ISTE Student Standards are guidelines that outline the skills, knowledge, and attitudes for students navigating a digital world. These standards provide a framework for educators to integrate technology effectively into their teaching practices and help students develop essential digital literacy and 21st-century skills.

ISTE Student Standards focus on a different aspect of 7 digital competences:

Empowered Learner

Students leverage technology to take an active role in their learning, set goals, and demonstrate self-direction.

Digital Citizen

Students understand the rights, responsibilities, and ethical considerations related to digital technology use.

Knowledge Constructor

Students critically curate, evaluate, and construct knowledge from various digital resources.

Innovative Designer

Students use technology to create innovative solutions to real-world problems and engage in design thinking.

Computational Thinker

Students develop and employ strategies for problem-solving, data analysis, and algorithmic thinking.

Creative Communicator

Students effectively communicate and express themselves using a variety of digital tools and media.

Global Collaborator

Students collaborate with peers from diverse backgrounds using technology to foster cultural understanding and global citizenship.

Students leverage technology to take an active role in choosing, achieving, and demonstrating competency in their learning goals, informed by the learning sciences.

• 1.1.a 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.
• 1.1.b Students build networks and customize their learning environments in ways that support the learning process.
• 1.1.c Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
• 1.1.d 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.

When introducing any of Strawbees lessons begin by explaining the learning experience to your students. Describe how they would be using Strawbees connectors and/or the micro:bit to create a project. Emphasize that they will take an active role in choosing, achieving, and demonstrating competency in their learning goals.

Learning Goal Setting

Guide your students in setting their own learning goals related to the project. Encourage them to think about what they want to learn or achieve through this experience. Discuss how their goals can be informed by the learning sciences, such as principles of design thinking, engineering, or computational thinking.

Research and Exploration

Provide your students with resources and materials to conduct research on Strawbees, the micro:bit, and related concepts. Encourage them to explore tutorials, videos, or other learning materials to deepen their understanding of the technologies and gain insights from the learning sciences. Facilitate discussions to help them connect their goals with the knowledge they acquire.

Project Planning and Design

Support your students in planning and designing their projects based on their learning goals. Encourage them to consider the capabilities of Strawbees and the micro:bit and how they can leverage these technologies to achieve their objectives. Promote creative thinking and problem-solving by asking open-ended questions and providing guidance as needed.

Construction and Programming

Provide time and resources for your students to construct their projects using Strawbees and program the micro:bit. Encourage experimentation and iteration as they encounter challenges. Foster a growth mindset by promoting resilience and encouraging them to seek support, collaborate, and iterate on their designs to achieve their desired outcomes.

Competency Demonstration

Give your students opportunities to demonstrate competency in their learning goals. This could include presentations, exhibitions, or sharing their projects with the class or a broader audience. Encourage them to articulate how their projects align with their learning goals and the knowledge they gained from the learning sciences.

Reflection and Self-Assessment

Facilitate reflection sessions where your students can evaluate their progress, identify their strengths, areas for improvement, and how well they achieved their learning goals. Encourage self-assessment and self-reflection to foster metacognition and ownership of their learning process.

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.

• 1.2.a Students cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world.
• 1.2.b Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.
• 1.2.c Students demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.
• 1.2.d Students manage their personal data to maintain digital privacy and security and are aware of data-collection technology used to track their navigation online.

Introduction to Digital Citizenship

Begin by introducing the concept of digital citizenship to your students. Explain that digital citizenship refers to the rights, responsibilities, and opportunities of living, learning, and working in an interconnected digital world. Discuss the importance of acting and modeling safe, legal, and ethical behaviors online.

Safety and Responsible Use

Emphasize the importance of online safety and responsible use of technology. Discuss strategies to protect personal information, avoid cyberbullying, and practice responsible digital communication. Reinforce the idea that digital citizenship extends beyond the physical classroom and into the online world.

Rights and Responsibilities

Explore the rights and responsibilities that come with being a digital citizen. Discuss topics such as freedom of speech, privacy, copyright, and intellectual property. Encourage critical thinking about ethical dilemmas and responsible decision-making in the digital realm.

Ethical Considerations

Help students understand the ethical implications of using technology. Discuss topics such as digital footprint, online behavior, and the impact of their actions on others. Encourage empathy, respect, and responsible use of digital tools during the learning experience.

Incorporate Digital Citizenship into the Project

Connect the principles of digital citizenship to the project using Strawbees and the micro:bit. Encourage students to think about how their creations can promote positive digital interactions, address real-world issues, or raise awareness about ethical considerations related to technology.

Reflection and Discussion

Throughout the learning experience, facilitate regular reflection sessions and discussions to encourage students to think critically about their actions and decisions as digital citizens. Prompt them to consider how their project aligns with the principles of digital citizenship and how they can model safe, legal, and ethical behaviors.

Showcase and Share

Provide opportunities for students to showcase and share their projects with others, such as classmates, parents, or the school community. Encourage them to articulate the digital citizenship principles they incorporated into their creations, fostering a culture of responsible technology use.

By following these steps, you can facilitate a learning experience where students not only engage in hands-on creation using Strawbees and the micro:bit, but also develop an understanding of digital citizenship principles. Through this experience, students will recognize their rights, responsibilities, and opportunities in the interconnected digital world while acting and modeling in ways that are safe, legal, and ethical.

It is important to continuously reinforce and model good digital citizenship practices throughout the learning experience and beyond.

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.

• 1.3.a Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
• 1.3.b Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.
• 1.3.c Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
• 1.3.d Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.

Introduce the Learning Experience

Begin by explaining the learning experience to your students. Describe how they will be using Strawbees, a construction kit, and the micro:bit, a programmable device, to construct and create projects while critically curating, evaluating, and constructing knowledge.

Clear Learning Goals

Define clear learning goals for the project. Encourage students to identify specific knowledge areas or skills they want to develop. Discuss the importance of critical thinking, research, and synthesizing information from various sources to construct new knowledge.

Research and Resource Exploration

Guide students in conducting research and exploring various resources related to the project. Introduce them to reliable and age-appropriate sources such as books, articles, websites, or expert interviews. Teach them how to critically evaluate sources and gather information that supports their learning goals.

Note-taking and Organization

Teach students effective note-taking strategies to capture important information from their research. Encourage them to organize their notes using digital tools, such as digital notebooks or collaborative platforms, to facilitate knowledge construction and retrieval.

Critical Evaluation

Guide students in critically evaluating the information they have gathered. Teach them to analyze sources for credibility, bias, and relevance to their learning goals. Encourage them to compare and contrast different perspectives and synthesize information to construct their own understanding.

Knowledge Construction

Support students in synthesizing and constructing knowledge based on their research findings. Encourage them to make connections, draw conclusions, and develop their own ideas and theories. Provide opportunities for discussion and collaboration to deepen their understanding.

Project Creation

Using Strawbees and the micro:bit, have students create projects that reflect the knowledge they have constructed. Encourage them to apply their newfound knowledge in innovative ways. Foster creativity and experimentation, allowing students to showcase their unique interpretations and applications of the information they have gathered.

Reflection and Self-assessment

Provide opportunities for students to reflect on their learning process and assess their progress. Encourage self-assessment and metacognition by asking students to evaluate how well they achieved their learning goals and identify areas for further improvement.

Assessment for Evaluation of Student Learning

Title: Knowledge Construction Assessment - Strawbees and micro:bit Project

Objective: This assessment aims to evaluate students' ability to critically curate, evaluate, and construct knowledge while working on their Strawbees and micro:bit projects.

Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.

• 1.4.a Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
• 1.4.b Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.
• 1.4.c Students develop, test and refine prototypes as part of a cyclical design process.
• 1.4.d Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.

Introduce the Learning Experience

Begin by explaining the learning experience to your students. Describe how they will be using Strawbees, a construction kit, and the micro:bit, a programmable device, to engage in innovative design thinking and create solutions to real-world problems.

Problem Identification

Encourage students to identify a real-world problem or challenge that they are passionate about solving. Guide them in understanding the context of the problem and its impact on individuals or communities.

Ideation and Brainstorming

Facilitate brainstorming sessions where students generate creative ideas and potential solutions to the identified problem. Encourage them to think outside the box, consider diverse perspectives, and explore a range of possibilities.

Design and Prototyping

Guide students in designing and prototyping their innovative solutions using Strawbees and the micro:bit. Encourage them to consider the needs and constraints of their target audience and iterate on their designs as they refine their solutions.

Integration of Technology

Teach students how to integrate the micro:bit into their prototypes to add interactivity, automation, or data collection capabilities. Guide them in programming the micro:bit to enhance their designs and address specific aspects of the problem or solution.

Testing and Iteration

Provide opportunities for students to test and gather feedback on their prototypes. Encourage them to iterate on their designs based on the feedback received, identifying areas for improvement and refining their solutions for better functionality, efficiency, or effectiveness.

Documentation and Reflection

Have students document their design process, including sketches, diagrams, and explanations of their solutions. Encourage reflection on the challenges encountered, the creative problem-solving strategies employed, and the lessons learned throughout the innovative design process.

Showcase and Presentation

Provide opportunities for students to showcase and present their innovative designs to their peers, school community, or a broader audience. Encourage them to articulate the problem they addressed, explain their design process, and highlight the unique features and impact of their solutions.

Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.

• 1.5.a Students formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions.
• 1.5.b Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.
• 1.5.c Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.
• 1.5.d Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.

Introduction to Computational Thinking

Begin by introducing the concept of computational thinking to your students. Explain that computational thinking involves problem-solving strategies, data analysis, and algorithmic thinking. Discuss the importance of breaking down complex problems, analyzing data, and designing algorithms to solve them.

Problem Identification

Encourage students to identify a problem or challenge that they would like to address using Strawbees and the micro:bit. Guide them in understanding the problem, its context, and potential approaches to solving it.

Decomposition

Teach students how to break down the identified problem into smaller, manageable components or sub-problems. Encourage them to analyze the problem and identify the key elements, variables, and constraints involved.

Pattern Recognition

Guide students in identifying patterns and relationships within the problem or data associated with it. Help them recognize recurring elements, trends, or structures that can inform their problem-solving strategies.

Algorithmic Thinking and Design

Teach students how to design algorithms, step-by-step sets of instructions, to solve the identified problem. Encourage them to think logically, plan their approach, and consider different scenarios or inputs.

Prototyping and Testing

Using Strawbees and the micro:bit, have students create prototypes of their solutions. Guide them in implementing their algorithms and testing their prototypes. Encourage iterative testing, feedback gathering, and refinement of their solutions.

Data Analysis

Introduce students to data analysis techniques relevant to the problem they are addressing. Teach them how to collect and analyze data using the micro:bit's sensors or other tools. Guide them in drawing insights from the data to inform their problem-solving process.

Reflection and Iteration

Provide opportunities for students to reflect on their problem-solving process, algorithm design, and prototype testing. Encourage them to identify strengths, weaknesses, and areas for improvement. Foster a growth mindset and emphasize the importance of learning from failures and iterating on their solutions.

Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.

• 1.6.a Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
• 1.6.b Students create original works or responsibly repurpose or remix digital resources into new creations.
• 1.6.c Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.
• 1.6.d Students publish or present content that customizes the message and medium for their intended audiences.

Introduction to Creative Communication

Begin by introducing the concept of creative communication to your students. Explain that creative communication involves effectively expressing ideas and messages using a variety of digital tools and media. Discuss the importance of clear communication, creativity, and audience engagement.

Clear Communication Goals

Define clear communication goals for the project. Encourage students to consider the purpose of their communication, the intended audience, and the desired impact of their message. Discuss the importance of tailoring communication strategies to effectively convey their ideas.

Design Thinking and Storyboarding

Guide students through the design thinking process and encourage them to storyboard their communication project. Help them plan and visualize how they will communicate their ideas using Strawbees, the micro:bit, and other digital tools. This could include sketches, diagrams, or digital storyboards.

Digital Tools and Media Selection

Introduce students to a variety of digital tools and media that can enhance their communication. This could include graphic design software, multimedia creation tools, video editing software, or presentation platforms. Help students choose the appropriate tools based on their communication goals and the requirements of their project.

Construction and Creation

Support students as they construct their communication projects using Strawbees and integrate the micro:bit into their designs. Encourage them to leverage their chosen digital tools and media to enhance their communication. This could involve incorporating visuals, multimedia elements, or interactive features into their project.

Reflection and Iteration

Provide opportunities for students to reflect on their communication projects and iterate on their designs. Encourage them to seek feedback from peers or mentors, and to make improvements based on the feedback received. Foster a growth mindset and an openness to learning from the iterative process.

Presentation and Engagement

Provide opportunities for students to present their communication projects to their peers or a wider audience. Encourage them to effectively communicate their ideas, engage their audience, and articulate the purpose and impact of their communication. Foster confidence and public speaking skills.

Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.

• 1.7.a Students use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning.
• 1.7.b Students use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.
• 1.7.c Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.
• 1.7.d Students explore local and global issues and use collaborative technologies to work with others to investigate solutions.

Begin by introducing the concept of global collaboration to your students. Explain that global collaboration involves working with peers from diverse backgrounds using technology to foster cultural understanding and global citizenship. Discuss the importance of empathy, respect, effective communication, and teamwork in global collaboration.

Identify a Collaborative Project

Select a collaborative project that allows students to work together with peers from different locations or cultural backgrounds. It could involve a shared problem or challenge that requires creative solutions using Strawbees and the micro:bit. Alternatively, you can connect with partner classrooms from other regions or countries to work on a joint project.

Virtual Communication Tools

Introduce students to virtual communication tools that facilitate global collaboration, such as video conferencing platforms, online collaboration tools, or project management platforms. Teach them how to effectively use these tools to communicate, share ideas, and collaborate with their global partners.

Cultural Understanding and Research

Guide students in researching and understanding the cultural backgrounds and perspectives of their global collaborators. Encourage them to learn about the customs, traditions, and values of their peers to foster empathy and cultural understanding. This could involve online research, virtual cultural exchanges, or shared presentations.

Collaborative Project Planning

Facilitate project planning sessions where students collaborate with their global partners to define project goals, roles, and responsibilities. Encourage them to leverage the unique strengths and perspectives of each participant to enhance the project outcomes. Emphasize the importance of effective communication, respectful collaboration, and active listening.

Collaborative Design and Building

Using Strawbees and the micro:bit, have students collaborate with their global partners to design and build their projects. Encourage them to exchange ideas, provide feedback, and work together to find innovative solutions. Foster a culture of collaboration, openness, and mutual respect throughout the design and building process.

Virtual Collaboration and Feedback

Promote virtual collaboration sessions where students can communicate with their global partners to share progress updates, ask questions, and provide feedback. Encourage them to engage in constructive dialogue, consider diverse perspectives, and make adjustments to their projects based on the feedback received.

Culminating Presentation and Reflection

Provide opportunities for students to present and share their collaborative projects with their peers, school community, or a wider audience. Encourage them to reflect on their global collaboration experience, share insights gained from working with their peers from diverse backgrounds, and highlight the cultural understanding and global citizenship fostered through the project.

Media Credits and Text Citations

• [1] ISTE. (n.d.). https://www.iste.org/standards/iste-standards-for-students