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Learning Standards is neatly divided into grade levels and “course-specific objectives”
(Missouri). This differs from the standards outlined on the ISTE-S and ISTE-E pages which are
generalized topics for all age groups in all subjects (ISTE). The documents provided on the
The ISTE-S page takes a different approach to outlining educational technology standards, the
Despite the differences in the way that the standards are presented, they are, at their core,
very similar in what they hope to achieve. Most references to technology can be found under the
Computer Science tab on the Missouri Learning Standards page. According to section 5b on the
ISTE-S page, students should be expected to collect, analyze, and problem solve using digital
tools and come to definite conclusions (ISTE-S). Comparatively, the Missouri Standards,
according to the Computer Science portion, says that students, in general, should be expected to
collect data, organize it, and present comparisons, support a claim, or otherwise draw a
reasonable conclusion (Missouri). Both lists of standards stress the importance of knowing how
to conduct oneself when using the internet, in other words, how to be a citizen of the internet.
For example, both ISTE sites have a section dedicated to lessons over how to conduct oneself
while using the internet to limit risky, illegal, or unsafe activities while using the internet. For the
ISTE-S, this is Section 2b (ISTE-S). For the ISTE-E, this is Section 3c (ISTE-E). Very similar
standards can be found in the Missouri Learning Standards in the section “Networks & the
Internet”, more specifically under the Cybersecurity topic. Overall, there are plenty of other
similarities that can’t be listed for the sake of brevity. The Missouri Standards definitely go more
Educator Standards. Standard 1c is as follows: “Stay current with research that supports
improved student learning outcomes, including findings from the learning sciences.” A perfect
activity for this would be teaching about the different uses and purposes of student emails in
order to keep up with current happenings. Standard 3b talks about establishing a ‘learning culture
that promotes curiosity’. This class provides a good example of this through the use of our Cyber
Café on the Discussion Board which allows us to share and ask questions about various topics
not necessarily pertinent to the class which can inspire further research beyond the limits of the
expectations of our curriculum. Going back to 3c, as previously mentioned, this standard calls
for the mentoring of students in online security. In the past, an example that I experienced was
that we, as students, were typically shown a documentary or short video on the lasting or
troublesome effects that misuse of the internet can bring on a person. The same can be said about
3d which is very similar in subject matter but instead dealing with personal data management. A
fourth example can be found in 5a which calls for diverse methods of learning through the use of
providing many different methods of studying/learning the subject matter such as online quizzes,
softwares, and programs. Not only does this imbue a sense of independent learning, but also
lends a hand to those with different learning methods. Finally, standard 6c calls for the creation
of learning opportunities to engage in problem solving that they can formulate and organize data.
This can be as simple as having them put their browser to use in order to find statistics or polls
As a student, there are also plenty of activities one could find represented in these
standards. Standard 1c suggests that students should use technology to acquire feedback in
multiple ways. It’s suggested on this page that this could be done by having activities such as
creating research papers, or portfolios much like in this class. Standard 2c advocates for the
acknowledgement of intellectual property and its legal uses. This can be done with a simple
copyright lesson or exercise/worksheet over what is considered intellectual property and what is
subject to free use. Standard 3a calls for the employment of effective research strategies which
can be taken care of with an activity involving finding a certain book in the library or instruction
previously, this standard deals with using data to problem solve with the aid of technology. This
can be anything from applying statistics to a visual representation such as a line, bar, or pie
graph/chart to prove a claim. Finally, 6d describes having students translate and present content
something as simple as simplifying an otherwise complex concept in a way that children can
comprehend.
Questions
1. I’m very aware of how often the Missouri Learning Standards are used here in Missouri,
2. How often are these standards altered, changed, or fixed? (Both in Missouri and the
ISTE)
3. Do all states use the ISTE standards as guidelines when creating their own standards?
4. Are there any issues or problems that people find with these standards? Not in a general
sense, but do people have issues with having standards in the first place?
Citations
ISTE. (n.d.). Standards for Students. Retrieved March 21, 2019, from
https://www.iste.org/standards/for-students
ISTE. (n.d.). Standards for Educators. Retrieved March 21, 2019, from
https://www.iste.org/standards/for-educators
Missouri Department of Elementary & Secondary Education. (2018, September 24). Missouri Learning
readiness/curriculum/missouri-learning-standards#mini-panel-mls-standards6