PD when you want it!
Last month we proposed an observation scenario that used lots of technology while
addressing no NETS for students. This month we propose a scenario that meets all
24 NETS indicators!
Learn to implement
and lead with technology
through ISTE’s NETS-
based online courses.
Creativity and Innovation
The students come up with an innovation based on a simple model. The idea
arises out of their group work, and the students recognize that their model
might be a forecasting tool.
Communication and Collaboration
The students are obviously involved in digital interaction. Not only do they contribute
to the internal team, but they also consider the users of their interactive map and
reach across generations for first-hand experience.
Research and Information Fluency
The scenario begins with the students more or less stuck at an information-retrieval
stage. Their challenges inspire them to engage with the technology and content at
higher levels of decision making.
Critical Thinking, Problem Solving, and Decision Making
In addition to making decisions about technology, the students accepted
responsibility for understanding conflicting views and organizing a task that
threatens to overwhelm them.
Digital Citizenship
The students also recognize lapses in their own digital citizenship, encouraging
one another to seek alternative information and evaluate the quality of sources.
They are ready to pursue their work outside of class and recognize that their
project might have larger implications.
Self-Paced Courses
Begin Anytime
Technology Operations and Concepts
The students adapt to the technology problems in several ways. They understand
that their phones can work around the school network. They work across
technologies and software platforms, including ones they have not used before.
They see the selection of technology as a decision that is part of their creation.
How do you create a “24-indicator” learning space? This scenario is possible only in
a school that meets many of the NETS Essential Conditions. This school’s policies
support student access and use of multiple technologies, and its infrastructure
supports (albeit imperfectly) heavy use of learning tools. The teacher’s instruction
and professional development must have fostered a classroom culture that supports
student independence. It would be unusual to see all these indicators in one period,
but some of them occur in almost every period. One purpose of these observation
exercises is to do the same thing the world history students had in mind: Help us
document and communicate change over time.
What was your interpretation of the NETS? Do you agree or disagree with
ISTE R&E’s coding? How could a teacher modify this scenario to create a
richer lesson? What additional time, student preparation, technologies, or other
resources would the lesson need? Find out how other readers responded and
share your insights, comments, and questions on the NETS Assessment Wiki
( nets-assessment.iste.wikispaces.net).
