ISTE’s standards for students are more than an abstract framework. Teachers can use them to evaluate lesson plans and learning
experiences. Classroom scenarios for student
standards are available for free to members in
the ISTE Store ( iste.org/store) and through the
ISTE Classroom Observation Tool (ICOT) page
( iste.org/icot). Additional guidance on evaluating learning materials is available in the NETS
Curriculum Planning Tool ( iste.org/store/
product?ID=2299).
In the ICOT, 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.
KN
OW
T
HENE
TS
Standard 2: Communication & Collaboration
In each Know the
NETS, a member
of ISTE’s Research &
Evaluation Department
describes a lesson from
a classroom observation
and how he would evaluate its alignment with
the NETS for Students
( iste.org/standards/
nets-for-students).
By Talbot Bielefeldt
EXAMPLE 1
Students are assigned to do an electronic book report in presentation
software using a template that the teacher posts online for submission
through individual student folders.
(No evidence of the standard)
I
N
D
I
C
AT
O
R
S
This month, we focus on Standard 2, with
examples of how an observer or lesson designer
might assess the indicators of communication
and collaboration.
Indicators under most of ISTE’s student standards usually have multiple attributes of their
own. Standard 2 has two attributes under each
indicator. Indicator 2a involves both collaboration and media. Indicator 2b involves not only
communication with technology, but also consideration of audience. Indicator 2c involves
not just encountering information about other
cultures, but some kind of communication with
those cultures as well. Indicator 2d is more than
classroom grouping; the teams are convened
around creative or problem-based activities.
Identifying an indicator in a lesson or observation often hinges on whether both attributes
appear, and whether they appear in a way that
relates to the particular standard. For instance,
presentation software skills (i.e., “using … a
