Creativity and Innovation
■ 1a. Apply existing knowledge to generate new ideas, products, or processes
■ 1b. Create original works as a means of personal or group expression
■ 1c. Use models and simulations to explore complex systems and issues
■ 1d. Identify trends and forecast possibilities
Rationale: This scenario was specifically designed to address all the attributes of NETS•S 1 indicators. Many projects address 1b without involving the other
indicators, particularly 1d. Although predicting how a day will look at the same time across regions may seem like a simple skill, the teacher identified it as a
standard her students could not meet. She chose to teach the skill by having students use real-time information in their work.
Communication and Collaboration
■ 2a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media
h 2b. Communicate information and ideas to multiple audiences using a variety of media and formats
h 2c. Develop cultural understanding and global awareness by engaging with learners of other cultures
■ 2d. Contribute to project teams to produce original works or solve problems
Rationale: NETS•S 2d is obvious. Although students were not collaborating with technology, they collaborated around technology, so we checked NETS•S 2a.
Indicator 2b is a close call, but the concept of “audience” was missing. As presented, the teacher asked students primarily to meet her parameters, not reach
out to others. And while understanding time zones may contribute to global awareness, as mentioned, this lesson did not engage anyone outside the class.
Research and Information Fluency
h 3a. Plan strategies to guide inquiry
■ 3b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
■ 3c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks
■ 3d. Process data and report results
Rationale: The teacher gave the students responsibility to select from various tools and information sources. However, she more or less set out the strategy for them.
NETS•S 3d is another close call. In real life, the observer would look at details of the activity. To the extent students were challenged to generalize their knowledge of
time zones, 3d should be checked. If students completed the assignment simply by approximating whatever appeared in the webcams, 3d was not addressed.
Critical Thinking, Problem Solving, and Decision Making
h 4a. Identify and define authentic problems and significant questions for investigation
■ 4b. Plan and manage activities to develop a solution or complete a project
■ 4c. Collect and analyze data to identify solutions and/or make informed decisions
h 4d. Use multiple processes and diverse perspectives to explore alternative solutions
Rationale: Again, the problem was teacher defined. However, within the activity, students use information sources to plan and make decisions about
the details. We did not check NETS•S 4d because of the scale of decisions. Had the assignment involved creating various ways of showing the sun/time
relationship, we might have checked 4d. This teacher sought a particular solution to meet a particular standard: showing understanding that the sun appears
farther to the right and the time is an hour later as the slides move from west to east.
Digital Citizenship
■ 5a. Advocate and practice safe, legal, and responsible use of information and technology
■ 5b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity
h 5c. Demonstrate personal responsibility for lifelong learning
h 5d. Exhibit leadership for digital citizenship
Rationale: Third graders don’t often advocate or exhibit leadership for digital citizenship, but this scenario did require attribution of sources, which we felt was
good enough for NETS•S 5a. This scenario is technically ambitious, involving network operations and multiple data formats. No class could get as far as this
one did without a positive background in IT skills. We can’t say much about lifelong learning, but if the children had voluntarily extended the investigation at
home, we might have checked 5c.
Technology Operations and Concepts
■ 6a. Understand and use technology systems
■ 6b. Select and use applications effectively and productively
h 6c. Troubleshoot systems and applications
h 6d. Transfer current knowledge to learning new technologies
Rationale: As described, this scenario obviously addresses 6a and 6b. No trouble was reported, so we were unable to observe any troubleshooting. Earlier in the
year, 6d must have been addressed, as students had learned all these technologies, but this scenario depicts a class that is applying skills they already have.
What was your interpretation of the NETS? Do you agree or disagree with ISTE R&E’s coding? In ISTE’s program evaluation experience, 15 indicators is well
above the average number observed in one lesson. How could the teacher address additional indicators or make the activity appropriate for different ages? Find
out how other readers responded and share your insights, comments, and questions on the NETS Assessment Wiki ( nets-assessment.iste.wikispaces.net).
