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In this video these people worked all together and not separately to come up with something that is global and all around the world. This means that tea worked with people all around the world and not just there.

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Creative Communication was about how they could use their different techniques and creativeness to make the different power points for the people to see. They each made it their own style and unique form.

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This was about doing different tries or making the different program steps. They ad to figure out which step was first and then ongoing.

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This video was about a prototype and them communicating and trying to figure out how to solve the different problems. They learned how to work with the other students and communicate a solution and how to get there.

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The Knowledge Constructer was when the students talked about communication and how that can go along with the real world. Vaccination was brought up and they talked about and stated what they found in research which was the communication skills.

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Digital Citizen was about when they realized the actual problem solving skills and all things about technology. They also learned about the different pros and cons.

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What I like about this video is that the students got to choose their own ting that they wanted and liked. They also worked very well since they chose their own interest in solving this issue.

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In 7C students are doing group work and learning how to contribute. The kids are all asked to work together through a common goal. The class worked together to one big project that was being done in classroom everywhere and then shared using technology which allows global creativity.

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In 6B the students are asked to make "digital resources" it could have been from scratch or from a previous resource. In this video the students examined projects done be previous students/people to get ideas, but not to copy!!! One little girl talks about everyone being creative in their own way and this helps everyone see that!

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In 5A students are asked to develop things like data analysis and algorithms. In this video the students were asked to make an algorithm for a robot to move/dance. They had to come up with the dance, teach it and program it in to computer. The kids all seemed well trained to use these technologies.

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In video 4C students learn about building prototypes. In this specific example they used technology to make music/their own instrument. I think it is crazy to think about how you can combine both technology and music (or any subject for that matter). It makes the brain stimulated and work in a different way.

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In Knowledge Constructor 3B they talk about students being able to decipher a credited source versus one that is "fake". It also wants students to be able to see multiple people's opinions and views on the internet. In the video, the students were given an issue and were allowed to research both sides and explore why people think the way they do.

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Digital Citizen 2D talks about how students should be aware of data collection. The teacher in the video related this to a history lesson about the 4th Amendment and our rights as US citizens. This teaches them whether or not data collection is okay with a real-life example that needs to be taught in the classroom.n=.

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In the Empowered Learner 1B the students were supposed to set personal learning goals and strategies. The students demonstrated this by being able to pick from a list of outcomes they wanted at the end of the lesson. The kids were able to demonstrate their knowledge as well as use it be being able to teach other students how to do the lessons.

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Global Collaborator 7b: Multiple Viewpoints.
I thought it was really cool that the students in this video were able to interact with students from other schools and collaborate with them in an effort to digitally explore another Africa. Students were introduced to professionals in the fields they were learning about via technology and were able to have personal interactions and get answers to their questions directly.

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Creative Communicator 6a: Customizing Platforms and Tools. This video example combined two of the ISTE standards for students. The first part of the exercise was for students to choose their literary element and then a media source to represent their element. The choice in the first step created an empowered learning environment and the different forms of media they chose in the second step allowed them to use creativity to communicate the objective.

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Computational Thinker 5b: Data Sets
This standard was demonstrated through students' inquiry of a causal relationship where students conducted experiments based on a hypothesis and recorded the data and various components of the experiment. The students appeared to be confident and comfortable interacting with the tools and did so in a way that could be shared and built upon.

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Innovative Designer 4d: Open-Ended Problems. This example began with a story that demonstrates a problem that students were challenged to provide a solution to. I thought it was important for students to not only come up with a plan but adjust to new information like the need for budgets for material. Student were not just challenged to be innovative with ideas but material too.

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Knowledge Constructor 3b: Evaluate Information. In this example, students were encouraged to ask the questions that were important to them and to take their questions a step further and research their topics and evaluate the credibility of the sources they were using to gain information. The students were given digital resources in addition to the assistance of various professionals such as librarians to help guide and mentor them through their process.

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Digital Citizen 2d: Digital Privacy 0:43
In this video students were able to apply real world events to analyze digital privacy practices and how they can manage it in the settings of their own devices. The relevancy of the lesson demonstrated in this video allowed students to think critically in real time about the access they are allowing apps and other forms of media on a regular basis. Students were encouraged to review their settings talk about what they could do based of their own privacy needs.

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Empowered Learner 1b: Timestamp 0:21
Students were given choices in order to customize their learning experience to best suite their learning needs. In this example the list of units provided was constructed by the teacher, but the students had the choice of what they wanted to pursue in learning based on the unit they chose. What I found even more interesting is that the students also chose their group members and size.

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The Global collaborator is when students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally. 1.7b was about the importance of collaborating when sing technology and stressed the importance of Multiple viewpoints, interacting, research comes to life, validation and reinforcement, creates meaning in learning.

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Creative communicator is 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. 1.6d talked about how it is customizable for the audience and how this is important in different situations.

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computational thinker is Students develop and employ strategies for understanding and solving problems. 1.5a brought up formulating problems, technology-assisted methods, abstract models, and algebraic thinking. It also talked about the importance of collaboration, and abstract learning and doing.

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the creative designer is 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 discussed design processes, innovations, and the importance of hands on experience. It also stressed how making mistakes is data and is useful.

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Knowledge constructer is 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. 1.3b brought up Accuracy, perspective, credibility, relevance of information online. And also providing useful recources and teaching kids that not everything online is credible and the importance of students knowing this.

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digital citizen is students recognize the rights, responsibilities, and opportunities of living and learning in an interjected Digital world. 1.2d talked about digital privacy and the 4th amendment that i thought was interesting and the impact of engagement with phones in the classroom.

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Empowered learner is students that takes active roles in choosing, achieving, and demonstrating competency in their learning goals. They set person goals, share knowledge with others, learn and make mistakes. Teachers also play a key role in this but customizing learning environments to support learning, use technology to seek feedback, and collaborate with others. Both the teacher and student play a key role in the empowered learner.

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Students got to take a virtual tour to Africa and ask questions about what they were seeing. While watching, students could see their questions on the board and made them feel validated. Through this awesome experience children were able to learn about endangered species and much more through this use of technology.

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Students used a building program to design landmarks they were learning in their history class. They were tasked to replicate the landmark which was a creative way for them to learn more about it and its structure.

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By dancing and programming steps that a robot would then do, students were able to learn that math is an algorithm. This hands on method made learning make sense and fun for students.

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Students were tasked at making prototypes for their instruments. They got to use their creativity skills as well as trial and error to find new things that worked for them. With collaboration and creative thinking they found what worked for their instruments.

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When students were researching the controversial topic of vaccinations the teacher explained the importance of finding reliable sources. The head librarian came to the classroom to explain what makes a reliable source and how to use the schools database.

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This teacher asked students to take out their phones and taught them a lot about privacy settings and how games are tracking their information. The teacher explained that this is something that needs to be taught today and students were both shocked and appreciative to learn these things.

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Students were given the opportunity to choose their project, which peers they were going to work with, and options on how they wanted to complete their project. This allowed students to confidently make their own decisions and apply their learning to the best way they saw fit.

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replicating significant structures and monuments to better understand the architecture and meaning as a whole.

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By doing something as simple as a science project, there is a greater sense of collaboration and the bouncing of ideas off of one another between students.  The real world application of this is prevalent as well, being that as students enter the workplace, they will often be asked to work with others to find solutions to problems and creative ways to provide answers

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By creating prosthetics for those in need, there is a connection to community and education. Putting to work the time spent in the classroom helps students such as Andrew to develop real world application skills as he builds connections and also is able to delve deeper into his own interests in engineering.

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I was often warned about my "digital footprint" through middle and high school and while I agree that it is important for students to understand it as talked about in the video, I question how much should be held over students head as they grow older and more mature. Often, one mistake can lead to lifelong derailment and I question the integrity of a system that does not allow redemption.

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By showing the way that students can "set personal learning goals" and intertwine their goals with the use of technology, they are prompted to use it more in their day to day learning while also keeping focus on the objective at hand.

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The idea of breaking problems into different parts to better understand the entirety of the problem. Obstructing key ideas.

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Allowing students to figure out and experiment with how objects work. For example with the instruments the children are able to find out why a sound may not be working and are playing the instrument through technological advancements.

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The importance in finding research that not only supports your opinion but writing a paper that incorporates all sides of the situation with research.

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The importance of educating children about how impactful what we put into the digital world can be. Emphasizing how it affects others and ourselves.

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The idea of children helping each other or using teamwork to ensure that each child understands before they all move on to the next confidently.

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Public speaking students within a high school are tasked with helping elementary students writing their persuasive essays. The high school students helped younger students locate appropriate sources to use within their writing. This builds relationships between students while educating proper research strategies.

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Each grade level in this high school were given a different part in a peer editing process. The peer editing process is meant to be completely positive, so no negative feedback. Technology like social media can be very negative, so this is meant to build a positive and safe mindset towards all things technology and idea sharing.

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Students were tasked with picking their assignments and form their own groups in order to complete the unit. Students were able to pick assignments that interested them while using technology in the classroom. This helped build friendships and customize their learning experience.

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In this exercise, students used information from teachers and students in other countries to create a sculpture of a monster. The students not only collaborated individually (in groups assigned to one feature) but in teams (in meeting between groups to coordinate monster construction). This models a real-life workplace, with various project groups and committees needing to work together to achieve a common goal.

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In this exercise, students used Minecraft to recreate significant buildings or monuments discussed in their history class. Minecraft is most likely already familiar to these students, so they could really let their creativity unfold when creating these structures, instead of having to learn the controls of an entirely new software. The structures are complex, which requires the students to consult images of the structures and make a plan for the construction of their own model.

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In this exercise, the students were tasked with developing a code based on their mathematical calculations. Since the task required them to perform a precise sequence of events with their machine, they had to think critically about their equations and comprehend each part. If something went wrong with the machine, the students had to review their calculations to troubleshoot the issue. This is an example of algorithmic thinking

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The students conducted a scientific experiment based on a shared hypothesis. The teacher mentioned that the traditional classroom dynamic was subverted, and that students were encouraged to discuss data and their processes with each other rather than mistakes. This allowed the students to modify and receive feedback on their methods, as well as develop new methods and hypotheses.

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The students were tasked with researching a controversial topic (vaccination) and discussing their findings regarding multiple perspectives on the issue. The school media specialist even visited the classroom to model proper database use for the students. The students learned that not every source is a reliable one, and that science-based data is the most reliable source. At the end of the video, the teacher states that she now feels her students are better prepared for engaging with current news stories. This exercise covered all aspects of the standard, including "accuracy, perspective, credibility, and relevance" of sources online.

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In this video, the first- and second-year students collaborated with third- and fourth-year students on a community project. The students provided feedback to their peers in a constructive and non-bullying way. This helped build community in both the online and in-person spaces, since the students were leaving comments for students they know and interact with regularly.

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In the computer repair class, the students had the assignment of repairing a laptop with an unknown issue. These students were able to diagnose the issue on the laptop, then collaborate with their classmates to fix the issue, and discuss their progress and receive feedback from their teacher. This empowers the students to take initiative on projects and make mistakes. Ismaiel, the student featured in the video, stated that he feels like this lesson is preparing him for a future career in computer repair, and that he feels empowered to take on similar projects himself.

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In this standard, students got to use digital tools to connect with other learners. They created a video to send to the students in Africa, showing them different ways they can recycle plastic.

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Students got to choose platforms and tools for meeting the desired objective pf their creations. The students were able to create memes or digital books to illustrate the characters or settings in the readings.

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Students will be able to use "collaborative technologies" to collaborate with other peers and members of their community to discuss issues and solutions from many viewpoints outside their own. The students worked with other schools in Africa to talk about animals that reside there, using technology the students were able to ask the instructors in real time to look at the animals in Africa.

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The standard focused on the students formulating problem definitions suited for technology assisted methods. The main focus was on algorithm, so they students got in groups and created a dance using steps. From there, the robot was able to follow their choreography after they programmed their steps.

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Grace Wachter 1.6 b Original and remixed works 

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Grace Wachter 1.6 b Original and remixed works 

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Students are able to create content that is original or remix the content in a way that creates it not something that is never seen. In the video the children made toilet paper rolls into dolls, to design them they took inspiration from different artists and created a Digital layout for how they wanted their doll to look, and they made sure to take from copyright free sources.

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this standard allows students to be able to chunk together component parts and use technology to dive in more into those component parts. In the video, the students had the complex assignment of showing morals, so some students chunked it into stages of morality, what they wanted their thesis to be, and how they would model this.

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This standard tells us that students can use digital tools to curate a process that knowledges restraints and possible dangers and outcomes of said tool. In this video the teacher was using the scientific method for his designs then switched to the engineering design process which included steps that not only asked questions but also asked for way to improve the outcome.

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Grace Wachter 1.3 d explore real-world issues

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Grace Wachter 1.3 d explore real-world issues

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this standard has to do with students using real world events and issues going on and taking an active learning role in order to come up with solutions and answers to their queries. The students in the videos help 3d print prosthetic's for the local hospital in their town. not only does this show then in an active role in real world issues, some student even express wanting to make a career out of creating prosthetic's showing a desire for learning.

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This standard has to do with student's self-awareness of their digital identity they curate and their understanding of the permeances of their choices. in this video. In the video, the students went online and created a rule that they follow to protect their digital footprint, while also commenting and responding to other classmates showing an understanding of their actions.

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With this standard we are looking for students using technology in a way to seek feedback and information that will improve their skills with technology. In the video the Teacher uses technology to teach her students slope intercept form using a plane model. Based on this technology the student get instant feedback on their knowledge based on if the plane is able to land smoothly.

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In this standard, the students select and use digital tools to manage a design process. They are learning how to create remotely appetitive vehicles (ROV). They found an issue with the remote so they researched how to create water proof motors and then proceeded with their designs.

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This indicator focused on the students curating information from digital resources using different tools. In this video the students were learning about different cultures of dance and were able to express what they learned by using Digital story telling to tell the teacher what kind of clothing the dancers were wearing, where the instructor was from, and anything else that they learned.

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During this video, the students are practicing being good digital citizens. They are creating their own rules for being online and supporting one another by commenting positive things and liking each others rules.

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During this video the standard is about setting learning goals for themselves. They set a goal for themself before answering the problem. Then they go through the learning process by reflecting what went wrong while doing their work or congratulating themselves for getting the answer correct.

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I really enjoyed this video and seeing how the first graders were able to connect with high school students around the world. They were able to fulfill this indicator by making a video about their jump ropes and send it to the students overseas. Both sets of students are from completely different backgrounds, but were still able to connect through technology. Because of this lesson, all the students were able to connect from across the globe.

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This video directly relates to the indicator by showing how the students are working in their classes to bring in guest and create videos to show to their audiences. The students are able to work hard and create an environment where they are able to thrive and show others what they have accomplished. The video shows how students with disabilities are able to communicate and be comfortable being leaders in the classroom.

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ISTE standard 1.5c is shown in the video by showing how the students create models, break problems into component parts, and they were able to extract the key ideas from their assignment of moral reasoning. The students were able to choose the moral example to present to the class. This directly reflects the indicator by highlighting all of the criteria.

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This indicator is directly shown in the video by the students doing a science project and following a distinct plan and are collecting data. students were able to work together to collect data and complete the experiment about Parkinson disease on zebrafish. The data that the students collected leads them to more questions that generate more ideas.

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This indicator of building knowledge and actively exploring real world problems is directly shown during the video because students are making prosthetics for people in their community, and learning about the positive impacts they can make when they are knowledgeable about issues in their community.

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In this Video it describes how when Deb Morgans trip to Senegal she saw first hand how bad the plastic garbage one. She wanted to teach her students how to keep the planet healthier. She taught them how to make jump-ropes out of plastic bags. Her first graders were teaching high school kids how to make them and it made them feel proud. " you never know from these first graders who is going to be the one to help the world.

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During the digital citizen playlist, under video 1.2c, the students are learning how to properly cite their sources and media they use in their projects. The students understand how important it is to credit the work that they use in the classroom. One student even said that he knows if he doesnt give credit for the work he uses then people will not want to make new things. This directly shows the indicator of understanding the obligations of using and sharing intellectual property.

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Original Works or Responsibility - Hope M 

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Original Works or Responsibility - Hope M 

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In this video, the teacher taught her students how to borrow and share their ideas appropriately. The teacher has the students create dolls and as they do this she encourages them to look at other classmates dolls for inspiration. Her goal was to teach her students that it is okay to be inspired by other students' work but to also be mindful and realize the work of other students so that they are not just copying.

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During the video for indicator 1.1b, one of the students said "its like interviewing for different jobs" when she was talking about all of the different assignments they were able to do and customize themselves. They were able to pick their own groups, and pick which assignments they wanted to do and how they wanted to do them. This directly reflects the standard of customization and network building to support learning.

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This indicator focuses on allowing students to use collaborative technologies to work with others. Through the use of technology, students were able to explore Africa. They even collaborated with 2 other schools and utilized technologies such as Skype to directly communicate, conduct research, and learn from others from different parts of the world.

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Indicator 1.6b focuses on allowing students to create original works or responsibly repurpose digital remixes into new creations. The teacher allows her students to look at other works to get inspired, but wants them to be mindful and respectful in acknowledging the works of other people. She focuses on sharing ideas instead of taking or copying. This was done through kachina dolls that helped students explore and share their cultures and religions but could be done in numerous ways. I love how she stressed the importance of copyright free work.

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Standard 5a allows students to formulate problem definitions suited for technology assisted methods. In this video, students not only had to choreograph their own dance and work together to do so, but they had to translate the dance using technology to allow a robot to follow their moves. This is such a unique method of computational thinking and I love how it was implemented with such a young group of kids!

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This indicator focuses on a student's ability to exhibit a tolerance for ambiguity, perseverance, and the capacity to work with open-ended problems. The teacher introduced a real life problem to students through reading a book where they needed to build a bridge. They incorporated the abstract concept of money to the students and had them determine a budget for what they would need to buy to build the bridge. This helped students work together and use technology to test it. There was no single answer to the problem which allowed students to solve open-ended problems by working together.

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This indicator focuses on effective research strategies and the teacher Ms. Erie had her high school students work with elementary age students to assist them in writing persuasive essays where they worked with face to face technology to collaborate in real time. (0.25)

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This indicator in standard 2b focuses on allowing students to engage in positive, safe, and ethical behavior when using technology. The teacher in this video encourages this by allowing students to give positive feedback to each other to help everyone feel safe and supported (0.51)

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This standard covers technology operations and even has students repairing broken computers (0.22). This helps students not only learn how to use this technology, but how to quite literally break it down and fix it in order to troubleshoot and work on problem-solving. Then can then apply this knowledge to other types of problems.

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This video showed how students incorporate algorithms and math into a sphere in order to move it to the intended destination. The standard they incorporated is students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions. I thought this was a really interesting and complex way to grow understanding of such specific technology.

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Students were given landmarks they were going to study and were able to re-create buildings and landmarks with technology and video games that they enjoy. I thought this was a very interesting way to incorporate the standard: students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulators.

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The video showed how first graders used technology to show students from another country to make jump ropes out of plastic bags. This correlates with the standard where students use digital tools to connect with learners from a variety of different backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning.

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This video shows how student use digital tools to connect with learners from a variety of backgrounds and cultures (0.03). Students in this video are learn how to make a jump rope out of Plastic bags after their teacher went to Senegal, Africa and saw the plastic garbage there. She had read a book with her class, were a girl takes plastic bags and makes purses with them. This allowed students to gain a understanding of how important recycling is (0.33). This allowed young students to think about to help the world.

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This video shows how student customizes the message and medium for their intended audiences (0.02). Students in this video are researching produce that they are growing, they are educating the public about their produce. One student talks about how his audience is his family. He explains how when he makes a movie he thinks about "How would they feel about this, would they comfortable" (0.56). This standard helps students recognize the audience's point of view.

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This Video shows how student identify relevant data sets, use digital tools to analyze them, and represent data (0.02). This standard allowed students to evaluate their experiment. This led to deep conversations about their data (1.09).

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This video demonstrates how students use a deliberate design process to generate ideas (.02 seconds).  Students in this video are looking if estrogen can as a preventative to the degradation of dopamine-producing neurons in the brain(.19 seconds). Students are constantly looking at what they did and what this experiment tells them about their study. This standard is helping drive students to conclude their ideas and gain knowledge of their data leading to more questions(1.09).

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In this video, it demonstrates how students build their knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions (0.02 Seconds). In the video, it shows students 3D printing prosthetic limbs/artifacts for childern in the community. This only cost a couple hundred dollars, instead of thousands. This shows how technology gives students experiences while also helping other childern in the community (0.55 seconds).

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In this video it demonstrates how students gather an understanding of respecting rights and obligations of using and sharing intellectual property. In this video Karina Navas, discusses how she is teaching her students how to give proper credit for work that is not theirs (0.36 seconds).

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Using technology, students customize and create a message about plants that goes beyond baseline research and makes for an interactive experience for all to enjoy.

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This talks about students exploring local and global issues through the usage of technology specfically in the classroom. This is shown in the video as the students explore sloths and rainforest preservation and what we can do using technology in the classroom.

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Standard 1c: This lesson went over how students can get feedback that will help them improve their practice. In the video, it shows students using technology as a resource to expand their knowledge on y-intercept. The website gives students immediate feedback. One student stated: " It can reassure me that I can make a number of mistakes and I can still learn. We have a visual Representation and we can experiment with other kids in the class. Which will also help develop our knowledge with slopes" (Jessalyn).

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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. They made jump ropes out of plastic garbage from their teacher’s trip to Senegal, and shared it with other students around the world to foster understanding and learning.

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In this standard students create original works or responsibly repurpose or remix digital resources into new creations. The students created kachina dolls to learn about culture and use other peoples work to get inspiration in the correct way. It was important that they learn how to appropriately attribute and borrow ideas.

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In this standard students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving. The students were tasked to model their understanding of morality through a creative lens. They create models to understand complex systems, break problem into component parts and extract key information.