CA ISTE & ATL Alignment (@sjtylr copy)
 Share
The version of the browser you are using is no longer supported. Please upgrade to a supported browser.Dismiss

View only
 
 
ABCDEF
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
3
4
Characteristics of effective 21st Century Learners.Standards: ISTE NETS 2016Strands: ISTE NETS 2016 & IBATLBenchmarks: Descriptors of the skill outcomes at 4 levels of mastery. The third level is 'meeting expectations'.
5
Source: ISTE NETS 2016Contributing IB ATL SkillsNovice / Beginning (observation)
Learner / Developing (emulation)
Practitioner / Using (demonstration)
Expert / Sharing (self-regulation)
6
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, KnowledgeableATL Clusters: Affective, Collaboration, Critical ThinkingNovice / 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.
11
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 realisticWith 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 relationshipsWith 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 applicationsWith 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
31
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, CaringATL Clusters: Information Literacy, Media Literacy, Critical Thinking, OrganizationNovice / Beginning (observation)
Learner / Developing (emulation)
Practitioner / Using (demonstration)
Expert / Sharing (self-regulation)
34
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.
35
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 presentationStudents 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 relationshipsWith 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 rightsWith 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
51
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, ThinkersATL Clusters: Information Literacy, Critical Thinking, OrganizationNovice / Beginning (observation)
Learner / Developing (emulation)
Practitioner / Using (demonstration)
Expert / Sharing (self-regulation)
54
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.
55
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 dataWith 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 tasksWith 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 perspectiveWith 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
74
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, TransferNovice / Beginning (observation)
Learner / Developing (emulation)
Practitioner / Using (demonstration)
Expert / Sharing (self-regulation)
77
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.
78
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 problemsWith 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
82
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 issuesStudents 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 hypothesesStudents 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 situationsStudents 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
96
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, ThinkersATL Clusters: Critical Thinking, Creative Thinking, Information LiteracyNovice / Beginning (observation)
Learner / Developing (emulation)
Practitioner / Using (demonstration)
Expert / Sharing (self-regulation)
99
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.
100
Loading...