Source: Digital Access Key Image; Morgue File; http://mrg.bz/xJqkIW
Hello, ladies and gentlemen. I hope you are having a great day today. Today we are going to look at analyzing the ISTE standards for students, really focusing in on providing students with the ability to analyze, select, and align the ISTE students standards when we're working in a lesson or unit. I've chosen a fun quote today by JK Rowling from Harry Potter and the Order of the Phoenix, which says, "never try to understand the students. They hate it." Obviously, this is a little bit of a joke, but I think it's sort of a funny way to investigate really looking at what we want our students to know.
By the end of today's lesson, you are going to be able to review the ISTE standards. You'll be able to examine how to align the ISTE standards with selected content standards, and you'll be able to use this knowledge to help create content objectives and "I can" statements for your students.
First let's review the ISTE standards for students. You can find these ISTE standards at iste.org/standards/standardsforstudents. This is a wonderful website that really helps you focus in on what these standards look like. Now I would like to go ahead and review what these ISTE standards are for students specifically.
So the first ISTE standards for students have to do with creativity and innovation. This is really ensuring that students have the ability to construct their own knowledge of information, and then from that knowledge, be able to develop certain products using that technology. Number two is communication and collaboration. This is ensuring that students feel confident in their ability to communicate using the various technological resources that are offered to them as well as to collaborate with other peers using that technology and through that technology.
ISTE standard number 3 is research and information fluency. This is looking at a student's ability to really use technology in order to gather research and information online and then the ability to evaluate it, to determine whether or not it's useful or accurate information to be used for certain educational purposes, and then to be able to incorporate that information into the work that they're doing using that technology.
Standard number 4 is critical thinking, problem solving, and decision-making, ensuring that students are using this technology, but using it thinking critically about what they're seeing on the technology, about how they're using that technology, about conducting research, completing projects, and helping to solve certain problems that they need to as they're using that technology, either on their own or in a collaborative setting, and making sure that they are making good decisions or feel capable of making decisions when using that technology.
Standard number 5 is digital citizenship-- ensuring that students are responsible digital citizens when using technology, both in school and out, but especially for educational purposes, and ensuring that they understand all of the ethical and legal issues that are involved with their technology use. The final standard for the ISTE student standards is technology operations and concepts, focusing in on students understanding the technology systems that they are using, first how the system works, and then even digging a little bit deeper in why the system works that way and really understanding the concepts that are involved in using the technology and in the development and creation of that technology.
Let's go ahead now and look at how we can align these ISTE standards to our content standards. First, what you're going to want to do is you are going to want to select the content standard that you want to use. Next, define that ISTE standard that you feel best aligns with the content standard that you've selected. The next step is to use the standards, both the ISTE standard and the content standard, to help write the "I can" statement, or in some cases, "I can" statements, that your students can use. Finally, we're going to use those "I can" statements to help write our learning objectives for the lesson.
So first, let's look at that step of selecting the content standard. For this example, I've chosen the Common Core State Standard for English/Language Arts and Literacy, RH.6-8.7. And what this standard states is looking at the integration of visual information with other information in print and digital text. For example, this is looking at things in charts and graphs and photographs, videos, maps with other information in print or digitally.
Once I've established that this is the content standard that I want to use, I then define the IST standard that I feel closely aligns with that. For this one, I've chosen the ISTE standard 3-- research and information fluency. This works very nicely with that idea of integrating visual information with other information, as that goes right along with the research that I'm looking at.
So what this standard specifically dictates is that plan strategies to guide inquiry, locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. Notice where we say variety of sources and media there, that really feeds into the visual information element. And then evaluate and select information sources and digital tools based on the appropriateness to the specific tasks. Finally, it asks you to process the data and then report the results, which we are going to directly connect to integrating that visual information with other information.
Now let's create the "I can" statements from this different standards, first from the content standards. The "I can" statement here, written in student language, is going to be I can integrate visual information, including charts, graphs, or maps, with other information from digital texts. The "I can" statement that I've created from the ISTE standard is I can develop a multimedia presentation tool to analyze, synthesize, and report on data collected from a variety of valid and reliable digital resources.
Now, one note that I want to make about these "I can" statements is some of the language here is very appropriate for grade level, but sometimes you'll find that the language might be a little above grade level. And in that case, you're going to want to determine whether you rewrite the "I can" statement to vocabulary that your students can reach or whether you want to take just a little bit of time to help explain the vocabulary in your "I can" statement before you start the lesson.
Now we're going to use those "I can" statements to create the learning objective. Here is the learning objective. Students will create a Prezi, which is a type of presentation, incorporating charts, graphs, and maps. Here I've decided that I want my students to be able to complete all three of these, illustrating the economic impact and population shifts resulting from the westward expansion occurring during the Reconstruction period. You'll notice what I've done now is I've taken it out of very general terms, and I have really made it applicable to what's happening in my class at that moment, hence the learning objective.
Notice also how this lesson can be integrated with other content areas and across classrooms. I think when you are able to do that to connect, perhaps, your social studies with language arts or science and language arts or math and science, you're really doing your students a great service.
Now let's put it all together. We have our objective. Students will create the Prezi, incorporating those charts, graphs, and maps, looking at the economic impact during the Reconstruction period. We have the "I can" statements. Students say I can integrate visual information, including these elements, with other digital texts, and I can develop a multimedia presentation tool to analyze that information on data collected from a variety of reliable digital resources.
Now that we've reached the end of our lesson, you are able to review the ISTE standards. You're able to examine how to align those ISTE standards with selected content standards, and you're able to use that knowledge to create content objectives and "I can" statements. I want to take just a moment now for reflection. As you look back at all that you've learned about the ISTE standards, what do you think would be the first step you would take to begin implementing these standards into your content area?
As you reflect on how this new information can be applied, you might want to explore the Additional Resources section that accompanies this video presentation. This is where you'll find links to resources chosen to really help you deepen your learning and explore ways to apply your newly acquired skill set.
(00:00-00:41) Intro
(00:42-01:02) Objectives
(01:03-04:08) ISTE Student Standards Review
(04:09-04:54) Aligning ISTE Standards to Content Standards
(04:55-09:19) Example Alignment
(09:20-09:41) Review
(09:42-10:13) Reflection
ISTE Standards
Official website for the ISTE student standards. The student standards include the six key areas for student appropriate use of technology in their learning: Creativity and Innovation; Communication and Collaboration; Research and Informational Fluency; Critical thinking, problem solving and decision making; digital citizenship; and Technology operations and concepts.
http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-S_PDF.pdf
Common Core State Standards Initiative
The official web site for the Common Core ELA and Math Standards. This web site is an easy to navigate portal including the ELA anchor standards; standards by grade; Literacy Standards for History and Social Studies; Literacy Standards for Science and the technical areas; Math practice standards; and math standards by grade. In addition to the complete set of standards, this site included the appendices to the standards which include student work samples, suggested texts, implementation guidance, and instructional strategies.
http://www.corestandards.org/
Writing I Can Statemtents
Digital Speaking Wiki that outlines how and why to write I Can Statements. Each link provides instructions for the steps and rationale for developing and using I Can statements with your students. In particular, scroll down to access the digital I Can statement template as an easy to use tool to develop I Can statements aligned to the relevant standards for your classroom.
http://digitallyspeaking.pbworks.com/w/page/17791587/Writing%20I%20Can%20Statements
"I Can" Goal Statements Connect Students to Formative Assessments
Presentation from the Trumball County School District, Iowa. This presentation provides a clear overview on how to develop I Can Statements linked to formative assessments. Using this process, teachers are able to develop student-centered learning targets that can be quickly measured for instructional decision making. http://www.trumbullesc.org/Downloads/I%20Can%20Succeed.pdf