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: We checked the entire creativity/innovation suite. The students were not just learning how to analyze data; they essentially wrote a computer
program that could take new inputs and model different outcomes. This turned a classic research project into a creative endeavor. Although the students
worked in a one-to-one environment, the teacher organized the class so that the creation was a group effort.
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: It was easy to check off interaction and teamwork. Students were building a tool for themselves, not addressing an audience (although they might
do so in their final presentations). Indicator 2c made us wonder how this project might be shared with a culture where cars play a different role than they do in
North America.
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
h 3c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks
■ 3d. Process data and report results
Rationale: Some observers might check all of the research indicators because of the larger project. We disagree. The observables were the demonstration and
practice of mathematically modeling data. The teacher dictated the overall strategies and the tools used. Students selected and evaluated information sources on
cars during the week, but not during this period.
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: Many NETS indicators have more than one attribute: 4b mentions “plan” and “manage,” and 4c mentions “collect” and “analyze.” Although the
teacher did most of the planning, and the data collection was not part of the day’s activities, we checked 4b and 4c because of the students’ engagement in
problem solving around the math issues and spreadsheet construction.
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: The students used the spreadsheet tools independently and proactively to keep up with and contribute to the discussion. The scenario does not
note any examples of leadership or commitment to lifelong learning, but the teacher made sure to give explicit instruction on responsibility toward the created
product. We do not know if the students followed the instructions, but we know what they were taught.
Technology Operations and Concepts
■ 6a. Understand and use technology systems
h 6b. Select and use applications effectively and productively
h 6c. Troubleshoot systems and applications
h 6d. Transfer current knowledge to learning new technologies
Rationale: Creating spreadsheet formulas to solve a multistage problem is an advanced level of technology use for most people. We did not check the other
operations indicators because the teacher selected the tools, no troubleshooting was required, and the technology was already familiar.
What was your interpretation of the NETS? One of the classic teaching strategies in educational technology is to have students “teach” a skill to the
computer. ISTE’s Research and Evaluation Department felt this scenario updated a familiar secondary-level applied-math project with digital age skills, tools,
and standards. Do you agree or disagree with this assessment? Find out how other readers responded and share your insights, comments, and questions on the
NETS Assessment Wiki ( nets-assessment.iste.wikispaces.net).
