CA ISTE & ATL Alignment (@sjtylr copy)

	A	B	C	D	E	F
1	Connecting the IB ATL Skills with the 2016 ISTE Standards for students.		This is work by the tech integration, library & curriculum team at Canadian Academy, Kobe, Japan, 2016-2017.
2			Contact Stephen Taylor (@sjtylr or stephen@i-biology.net).		PLEASE READ THIS POST
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4	Characteristics of effective 21st Century Learners.		Standards: ISTE NETS 2016	Strands: ISTE NETS 2016 & IBATL	Benchmarks: Descriptors of the skill outcomes at 4 levels of mastery. The third level is 'meeting expectations'.
5	Source: ISTE NETS 2016	Contributing IB ATL Skills	Novice / Beginning (observation)	Learner / Developing (emulation)	Practitioner / Using (demonstration)	Expert / Sharing (self-regulation)
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7	Empowered Learner	Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.
8	Learner Profile Attributes: Inquirers, Knowledgeable	ATL Clusters: Affective, Collaboration, Critical Thinking	Novice / Beginning (observation)	Learner / Developing (emulation)	Practitioner / Using (demonstration)	Expert / Sharing (self-regulation)
9			ISTE: ages 4-7 (pp24-25)	ISTE: ages 8-11 (pp26-27)	ISTE: ages 12-14 (pp28-29)	Aspirational/exemplary
10			Students are introduced to the skill, and can watch others performing it.	Students copy others who use the skill and use the skill with scaffolding and guidance.	Students employ the skill confidently and effectively.	Students can show others how to use the skill and accurately assess how effectively the skill is used.
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12	Strand 1a: Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.	Set goals that are challenging and realistic	With guidance from an educator, students consider and set personal learning goals and utilize appropriate technologies that will demonstrate knowledge and reflection of the process.	Students develop learning goals in collaboration with an educator, select the technology tools to achieve them, and reflect on and revise the learning process as needed to achieve goals.	Students articulate personal learning goals, select and manage appropriate technologies to achieve them, and reflect on their successes and areas of improvement in working toward their goals.	Aspirational/open-ended. How might you go beyond the 'practitioner' level of these skills? How can you show this?
13		Plan strategies and take action to achieve personal and academic goals
14		Develop new skills, techniques and strategies for effective learning
15		Identify strengths and weaknesses of personal learning strategies (self-assessment)
16		Understand and use technology systems
17	Strand 1b: Students build networks and customize their learning environments in ways that support the learning process.	Use social media networks appropriately to build and develop relationships	With guidance from an educator, students learn about various technologies that can be used to connect to others or make their leaning environments personal and select resources from those available to enhance their learning.	With the oversight and support of an educator students build a network of experts and peers within school policy and customize their environments to enhance their learning.	Students identify and develop online networks within school policy, and customize their learning environments in ways that support their learning, in collaboration with an educator.	This level is deliberately left blank, to allow for innovation and interesting ideas to emerge. Over-description might inadvertently cap the outcomes. See also: @CultOfPedagogy's "Single Point Rubric".
18		Develop new skills, techniques and strategies for effective learning
19		Demonstrate flexibility in the selection and use of learning strategies
20		Exercise leadership and take on a variety of roles within groups
21		Collaborate with peers and experts using a variety of digital environments and media.
22	Strand 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.	Give and receive meaningful feedback, from peers, teachers and experts, within and beyond the school.	With guidance from an educator, students recognize performance feedback from digital tools, make adjustments based on that feedback and use age-appropriate technology to share learning.	Students seek from feedback from both people and features embedded in digital tools, and use age-appropriate technology to share learning.	Students actively seek performance feedback from people, including teachers, and from functionalities embedded in digital tools to improve their learning process, and they select technology to demonstrate their learning in a variety of ways.
23		Practise visible thinking strategies and techniques
24		Develop new skills, techniques and strategies for effective learning
25		Plan strategies and take action to achieve personal and academic goals
26		Present information in a variety of formats and platforms
27	Strand 1d: Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.	Troubleshoot systems and applications	With guidance from an educator, students explore a variety of technologies that will help them in their learning and begin to demonstrate an understanding of how knowledge can be transferred between tools.	Students explore age-appropriate technologies and begin to transfer their learning to different tools or learning environments.	Students are able to navigate a variety of technologies and transfer their knowledge and skills to learn how to use new technologies.
28		Evaluate and select information sources and digital tools based on their appropriateness to specific tasks
29		Transfer current knowledge to learning of new technologies
30		Select and use technology effectively and productively
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32	Digital Citizen	Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical.
33	Learner Profile Attributes: Principled, Caring	ATL Clusters: Information Literacy, Media Literacy, Critical Thinking, Organization	Novice / Beginning (observation)	Learner / Developing (emulation)	Practitioner / Using (demonstration)	Expert / Sharing (self-regulation)
34	Learner Profile Attributes: Principled, Caring		Students are introduced to the skill, and can watch others performing it.	Students copy others who use the skill and use the skill with scaffolding and guidance.	Students employ the skill confidently and effectively.	Students can show others how to use the skill and accurately assess how effectively the skill is used.
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36	Strand 2a: Students cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world.	Understand the impact of media representations and modes of presentation	Students practice responsible use of technology through teacher-guided online activities and interactions to understand how the digital space impacts their life.	Students demonstrate an understanding of the role an online identity plays in the digital world and learn the permanence of their decisions when interacting online.	Students manage their digital identities and reputations within school policy, including demonstrating an understanding of how digital actions are never fully erasable.
37		Manage digital identity.
38		Demonstrate understanding of the permanence of digital footprint.
39	Strand 2b: Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.	Use social media networks appropriately to build and develop relationships	With guidance from an educator, students understand how to be careful when using devices and how to be safe online, follow safety rules when using the internet and collaborate with others.	Students practice and encourage others in safe, legal and ethical behavior when using technology and interacting online, with guidance from an educator.	Students demonstrate and advocate for positive, safe, legal and ethical habits when using technology and when interacting with others online.
40		Make informed choices about personal viewing experiences and online activities.
41		Practise strategies to prevent and eliminate bullying
42		Practise empathy
43		Take responsibility for one’s own actions
44		Know when to find an adult if you or your peers encounter an issue of concern
45	Strand 2c: Students demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.	Understand and implement intellectual property rights	With guidance from an educator, students learn about ownership and sharing of information, and how to respect the work of others.	Students learn about, demonstrate and encourage respect for intellectual property with both print and digital media when using and sharing the work of others.	Students demonstrate and advocate for an understanding of intellectual property with both print and digital media—including copyright, permission and fair use—by creating a variety of media products that include appropriate citation and attribution elements.
46		Create references and citations, use footnotes/endnotes and construct a bibliography according to recognized conventions
47	Strand 2d: Students manage their personal data to maintain digital privacy and security and are aware of data-collection technology used to track their navigation online.	Make informed choices about personal viewing experiences and online activities.	With guidance from an educator, students demonstrate an understanding that technology is all around them and the importance of keeping their information private.	Students demonstrate an understanding of what personal data is, how to keep it private and how it might be shared online.	Students demonstrate an understanding of what personal data is and how to keep it private and secure, including the awareness of terms such as encryption, HTTPS, password, cookies and computer viruses; they also understand the limitations of data management and how data-collection technologies work.
48		Use effective tools and strategies to safeguard personal data and digital security.
49		Evaluate and manage risk
50		Understand and use technology systems
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52	Knowledge Constructor	Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.
53	Learner Profile Attributes: Knowledgeable, Thinkers	ATL Clusters: Information Literacy, Critical Thinking, Organization	Novice / Beginning (observation)	Learner / Developing (emulation)	Practitioner / Using (demonstration)	Expert / Sharing (self-regulation)
54	Learner Profile Attributes: Knowledgeable, Thinkers		Students are introduced to the skill, and can watch others performing it.	Students copy others who use the skill and use the skill with scaffolding and guidance.	Students employ the skill confidently and effectively.	Students can show others how to use the skill and accurately assess how effectively the skill is used.
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56	Strand 3a: Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.	Collect, record and verify data	With guidance from an educator, students use digital tools and resources, contained within a classroom platform or otherwise provided by the teacher, to find information on topics of interest.	Students collaborate with a teacher to employ appropriate research techniques to locate digital resources that will help them in their learning process.	Students demonstrate and practice the ability to effectively utilize research strategies to locate appropriate digital resources in support of their learning.
57		Find information for disciplinary and interdisciplinary inquiries, using a variety of media
58		Access information to be informed and inform others
59	Strand 3b: Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.	Evaluate and select information sources and digital tools based on their appropriateness to specific tasks	With guidance from an educator, students become familiar with age-appropriate criteria for evaluating digital content.	Students learn how to evaluate sources for accuracy, perspective, credibility and relevance.	Students practice and demonstrate the ability to evaluate resources for accuracy, perspective, credibility and relevance.
60		Locate, organize, analyse, evaluate, synthesize and ethically use information from a variety of sources and media (including digital social media and online networks)
61		Use critical literacy skills to analyse and interpret media communications
62		Recognize unstated assumptions and bias
63		Compare, contrast and draw connections among (multi)media resources
64	Strand 3c: Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.	Locate, organize, analyse, evaluate, synthesize and ethically use information from a variety of sources and media (including digital social media and online networks)	With guidance from an educator, students explore a variety of teacher-selected tools to organize information and make connections to their learning.	Using a variety of strategies, students organize information and make meaningful connections between resources.	Students locate and collect resources from a variety of sources and organize assets into collections for a wide range of projects and purposes.
65		Understand and use technology systems
66		Use appropriate strategies for organizing complex information
67		Make connections between various sources of information
68	Strand 3d: Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.	Inquire in different contexts to gain a different perspective	With guidance from an educator, students explore real-world issues and problems and share their ideas about them with others.	Students explore real-world problems and issues and collaborate with others to find answers or solutions.	Students explore real-world issues and problems and actively pursue an understanding of them and solutions for them.
69		Make inferences and draw conclusions
70		Propose and evaluate a variety of solutions
71		Combine knowledge, understanding and skills to create products or solutions
72		Create novel solutions to authentic problems
73		Apply existing knowledge to generate new ideas, products or processes
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75	Innovative Designer	Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.
76	Learner Profile Attributes: Inquirers, Open-minded,	ATL Clusters: Creative Thinking, Critical Thinking, Transfer	Novice / Beginning (observation)	Learner / Developing (emulation)	Practitioner / Using (demonstration)	Expert / Sharing (self-regulation)
77	Learner Profile Attributes: Inquirers, Open-minded,		Students are introduced to the skill, and can watch others performing it.	Students copy others who use the skill and use the skill with scaffolding and guidance.	Students employ the skill confidently and effectively.	Students can show others how to use the skill and accurately assess how effectively the skill is used.
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79	Strand 4a: Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.	Create novel solutions to authentic problems	With guidance from an educator, students ask questions, suggest solutions, test ideas to solve problems and share their learning.	Students explore and practice how a design process works to generate ideas, consider solutions, plan to solve a problem or create innovative products that are shared with others.	Students engage in a design process and employ it to generate ideas, create innovative products or solve authentic problems.
80		Design new machines, media and technologies
81		Combine knowledge, understanding and skills to create products or solutions
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83	Strand 4b: Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.	Use models and simulations to explore complex systems and issues	Students use age-appropriate digital and non-digital tools to design something and are aware of the step-by-step process of designing.	Students use digital and non-digital tools to plan and manage a design process.	Students select and use digital tools to support a design process and expand their understanding to identify constraints and trade-offs and to weigh risks.
84		Evaluate and select information sources and digital tools based on their appropriateness to specific tasks
85		Evaluate and manage risk
86		Select and use technology effectively and productively
87	Strand 4c: Students develop, test and refine prototypes as part of a cyclical design process.	Make guesses, ask “what if” questions and generate testable hypotheses	Students use a design process to develop ideas or creations, and they test their design and redesign if necessary.	Students engage in a cyclical design process to develop prototypes and reflect on the role that trial and error plays.	Students engage in a design process to develop, test and revise prototypes, embracing the cyclical process of trial and error and understanding problems or setbacks as potential opportunities for improvement.
88		Practise observing carefully in order to recognize problems
89		Design improvements to existing machines, media and technologies
90		Revise understanding based on new information and evidence
91		Transfer current knowledge to learning of new technologies
92	Strand 4d: Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.	Apply skills and knowledge in unfamiliar situations	Students demonstrate perseverance when working to complete a challenging task.	Students demonstrate perseverance when working with open-ended problems.	Students demonstrate an ability to persevere and handle greater ambiguity as they work to solve open-ended problems.
93		Inquire in different contexts to gain a different perspective
94		Demonstrate persistence and perseverance
95		Practise “failing well” and dealing with change and ambiguity
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97	Computational Thinker	Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.
98	Learner Profile Attributes: Inquirers, Thinkers	ATL Clusters: Critical Thinking, Creative Thinking, Information Literacy	Novice / Beginning (observation)	Learner / Developing (emulation)	Practitioner / Using (demonstration)	Expert / Sharing (self-regulation)
99	Learner Profile Attributes: Inquirers, Thinkers		Students are introduced to the skill, and can watch others performing it.	Students copy others who use the skill and use the skill with scaffolding and guidance.	Students employ the skill confidently and effectively.	Students can show others how to use the skill and accurately assess how effectively the skill is used.
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