virtual Field Trip Link

Reflective Essay: Final Reflection and Blog Posting on the Impact of Technology

Shawn L. Mitchell

Master of Science in Education, Walden University

EDUC 6710: Understanding the Impact of Technology on Education, Work, and Society

Professor Kathyrn Arnold

June 28, 2020

Reflective Essay: Final Reflection and Blog Posting on the Impact of Technology

     The ways in which ways the media, resources, and activities of this course helped me to develop my own technology skills as a professional teacher are as follows. 1) It refined my skills such that I was able to incorporate various forms of interactive technology in a cohesive format to create a viable lesson plan for student and Web 2.0 interaction learning. And 2) it altered the perception of my traditional way of conveying information to students versus how students communicate now because “our students’ realities in terms of the way they communicate and learn are very different from our own” (Richardson, 2010).

     The ways in which I have deepened my knowledge of the teaching and learning process with respect to integrating technology in the classroom are I have 1) committed to the idea that I can “change my worldview and my practice despite deep-seated, traditional expectations and mindsets surrounding teaching and education” (Richardson, 2015) and 2) I will use Web 2.0 technology, in the class, to connect with students and teachers around the world to cultivate a network of embracing diversity on an individual and societal level. To apply the aforesaid knowledge on how to facilitate the changing classroom of the 21st Century, I will incorporate more wiki-based collaborative assignments for my students and I will attend professional development workshops on current educational trends and how to change long-established mindset trends in education.

     The social media tool that I am open to trying in my classroom is Twitter. The only potential drawback to its implementation is the district’s policy on student personal accounts for its use. My plan to overcome this is to have the students use their PGCPS email address to create and register a Twitter account. Also, I will have parents sign the district’s form letter for student social media accounts for educational purposes for their scholar. Twitter will assist students with the 21st Century skill of  “using technology as an instructional tool to support student learning” (Grunwald et al., 2010, p. 18). Twitter will support the ISTE Standards for Students by leveraging “technology to take an active role in choosing, achieving, and demonstrating competency in their learning goals” (ISTE, 2016) and Twitter will support me meeting the ISTE Standards for Teachers by facilitating “learning with technology to support student achievement of the ISTE Standards for Students” (ISTE, 2008).

SMART Goal 1 (Cell Phone Technology in the Classroom)

Specific

The specific goal of the program as it pertains to transforming my classroom environment in order to help students gain skills to be ready for tomorrow’s society and the workplace is to have at least 50% representation of students with smartphones to utilize the device in class during summative assessment postings.

Measurable

The goal will be measured by the software in the summative assessment which indicates the type of device the assignment is taken on.

Attainable

The goal is attainable because I have direct access to the analytical data from the assessment and a class roster.

Relevant and Realistic

The goal is relevant and realistic because one of the “new technologies that is already having a significant impact on most classrooms is the smartphone” (Pence, 2020, p. 2). And having knowledge of how to use the device for educational purposes will be useful in tomorrow's society in which distance learning will become the new normal for many.

Timeline

The predicted timeline for the goal’s implementation to data ending produced results is from September 2020 through May 30, 2021.

----------------------------------------------------------------------------------------------------------------

SMART Goal 2 (VLOG Creation for Science Fair Projects)

Specific

The specific goal of the program as it pertains to transforming my classroom environment in order to help students gain skills to be ready for tomorrow’s society and the workplace is to have 25% of students that complete a science and engineering science fair project do so in a VLOG format.

Measurable

The goal is measurable because I will have the electronic footprint of the science fair projects that will be submitted in a VLOG format versus the projects submitted traditionally.

Attainable

The goal is attainable because I have direct access to the students that have to produce a science fair project. And 75% of the students are in a STEM program, in my school, in which they need to save all major projects from their science classes in an electronic format for a required electronic portfolio.

Relevant and Realistic

The goal is relevant and realistic because producing electronic content in a video-based format for professional workplace consumption is a popular way to convey ideas in a society where video-based viewed content rivals written content, for supremacy, on a daily basis.

Timeline

The predicted timeline for the goal’s implementation to data ending produced results is from September 2020 through February 30, 2022. The timeline encompasses the completion of two consecutive school year science fairs.

     The issue that I want to study is the underrepresentation of African American teenage females in STEM-based Career and Technical Education (CTE) programs and what I can do to enhance their interest and participation in the field. The STEM CTE program I will focus on is Aerospace Engineering Aviation Technology, AEAT. Stem Related fields such as AEAT are underserved and underrepresented by minorities, especially females (NSF, Science & Engineering Indicators, 2018). The school that I work in has erected a new 40 million dollar facility, on the campus, for the training of high school students in AEAT. I would have control over making an impact in this area because I have direct contact, via my chemistry course that I instruct, with many of the more than capable African American teenage females, that don’t participate in the program, that I observe would do extremely well in the AEAT program based on their academic acumen and prowess. I also have a working relationship with the AEAT coordinator of the program in which I instruct a science-based introductory AEAT class, for incoming 9th graders over the summer.

 

 

References

Grunwald and Associates. (2010). Educators, technology and 21st Century Skills: Dispelling Five Myths. http://www.grunwald.com/pdfs/Educators_Technology_21stCentury-Skills_GRUNWALD-WALDEN_Report.pdf

International Society for Technology in Education (ISTE). (2016). Standards for Students.  http://www.iste.org/standards/standards/for-students-2016

International Society for Technology in Education (ISTE). (2008). Standards for Teachers. http://www.iste.org/standards/iste-standards/standards-for-teachers 

Pence, H. E. (2020). How Should Chemistry Educators Respond to the Next Generation of Technology Change? Education Sciences, 10(2), 34. https://doi-org.ezp.waldenulibrary.org/10.3390/educsci10020034

Richardson, W. (2010). Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms (3rd ed.). Thousand Oaks, CA: Corwin.

(Richardson, 2010)

Richardson, W. (2015). From Master Teacher to Master Learner. Bloomington, IN: Solution Tree Press.

Science & Engineering Indicators 2018. https://nsf.gov/statistics/2018/nsb20181/

Blog Use in My Classroom (EDU 6710... Day 3 of Week 2)

• The purpose of this blog is to have alternative and supplemental activities to support in-class lectures and assignments for students that are behind, ahead, or would like different forms of mastery for Chemistry concepts.
  
  
  The content area is Chemistry that supports students at the high school level grades 9 - 12. This blog is a good tool for education because it gives students a support mechanism that is a custom to their digital native roots. "The use of technology in teaching supports students in the learning process, can contribute to a better understanding of abstract concepts of chemistry and play an important role in reducing learning difficulties” (IANOȘ & OPROIU, 2018 pp. 55–62).
  
  
  STE Standards for Teachers
  
  
  "Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity” (ISTE, 2008).
  
  
  "Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations” (ISTE, 2008).
  
  
  The above ISTE standards are met by the teacher when online digital tools, such as blogging and microblogging are used to transfer their knowledge and planning abilities to current relevant digital native student learning.
  
  
  
  ISTE Standards for Students
  
  
  “Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences” (ISTE, 2016).
  
  
  “Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others” (ISTE, 2016).
  
  
  The above ISTE standards can be met by the students by accessing the blog and using the various content that supports their specific learning needs and style.
  
  
  
  
  
  
  
  
  References
  
  
  IANOȘ, M. G., & OPROIU, G. C. (2018). Using Technology to Teach Chemistry. A Theoretical Approach. eLearning & Software for Education, 3, 55–62. https://doi-org.ezp.waldenulibrary.org/10.12753/2066-026X-18-149
  
  
  International Society for Technology in Education (ISTE). (2016). Standards for Students. http://www.iste.org/standards/standards/for-students-2016
  
  
  International Society for Technology in Education (ISTE). (2008). Standards for Teachers. http://www.iste.org/standards/standards/standards-for-teachers