EXAMPLE 2 EXAMPLE 3
Students work in teams to do a group book report on one aspect of an
assigned text, creating a digital slide show from the teacher’s template that
they will present to the class.
(Some evidence of the standard)
Students work in teams to select a favorite book that they will introduce to
students in another country using the most appropriate digital media and
communications tools.
(Obvious evidence of the standard)
variety of media”) are useful, but technology skills as such
are already covered under the Technology Operations and
Concepts standard. Standard 2 has to do with communication skills. The indicators are not supposed to be redundant,
even though some of their attributes overlap. Some observers mark every indicator that mentions digital tools as
addressed if students use any digital tools. This obscures opportunities for improvement because they are inaccurately
recognizing some missing attributes as present. Careful use
of the indicators both documents student achievement and
identifies ways to improve the learning experience.
Note that none of these indicators is marked as met. That
is typical. Independently demonstrating the knowledge
and skill described in an indicator is difficult to do outside
of a capstone project or work sample.
Talbot Bielefeldt is the senior research associate in ISTE’s
Research & Evaluation department. As part of ISTE’s
program evaluation services, he has been conducting
NETS observations in classrooms since 1999.
