ISTE Standards for Students Converted to Benchmarks
ISTE expands the description of core standards to offer “profiles” explaining how standards might apply to “developmental points” in education. In other words, an attempt is made to offer benchmarks appropriate to grade levels (PK-2, 3-5, 6-8, 9-12). These profiles also translate standards to identify something descriptions closer to actual classroom tasks. As an example, we list those profile examples associated with the standard involving collaboration and communication (standard 2). The numbers in parentheses (below) cross reference each benchmark to one of the ISTE standards for students (see Chapter 1 in the Primer).
PK-2:
1. Illustrate and communicate original ideas and stories using digital tools and media-rich resources. (1,2)
2. Engage in learning activities with learners from multiple cultures through e-mail and other electronic means. (2,6)
3. In a collaborative work group, use a variety of technologies to produce a digital presentation or product in a curriculum area. (1,2,6)
3-5
1. Produce a media-rich digital story about a significant local event based on first-person interviews. (1,2,3,4) 6-8 1. Describe and illustrate a content-related concept or process using a model, simulation, or concept-mapping software. (1,2)
2. Create original animations or videos documenting school, community, or local events. (1,2,6)
3. Participate in a cooperative learning project in an online learning community. (2)
4. Use collaborative electronic authoring tools to explore common curriculum content from multicultural perspectives with other learners. (2,3,4,5)
9-12
1. Create and publish an online art gallery with examples and commentary that demonstrate an understanding of different historical periods, cultures, and countries. (1,2)
2. Identify a complex global issue, develop a systematic plan of investigation, and present innovative sustainable solutions. (1,2,3,4)
As you examine the collaboration and communication benchmarks, you are probably focusing on the suggestions for the students with whom you intend to work. As you can see, benchmarks describe activities at a general level, but do not identify a specific content area or the specifics of a learning activity. You might imagine cross referencing these benchmarks with information provided by the content area standards appropriate to your area of instruction. Alone or in collaboration with faculty colleagues, curriculum frameworks and ultimately specific lesson plans would be formulated.