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   RE: ISTE Student Standard 4
 From: Vincy Murgillo
 To: ISTE Standards
 Posted: 05-18-2017 10:00
 Message: This is exactly the work we are attempting to accomplish in the Technology Coordinators' Forum. Some of us met online last week to discuss what we are planning regarding prerequisite foundational skills and their connections to common core. Please join us for our next conversation. You can find the details in the Technology Coordinators' Community. If you are not a member, here is the link to join.
https://www.iste.org/my-profile/manage-networks

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Vincy Murgillo
Technology Integration Coach
Monroe 2 - Orleans BOCES/
Brockport NY
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Original Message:
Sent: 03-07-2017 11:36
From: Sarah Stoeckl
Subject: ISTE Student Standard 4

Restating to encourage folks to jump in: The request is for an evaluation or assessment tool that gauges where students are in their foundational tech knowledge and abilities, ideally appropriate for grades 9-12. Any suggestions?

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Sarah Stoeckl
Senior Project Manager, ISTE Standards
ISTE Staff
Eugene OR
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Original Message:
Sent: 03-06-2017 09:04
From: Janet Coe
Subject: ISTE Student Standard 4

I, too, am looking for an assessment tool.

I'll be following this stream to gather ideas!

Thanks to everyone who shares,

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Janet Coe, M.Ed.
 Apple Teacher
Director of Instructional Technology and Innovation
The Woodlands Christian Academy
The Woodlands, Texas
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Original Message:
Sent: 03-05-2017 16:06
From: Kristin Harrington
Subject: ISTE Student Standard 4

I agree...an inventory or self-assessment is a great idea and aligns well with the Empowered Learner standard. This could easily transition into students setting their own learning goals, creating digital portfolios, etc.

Our district is working on revising our Technology Scope and Sequence, so this would be a great addition. If we end up including this, I will share it in our forum. 

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Kristin Harrington
Digital Learning Specialist
Flagler County Schools
@KristinCHarr
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Original Message:
Sent: 03-03-2017 13:15
From: Nollyris Algarin
Subject: ISTE Student Standard 4

Hello,

I'm a librarian from Puerto Rico.  I want to know is there an instrument that allow me to obtain information about the students technological knowledge.  I want to assess the technological knowledge they  already have for prepare activities that allow them to develop skills that fulfill the ISTE standards. It's like a need assessment that serve as a start point for my library work with students.

Excuse my English.

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Nollyris Algarin
San Juan
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Original Message:
Sent: 01-13-2017 11:15
From: Sarah Stoeckl
Subject: ISTE Student Standard 4

Hello Russell,

Another place that might help your teachers tackle this standard is to choose a specific design process to work on with students. Human centered design is one that's currently popular but there are others, which is why we left the standard flexible. Getting their heads around the steps of a specific process should make it clearer what it might look like when implemented around a lesson or project.

For 4.d these are dispositions that are naturally built when students work through a design process so the challenge for teachers is allowing space for trying, failing, and sticking with it (perseverance) and support to build a growth mindset and tolerance for working with problems and questions that do not have an obvious solution (ambiguity and working with open-ended problems).

Hope that helps!

Sarah

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Sarah Stoeckl
Senior Project Manager, ISTE Standards
ISTE Staff
Eugene OR
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Original Message:
Sent: 01-12-2017 19:57
From: Jason Robertson
Subject: ISTE Student Standard 4

Well, I'm just trying to get comfortable with the 2016 standards myself, so consider this me just thinking aloud. I hope it may be useful.

My interpretation of this standard fits with a project I did last year with my students. Each year, students in my computer applications course (Grades 7 & 8) are put into collaborative teams of about 4 students each, with the goal of creating a game. They specialize, using skills they learned during the year, in roles such as Art Director and Software Developer. 

The emphasis of the Game Design project last year, using a tool called Game Maker, was to create a game to help raise awareness, among youth, about the endangered status of a local bird, the Marbled Murrelet. I chose this bird on the advice of some friends who work for State Parks, here in California.

Here is where I see a relationship to Standard 4. 

4a) Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.

Game Design involves planning of game goals, structure, and the programming objects and resources needed to carry out the project. The authentic pieces is the incorporation of real facts about the bird and its environment into the game to solve a real problem--trying to protect it.

4b) Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.

The design process is carried out over a period of about 6 weeks, during which the students must work as a team to manage resources (mostly time) and consider constraints (what the program can actually do) and calculated risks (can the scope of what they want to do be accomplished in the time)?

4c) Students develop, test and refine prototypes as part of a cyclical design process.


This is the essential activity of programming.

4d) Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.

When encountering problems of various types, they must find resources, get help, and continue to construct the program, which can go any direction they wish, since they are building any type of game they like. This is the open-ended part. 

I hope this is of some use!



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Jason Robertson
Teacher
Redwood Middle School
Saratoga
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Original Message:
Sent: 01-12-2017 16:15
From: Russell Smithson
Subject: ISTE Student Standard 4

We are currently working on updating our technology curriculum to match the new student standards. Our teachers are having trouble wrapping their head around standard 4 Innovative Designer - Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.
4a

Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.

4b

Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.

4c

Students develop, test and refine prototypes as part of a cyclical design process.

4d

Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.

If you have any suggestion, ideas, examples, or clarity on exactly what this standard is seeking (especially 4d) on how to meet this standard my teachers would greatly appreciate.

Thank you for your help,
Russell



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Russell Smithson
Instructional Technology Specialist
Warrensburg School District R-VI
Warrensburg MO
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