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   RE: ISTE Student Standard 4
 From: Jason Robertson
 To: ISTE Standards
 Posted: 01-12-2017 19:58
 Message: 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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