Can you observe the NETS for Students in practice?
Try this exercise: Read the scenario below, then check off any
NETS•S performance indicators (on the right) that you think the
lesson addresses. Then turn to the next page to see how ISTE’s
Research & Evaluation team would rate this lesson against the
NETS using the ISTE Classroom Observation Tool (ICOT, iste.org/
icot). You can also do this exercise online at surveymonkey.
com/s/knowthenets.
T he state standard is on the board: Understand the causes and impacts of World War II. World history students are creating their unit presentations. Research teams have chosen among several technologies for
their projects, but the technology is presenting unexpected
challenges. Everyone in the school seems to be online, and
the network is slow. A team working on ethnic issues discovers a key website is down, and they haven’t yet agreed
how to present the complex picture of ethnic conflict.
Students attack the technology problem first, taking ad-
vantage of the school’s bring-your-own-device policy to log
on to websites with their cell phones. Two students boot up
one of the classroom’s rarely used desktops. It has an unfa-
miliar operating system, but they find the functions they
need. While using a search engine they have never seen
before, they flip through a series of maps on recent ethnic
concentrations in parts of Eastern Europe. The rapid tran-
sition from site to site gives the students the focus for their
presentation: They will animate the changes so that users
can interact with a map to see changes develop over time.
“We could run it up to today,” a student says. “We could see
what will happen next. We’ll be famous.”
The teacher cautions them to not try to do too much,
and they leave the computers alone while they reorganize
priorities. They decide to focus on one example from the
European theater. One student looks into animation op-
tions while the others return to their maps and models.
Then one chart stops them short. The diagram refutes
much of their other data. In fact, the website claims that
many of the events they have been researching did not
happen. “What are we supposed to do with this?” a student
asks. “Check his sources,” another answers. “Check our
sources.” The students have to catch up with their referenc-
ing, as they have been downloading map images without
attribution. One student places a call on her cell phone.
“I’m calling my grandma,” she says. “She was there.”
It becomes obvious that the group cannot finish in
time. The teacher allows an extension if the students
provide an action plan. They decide to meet at the home
with the best internet access. The bandwidth will be
better, they can eat pizza while they work, and they can
Skype with the grandmother who was there.
KNOW THEnets
Creativity and Innovation
h 1a. Apply existing knowledge to generate new ideas, products,
or processes
h 1b. Create original works as a means of personal or group expression
h 1c. Use models and simulations to explore complex systems
and issues
h 1d. Identify trends and forecast possibilities
Communication and Collaboration
h 2a. Interact, collaborate, and publish with peers, experts, or others
employing a variety of digital environments and media
h 2b. Communicate information and ideas effectively 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
h 2d. Contribute to project teams to produce original works or
solve problems
Research and Information Fluency
h 3a. Plan strategies to guide inquiry
h 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
h 3d. Process data and report results
Critical Thinking, Problem Solving, and Decision Making
h 4a. Identify and define authentic problems and significant questions
for investigation
h 4b. Plan and manage activities to develop a solution or complete
a project
h 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
Digital Citizenship
h 5a. Advocate and practice safe, legal, and responsible use of
information and technology
h 5b. Exhibit a positive attitude toward technology that supports
collaboration, learning, and productivity
h 5c. Demonstrate personal responsibility for lifelong learning
h 5d. Exhibit leadership for digital citizenship
Technology Operations and Concepts
h 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
