Student Learning and Creativity
ACTIVITY 2: Some evidence of the standard ACTIVITY 3: Obvious evidence of the standard
The teacher gives the students a set of numbers that represent the favorite
colors of students in one grade level at an imaginary school. Working in
teams, they are asked to build a digital representation of the data, such as a
bar chart, pie chart, or picture of dots or cube counters. Students then work
together to compare this data with another set of numbers that the teacher
provides.
The teacher asks teams of students to think about healthy living as they
build a digital representation—such as a bar chart, pie chart, or picture of
dots or cube counters—of how all the fourth graders in their school travel to
school. The groups then add these data to a national database. Students work
together to compare the data they gathered to the national data.
develop their mathematical representations, they may
choose to collaborate using a digital tool, although the
activity does not specifically guide them toward collaborative technology.
The teacher in Activity 3 asks the students to work
collaboratively in teams so they can have conversations
about the data and make group decisions about how
to represent it. The teacher has provided the context of
healthy living, but the students collect their own meaningful data from their grade level. They use digital tools
to collaboratively create a product and build an understanding of how the data they collected compare to real-world national data.
Helen Crompton, PhD, is an assistant professor of
instructional technology at Old Dominion University,
Virginia. She is a researcher and educator in the field of
instructional technology. She earned her PhD in
educational technology and mathematics education from
the University of North Carolina at Chapel Hill.
This is the first in a series of Know the ISTE Standards columns
exploring the ISTE Standards for Teachers (formally the NETS·T).
Beginning in July, look for future installments in this series at
iste.org/LL.
The ISTE Standards·T evaluate the skills and knowledge that
educators need to teach, work, and learn in an increasingly
connected global and digital society. You can find out more about
all of the ISTE Standards at iste.org/standards, and you can
get additional guidance on evaluating learning materials from
the NETS for Students Curriculum Planning Tool ( iste.org/store/
product?ID=2299).
When reading this column, keep in mind that marking an indicator
as addressed means that students have opportunities to learn
about or practice the indicator. That is usually how an indicator appears in a lesson. Marking an indicator as met means that students
actually demonstrate the knowledge or skills. Consistently coding
an indicator in lessons requires careful attention to both the wording of the standards and the details of the learning experience.
