ISTE Classroom Observation Tool: ICOT v3.1 User Manual
Contents
1. Iste ISTE Classroom Observation Tool mresearche ICOT v3 1 User Manual evaluation Talbot Bielefeldt Senior Research Associate ISTE Research amp Evaluation August 2012 Contents POOULING GON ae 1 ICOT Assumptions 1 History 2 Changes in ICOT v3 1 2 Security Risk 2 Problems and Bugs 2 Recording ICOT Datta ccccccccccccsececeecseeeeeeeeseeeseeteneeseetaneeaes 3 Control Buttons 3 Setting 4 Teacher Roles Student Groupings Learning Activities 4 Need Engagement Ratings 4 Technology Use 5 NETS for Students Computational Thinking 5 ARASI a a onianes yiuamntaninonbunn tues ntaainan mann muoasanied yiaceatins 6 Appropriate Use cccccccccseccceeeeceecceeeceuseceeeceacesueeseeeseeesseens 7 Establishing Observer Reliability 7 1 OTN ONS saceccenosenesanesesosanaswntsa Goanceoeqootcesaceancestucenqcsanaontnaseessebaie 8 ISTE 2012 International Society for Technology in Education 180 W 8 Ave Ste 300 Eugene OR 97401 2916 1 800 336 5191 www iste org iste m research g evaluation ISTE Classroom Observation Tool ICOT v3 1 Talbot Bielefeldt Senior Research Associate ISTE Research amp Evaluation August 2012 This manual provides basic information on the ISTE Classroom Observation Tool Use it to get started using the ICOT or to find out if this tool will meet your needs The COT is available at http nets assessment iste wikispaces net ICOT v3 1 About the ICOT aR ER TE2. numerals 5 not five ICOT will calculate the technology density students per device in the next field ooo oo e to ho 7 Mi Start Observation Period puts the current time into the field to its right You can also enter the time manually Buttons in the rest of the form will not permit data entry as long as the Waiting Data message is displayed You have to enter a start time End Observation Period will put the current time into the adjacent field ICOT won t 10 Mutidisc let you Store Data if it finds Waiting Data message in this field This button also No Entry signals all other running timers to record their final values and turn off Teacher Roles Student n n npn nteractive Direction Groupings Learning Activities to interpret these attributes Check an DO attribute any time it occurs in the ece Other group 2 a period Uncheck the box if the Receive Presentation J WriteCreatePres O attribute is no longer present ICOT GivePresentation O Take Tests O calculates the percent of the class Create Presentation DrilPractice L period that each attribute is present Runsimutations _ LJ Hands on skis O Research CL iecuesion If you check a box by mistake Info Analysis LI Other activity do immediately click it again to clear the check During analysis it is easy to screen out any attributes with durations of only a second or two If you forget to check or unche
3. 6b and perspectives as part of an inquiry process 4a 4d Digital Citizenship Students understand human cultural and societal issues related to technology and practice legal and ethical behavior Full participation in learning activities with technology addresses this standard Meeting the standard involves taking the initiative to improve individual or group activities by learning new procedures or approaches Meeting the indicator is likely to be observed in only a few students in a given class period 6a understand and use This indicator is addressed with almost any technology use for learning Meeting the standard technology systems involves learning new technology systems or developing a deeper understanding of previously learned tools Automated use of a wiki would address the indicator Learning a ipta new website would meet the indicator Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts systems and operations 6b select and use This indicator is addressed by any example of student judgment in employing applications or applications effectively features of applications Meeting the standard involves more than a forced choice between and productively similar alternatives e g one or another website on the same topic Students having responsibility and the means to make independent decisions that involve weighing multiple 6c troubleshoot Any example of st
4. Data Analysis Email Chat Learn Mgt System Software Used by Students or Teachers Outline Concept Map Multimedia Editor word processor A dynamic digital model that represents a complex relationship It may be interactive as with a computer based lab or it may be a demonstration only Any text processing application whether a dedicated word processor or a utility within another Pee application Wich T Any browsing software on any platform If any browser dependent application is checked this Simulation ICOT v3 0 10 ISTE 2012 la apply existing knowledge to generate new ideas products or Creativity and Innovation Students demonstrate creative thinking construct knowledge and develop innovative products and processes using technology 1b create original works as a means of personal or group expression lc use models and simulations to explore complex systems and ISSues 1d identify trends and forecast possibilities 2a interact collaborate publish w peers experts others employing digital Communication and environment Collaboration Students use digital 2b communicate media and information ideas to environments to audiences using a communicate and variety of media and work collaboratively formats including ata 2c develop cultural distance to support understanding global individual learning awareness engaging and contribute to the with learners of other learn
5. include e Descriptive Statistics What percentage of observations use each type of student grouping What NETS are most likely to be addressed e Cross Tabulations Are teachers in a particular grade more likely to have students meet certain NETS e Correlations Is the amount of time students spend using technology related to the amount of time they spend in certain types of learning activities Is the level of student engagement related to the level of technology s contribution to the lesson These analyses can be conducted without too much trouble within Excel Copy the Data Storage worksheet to its own file so that you can back it up and edit it without losing your original data This is where you can proofread comments delete aborted observations and correct recording errors that you documented in the notes during an observation The spreadsheet below shows how an observer might summarize the above data within Excel Project School Observer Teacher Subject NoStuds NoDevices Density Duration NE TSinAction 100 10010 8 03 34 8 43 31 0 39 57 a NETSinAction 100 10012 9 13 20 9 51 07 0 37 47 NE TSinAction 100 10020 10 10 00 10 52 12 0 42 12 200 20010 9 03 00 9 45 07 0 42 07 200 20013 10 05 00 10 47 33 0 42 33 NE TSin ction NE TSin ction School 100 67 Grade 7 50 f 0 40 11 School 200 33 Grade 8 50 i 0 02 35 r r NETSinAction 100 10015 10 55 00 1 31 27 0 36 27 d r More advanced analyses can be condu
6. 1 alternatives would be superior Need is useful to consider when evaluating NETS standards The more essential technology Need 1 4 is to a lesson the more likely the NETS indicators will be addressed or met This indicator should also be used in relation to the technologies recorded The presence if a technology should be recorded whether or not the application is appropriate or well designed The Need and its note field should represent the quality of technology use The ICOT convention is that every student gets to be off task once in every period If a student s distraction lasts three minutes or more or if itis repeated then mark the student as unengaged Note that engagement is rated in relation to the lesson not to general behavior Students may be disruptive rude loud etc but still engaged in the content J id Engaged Students Not Engaged No Students S igi gathers data from the physical world including via satelite Any system that allows projected displays to interact with a computer A digital system with a data source and projector The former may include computers document cameras digital cameras or instruments such as electronic microscopes Any system that allows a group to interact simultaneously with data collection software in real time Usually used with an interactive white board or other projection system Handheld S martphone Small mobile wireless devices without the general computing Capabili
7. The ISTE Classroom Observation Tool is a ISTE ___ lt lnssroom Obeepaton Tale computer based rubric designed to help observers assess the nature and extent of technology integration It was developed originally for use in program evaluations by ISTE s Research and Evaluation department but it has other applications It can be used by administrators for needs assessment by technology coordinators to assess the effects of professional development by lesson study groups to gauge changes in pedagogy or by Heed 14 Corts 9 individual teachers for reflective practice E j ceschvarion SEARS TE SCN Prt ICOT Assumptions e Technology integration involves the routine use of digital tools to perform useful work e By this definition technology integration is a function of variety of tasks frequency of technology use duration of technology use and task appropriateness e Technology can be integrated into a variety of instructional approaches and learning activities e g constructivist and direct instruction approaches are not inherently better or worse in relation to technology integration e The NETS for Students provide the best available general framework for effective technology integration e The NETS indicators are addressed by teachers creating learning experiences that encourage or require students to use technology appropriately ICOT v3 0 i ISTE 2012 History The ICOT was created in 2008 with funding f
8. and communication targeted to an audience Standard 2 11 ISTE 2012 4a identify and define authentic problems and Significant questions for investigation 4b plan and manage Any independent student planning activity related to 4a 4b or 4d addresses this indicator activities to developa Meeting the standard involves student independent planning not just following specific solution or complete a instructions and other indicators such as student selection of technology tools and review of project information See indicator 4b 4c collect and analyze data to identify solutions and or make informed decisions 4d use multiple processes and diverse perspectives to explore alternative solutions 5a advocate and This indicator is addressed with any examples of appropriate source citation defense against practice safe legal and viruses or intrusions power conservation ergonomic consciousness or other socially aware responsible use of practices Meeting the standard involves evidence of student initiative to promote appropriate information and use as well as an understanding of the underlying facts and values Meeting the indicator is technolog likely to be observed in only a few students in a given class period 5b exhibit positive attitude toward technology that Supports collaboration learning productivi 5c demonstrate Any example of students seeking learning beyond the classroom addresses this indicator personal respon
9. ck a box during an observation make a note in the Roles and Settings Notes field We ll talk about how to manually enter corrections in the Analysis section on page 7 See the Definitions section for how Teacher Roles Learning Activities Need 1 4 No Enty WF Need Engagement Ratings a ae i f Students Unengaged lt enter gt See the Definitions section for criteria guidelines Need is Engaged VALUE rated on a four point scale Less useful than alternatives ICOT v3 0 4 ISTE 2012 As useful as alternatives More useful than alternatives Essential with the options selected from a pull down Engagement percent is calculated by ICOT once you enter the number numeral not text of students who are off task This section almost always benefits from some notes about how the observer made the decisions Technology Use Technologies used by students and teachers are recorded with the same kinds of check boxes as other attributes but ICOT does a little more with data These buttons also keep a tally of the overall proportion of each period any technology is in use This makes v3 1 data comparable to output from earlier versions Hardware used by Teacher Caleulater Computer Digital Camera Digital Sensors GPS Interactive White Board Technologies Used Presentation System Response System NETS for Students Computational Thinking NETS S and or Computational Thinking CT are imp
10. cted by importing the Data Storage worksheet data into a statistical package such as SPSS Stata or SAS Procedures such as regression analysis can address more complex questions such as e Does a teacher being in a professional development program predict how many NETS their classrooms will address when controlling for the number of students per device e Is there a level of student technology use time at which students are more likely to address a given standard ICOT v3 0 6 ISTE 2012 The ICOT may also be used primarily as a qualitative tool e In the notes on teachers whose classrooms exhibit the highest numbers of NETS addressed a technology coach might look for examples of effective practice that other teachers could emulate e A team of teachers in a lesson study group might look at NETS that their students address and strategize about how to change a lesson so that students could demonstrate actually meeting the standards For an example of using ICOT observations for research see Bielefeldt T 2012 Guidance for technology decisions from classroom observation Journal of Research on Technology in Education 44 3 205 223 http www iste org learn publications journals jrte issues Guidance_for_ Technology Decisions from _Classroom_Observation aspx Appropriate Use Some final notes about responsibilities of observers Respect confidentiality of teachers and students at all times ISTE Research amp Evaluation stri
11. g multiple observations in the same classroom In that case you do not need to re enter all the classroom information Use Clear Data Only to leave the Setting information intact The data fields will be cleared along with the Start and End times Just click Start Observation Period to begin the next observation in the same setting ICOT v3 0 3 ISTE 2012 Setting lt mmiddlyy gt Grade No Entry Project lt name or code gt Subject No Entry School lt name or code gt Student lt enter gt Teacher sname or code gt Students Device i VALUE Start Observation Period Waiting Data End Observation Period Waiting Data Clicking Insert Date does just that You can also manually enter the date This section is usually filled out before the observation period but you can fill in or edit the data any time after clicking Start Observation Setting i Grade and Subject are pull down menus shown at right If the choices are not sufficient use the Setting Notes field to add additional description The Project School Observer Teacher buttons are self explanatory Observers should agree on names or codes entered here Remember that Excel and statistical packages will treat Ajax Elementary School Ajax Elem and AES as three different schools eee 15 Adult Ed JE Preservice Enter the numbers of Students and Digital devices computers probes etc as i Inservice
12. ing of others cultures 2d contribute to project teams to produce original works or solve problems 3a plan strategies to guide inquiry 3b locate organize analyze evaluate synthesize ethically Research and use information Information Fluency Students apply digital tools to gather evaluate and use information 3c evaluate select information sources digital tools based on appropriateness to tasks 3d process data and report results ICOT v3 0 Addressed indicates systematic inventory of relevant information applied to help determine what Is needed next Meeting the standard would involve students also engaging in activities around standards 3b 3c and 4c Thats the existing knowledge would need to be selected and evaluated Any student generation of ideas products or processes where students make some unique contribution i e more than filling out a worksheet Meeting the standard would involve Students in other creativity indicators as well such that actually applied these processes to create their works Systematic use of technology to represent one entity by another Addressing the standard typically involves using the model or simulation as a consumer as when logging on to an online visualization tool that depicts complex relationships in math or science Meeting the standard involves students as the developers of the model Addressing this indicator typically involves students completing lab rep
13. lable Definitions These definitions that begin on the next page are accessible within the ICOT by clicking on the variable label on the Observation form The label links to the definition on the ICOT Definitions worksheet Clicking on the definition label returns you to the point you left on the Observation form The definitions of ICOT variables presented here are those used by ISTE Research amp Evaluation in recent program evaluations The unpacking of the NETS standards and Operational Definition of Computational Thinking is an ongoing effort involving the NETS team ISTE s Seal of Alignment program ISTE Professional Development Services the Computer Science Teachers Association and ISTE members who use the standards in their work For more information on these initiatives including classroom examples of lessons and activities see http www iste org standards aspx NETS and http www iste org learn computational thinking aspx Computational Thinking ICOT v3 0 8 ISTE 2012 ICOT Section Definition or Criteria is pull down lists grades as 1 12 with additional adult learning o This pull down lists all major K 12 content areas Explain other choices in the notes field If the composition of the student is important record subgroups in the notes Computing devices refers to those relevant to the lesson If the lesson depends only on No Computing Devices Science probes don t bother counting unused c
14. ly with their labels or the cells they control If the object displacement is great enough to ICOT v3 0 2 ISTE 2012 cause data entry errors users should activate the Developer menu in Excel and use the mouse and arrow keys to nudge objects or change row and column sizes Another thing to remember is that the usual Excel operations apply For example e If you are entering text in an ICOT Notes cell you must press Enter or Escape to complete the operation before using other Excel or ICOT controls e If you have clicked on a cell any typing will replace the cell contents If you find you have inadvertently overwritten a formula or label that ICOT needs type Ctrl Z until you return to the state before you made the change If your ICOT file becomes corrupted for any reason save your data as text and download a new copy Many of the changes in the ICOT arise from user feedback If you encounter bugs or have suggestions there are two options for input e Email icot iste org e Join the NETS Assessment wiki at http nets assessment iste wikispaces net ISTE encourages users to use the NETS Assessment wiki so that their comments can be shared Recording ICOT Data We describe the ICOT from top to bottom as it appears on the screen Except for the start and end times you can enter data in any order and leave out any sections you don t need I Ge on eato Control Buttons The first buttons you come to are actually the last one
15. n Video archives and narrative scenarios can also be used for paired observations ISTE s magazine Learning amp Leading with Technology http www iste org learn publications learning and leading aspx is currently publishing a scenario each issue in a column called Know the NETS to help readers see NETS in action ISTE would like to collect anonymous examples of paired observations to help identify ICOT variables and standards that may need revision and to confirm items that work well ISTE is interested in the original ICOTs not a consensus between observers because it is the original areas of agreement and disagreement that will reveal reliability issues ICOT v3 0 7 ISTE 2012 If you are willing to share data for reliability analysis email icot iste org with output from paired observations with all personally identifying information deleted and observers identified only by number or as in the example below Etc rose Delete 10 15 12 Delete Delete A Delete Delete 28 8 column 10 15 12 usn column column 2 E column column 28 8 Jaisi 10 15 12 This hypothetical Data e wn record would represent two observers visiting three teachers on the same day in consecutive periods Columns that are irrelevant or that could be used to identify individuals are deleted and individual s names have been replaced by numbers or letters All contributors will receive draft copies of analyses as they become avai
16. nvolves activities that teach or encourage students to represent through abstractions or model processes or to run experiments that use modeling in order to simplify complexity such as models and and identify key constructs Typical examples are web based simulations of complex physical simulations or social interactions Meeting the criteria would involve students selecting and applying data modeling in a novel task cf NETS 1c Automating solutions Addressing this aspect of CT involves activities that teach or encourage students to solve through algorithmic problems through a Series of ordered steps and to have computers or machines do repetitive thinking a series of or tedious tasks Robotics is a common example but algorithmic solutions can be applied in ordered steps any subject involving digital systems Meeting the criteria would involve students being able to automate solutions to a novel task cf NETS 3a 4b Operational Definition of Computational Thinking htto www iste org co mputational thinking Identifying analyzing and implementing possible solutions with the goal of achieving the most efficient and effective combination of steps and resources Generalizing and Addressing this aspect of CT involves activities that teach or encourage students to consider transferring this problem and apply previous knowledge and processes to current problems Meeting the criteria would solving process to a involve studen
17. omputers If the unused computers are important for other reasons explain in the notes Students Device The student device ratio is the classic measure of computer density In ICOT it refers to classroom density not as is traditional school density The field is updated to the current time when the Start Observation Period button is clicked After the Clear Form button is clicked the data field will display Waiting Data If the Waiting Data message Is displayed ICOT will not accept input on any checkboxes The time field can also be cleared and the time entered manually The field is updated to the current time when the End Observation Period button Is clicked End Time After the Clear Form button is clicked the data field will display Waiting Data If the Waiting Data message Is displayed ICOT will not allow the form to be stored or cleared The time field can also be cleared and the time entered manually J presentation meceno ae presenting material while asking questions and eliciting prior knowledge or critical m Teacher providing advice to learning activities undertaken by the students outside of teacher Teacher explicitly demonstrating behavior or procedures Distinguished from lecturing by the emphasis on demonstration rather than explication Group facilitation where the teacher advises a dialog conducted among students Moderate Discussion Distinguished from Interactive direction by the empha
18. ortant frameworks for 21 century skills in a variety of educational contexts ICOT v3 0 allows observers to rate each NETS indicator as Absent No Entry Addressed or Met The criteria for marking this section are discussed 1n the Definitions section NETS and CT attributes are not timed Mark the highest level of an attribute exhibited during the observation regardless of its duration ICOT v3 0 NETS for Students Level a oromere WE po O 1 Creativity s 2a collaborate using digital environments No Eniw 2 2b communicate to audiences No Eni w A 2c develop cultural global awareness No Eniw E I N 2d contribute to project teams No Eni w 3a plan strategies to guide inquiry No Eni w 3b locate organize analyze synthesize info 3 Info fluency v 3c select information sources digital tools No Eni w e E aaan ee OOOO o pamm O OOOO O romaa semma O O OO TC 5 Citizenship 4 Thinking 6 Tech Ops Students ee C Email Chat DrilliTest Graphics Learn Mgt System Teacher Computational Thinking Formulating problems in a way that enables us to use a computer and other tools to help solve them Logically organizing and Representing data through abstractions such as models and simulations Automating solutions through algorithmic thinking a series of ordered steps Identifying analyzing and implementing pos
19. orts or answering open ended questions specified in an assignment Meeting the indicator involves the other creativity indicators as well as planning for inquiry and data analysis That is the predictions are part of a systematic student response to a problem not simply a guess or application of a teacher provided algorithm This indicator is addressed by almost any interactive activity that involves students cooperating in or around a digital environment That might be as simple as sharing computers in a lab Meeting the standard involves using technology to jointly solve problems or create Solutions that would be otherwise difficult to achieve Examples might include collaborative online editing active participation in distance learning or real time data collection with a Any technology enhanced communication within a learning activity that involves preparation and or presentation of information addresses this standard Meeting the standard involves explicit identification of the audience and selection of media and format to meet audience needs This indicator is addressed with any use of technology to access information from or about other cultures foreign or domestic Think of a geography report using web research Meeting the indicator involves true engagement as when a language class goes online with students from another country Any form of cooperative learning addresses this indicator Meeting the indicator involves activities where
20. rom the Hewlett Packard Company The ICOT was based on a number of classroom observation instruments used in ISTE evaluations dating to 1999 With input from teachers and members of the ISTE NETS team the COT put observation data collection into an electronic format optimized for tablet PCs The original ICOT emphasized the NETS Standards for Teachers First Edition 2000 Since 2010 the ICOT has focused on the NETS Standards for Students Second Edition 2007 ICOT v1 0 was programmed in Adobe AIR required downloading both the application and Adobe AIR stored its data on an ISTE server and required each observation to be stored as a separate file Versions 2 x and following have been based on Microsoft Excel The ICOT is simply an Excel workbook Excel tools and macros are used to automate functions The ICOT workbook is compatible with Excel on PC s and on Macintosh computers running Office 2011 Using third party software ICOT rubrics can also be used with small mobile devices such as Apple iPads and Apple or Android smart phones The development version of the ICOT is available through ISTE s NETS Assessment wiki at http nets assessment iste wikispaces net ICOT v3 1 If the version has gone through field testing it will also be available through the ISTE web site at http www iste org icot Changes in ICOT v3 1 e In addition to the NETS for Students ICOT now includes the Operational Definition of Computational Thinking http
21. s you use When you have completed an observation click End Observation Period and then Store Data Preview Data Store Data writes your observation onto a single line of the Data Storage worksheet To see what Store Data is working with click Preview Data COT writes all its data twice During the observation it stores information as you collect it in hidden columns on the Observation worksheet These hidden cells are used as variables in various calculations The Store Data button then writes all the data and calculation results to Data Storage COT stores each observation as a new line Data Storage so you can have all observations for one day or one project on a single sheet You could collect all observations you ever make on the same sheet but don t do that Regularly save your data to storage files in Excel or your favorite statistical package for safekeeping in the event of a computer crash virus infection or other catastrophe After and only after your data are copied to Data Storage click Clear Form to reset COT for the next observation ICOT will make you confirm that your data is stored before letting you clear the form Clear Form is also useful if you inadvertantly erase or otherwise corrupt a formula or label in ICOT It not only clears the current temportary data but it refreshes all the permanent labels and formulas It can t recover from every error but it goes a long way In some cases you may be conductin
22. sibility Meeting the indicator involves taking the initiative to conduct supplementary inquiry engage in for lifelong learning content related discussions or planning for future learning Meeting the indicator Is likely to be observed in only a few students in a given class period 5d exhibit leadership Any example of students encouraging others in the positive and appropriate use of technology for digital citizenship addresses the standard Meeting the standard would involve initiative to educate peers or the on issues of technology safety or ethics Any engagement of students in problem posing addresses the indicator Meeting the standard would involve students choosing their own significant questions and using data and technology to support the importance of their inquiry Critical Thinking Problem Solving and Decision Making Students use critical thinking Skills to plan and conduct research manage projects solve problems and make informed decisions using appropriate digital tools and resources Any systematic information gathering and analysis related to a question or problem addresses this indicator Meeting the indicator involves the data collection analysis as part of a sequence 4a 4d and using the information to make complex decisions Any pursuit even teacher directed to reframe a problem or question to develop new Solutions addresses this indicator Meeting the standard would involve student selection of tools
23. sible solutions with the goal of achieving the most efficient and effective combination of of steps and resources Generalizing and transferring this problem solving process to a wide variety of problems ISTE 2012 Analysis After conducting a number of evaluations your Data Storage worksheet will look something like the table below Date Project School Observer Teacher Grade Subject NoStuds NoDevices Density Start End Duration 1WOVI2 NETSinAction 100 AC 10010 24 30 0 80 8 03 34 8 43 31 0 39 57 10012 NETSinAction 100 AC 10012 28 5 5 60 9 13 20 9 51 07 0 37 47 100112 NETSinAction 100 AC 10020 24 16 1 50 10 10 00 10 52 12 0 42 12 100112 NETSinAction 100 AC 10015 27 30 0 90 10 55 00 11 31 27 0 36 27 10022 NETSinAction 200 AC 20010 28 16 175 9 03 00 9 45 07 0 42 07 100272 NE TSin ction 200 AC 20013 27 24 1 13 10 05 00 10 47 33 0 42 33 Several data types are present in the table including text dates and times Teacher Roles Student Groupings Learning Activities and Technologies Used will appear as decimals for the proportion of time each attribute was present during the period Engagement will also be decimal for the proportion of students engaged Need will be a rating from 1 4 and the NETS and CT will appear as rating O absent 1 addressed 2 met The many ways to use evaluation data are beyond the scope of these instructions but analyses that ISTE s Research amp Evaluation team regularly performs with ICOT data
24. sis on student interaction with one another rather than response to the teacher Start Time Modeling Individual Students doing academic work by themselves whether or not the room is set up for groups Almost any instance of students working together An exception might be the sharing of a Student Groupings Pairs Small Groups computer device for individual work where taking turns requires no communication or collaboration Whole Class Almost any situation where students receive instruction or direction as a whole Receive Presentation Almost any passive attendance to information being conveyed by students or teachers Any conveying of academic content to an audience in person or virtually e g a slide show web page or publication Any work on preparing information for communication to an audience in person virtually or in graphic formats Engaging in online visualization or multimedia tutorials Distinguished from Drill amp Practice by an emphasis on learning complex material rather than eliciting and correcting multiple responses Almost any student pursuit of information that involves some degree of information literacy Research might range from looking up items in a text to formal experiments Any critical processing of information provided by the teacher or obtained through research This might range from organization and categorization to analysis synthesis and evaluation Any activity that involves st
25. the team process See indicator 2a is essential to the outcome This indicator is addressed by any student planning activity related to 3b 3c or 3d even if the planning details are dictated by the teacher or a worksheet Meeting the standard involves student independence and other indicators such as student selection of technology tools and review of information See indicator 4b Any systematic information gathering and analysis related to a question or problem addresses this indicator Often this takes the form of a teacher assignment to visit a particular website and locate certain facts Meeting the indicator involves the higher order criteria analysis synthesis evaluation and would be part of a research process 3a 3d that would also involve critical thinking Standard 4 Any learning situation addresses this indicator when students exercise choice in information sources and tools and experience the consequences of their choices A simple example might have students choosing to create a report as either text paper or multimedia presentation Meeting the indicator involves more complex choices as part of an inquiry process 3a 3d Any interaction with information that produces a report addresses this indicator Meeting the standard involves more than completing a lab worksheet The data processing and reporting would be part of an inquiry process and would involve deeper analysis 4c 4d as well as selection of tools Standard 6
26. ties of a computer Tablet PCs with full laptop capabilities should be classified as computers Interactive Videoconf Any real time desktop or display system that connects remote users by voice and video Any application used for the quantifying of information Includes database managers Spreadsheets interactive web calculators graphing utilities and dedicated math packages Any synchronous or asynchronous text communication over a network Includes applications such as Twitter and other text using social media Drill Test Any application that allows practice or assessment of content May be incorporated into Simulations or tutorials May be installed as a separate application or delivered via the web icati ility within another program that allows the digital manipulation of images Any system that facilitates communication and organization of learning materials and records for students and teachers Includes products such as Moodle and Blackboard Any application or web utility that allows the graphical or hierarchical organization of information Includes dedicated products such as Inspiration as well as graphics programs used for the same Any application used to create electronic presentations that include text images and or sound Includes web editors presentation authoring software or multimedia features of a Students Unengaged Hardware Used by Students or Presentation System Teachers Response System
27. ts demonstrating recall analysis and application in a novel context cf NETS wide variety of problems 1a Addressing this aspect of CT involves activities that teach or encourage students to consider multiple solutions as well as integrative strategies such as parallelization tackling two or more parts of a solution at once Meeting the criteria would involve students being able consider multiple or parallel solutions to a novel task cf NETS 3a 4b 4d These variables are included to make ICOT v3 1 Technology Use Teacher Use data compatible with v1 0 and v2 x data sets ICOT actually keeps track of all the time when Time no technology is in use then subtracts that figure from the total observation time to get the i Student Wee total proportion of the period when technology was in use by teachers and by students 0 ICOT v3 0 13 ISTE 2012
28. udents in narrative dramatic or poetic composition The technology medium may be a word processor web editor presentation software wiki blog email or any other text processing application Do not include simple labels or other text that does not involve aspects of composition Any formal assessment including short quizzes Distinguished from Drill amp Practice and Simulations by emphasis on evaluation rather than on learning Repetitive exercises used for training in operations or concepts Distinguished from Testing by emphasis on learning distinguished from simulation based tutorials by its emphasis on repetition Hands on Skills Physical manipulation of materials or technology Students engaging with academic content through discussion with one another It may be Give Presentation Create Presentation Run Simulations Research Info Analysis Learning Activities Writing Take Tests Drill amp Practice Student Discussion spontaneous or instigated by the teacher but it involves primarily student to student interaction rather than responses to the teacher ICOT v3 0 9 ISTE 2012 ICOT Section Variable s DefinitionorCriteria lt O O o gt O OS pT Need is compared to alternatives 4 technology is essential 3 technology is better than _ compared to alternatives 4 technology is essential 3 technology is better than alternatives 2 technology is as good as alternatives
29. udents solving technology operation issues addresses the standard systems and Meeting the standard involves demonstrating of systems 6a and options 6b This indicator applications is often not observable If no technology problems occur during an observation students have ity to demonstrate troubleshooting skills 6d transfer current Any opportunity to learn a new technology tool may address this indicator Meeting the knowledge to learning indicator involves students independently applying understanding of technology systems 6a of new technologies to new contexts ICOT v3 0 12 ISTE 2012 Formulating problems in a way that enables us to Addressing this aspect of CT involves activities that teach or encourage students to break use a computer and problems into smaller parts for solution Meeting the criterion would involve students selecting other tools to help solve and applying problem decomposition in a novel task cf NETS 3a 4b them Logically organizing and Addressing this aspect of CT involves activities that teach or encourage students to collect analyzing data appropriate data in a systematic way and to make sense of the information finding patterns and drawing conclusions Typical examples are worksheets and lab reports Meeting the criterion would involve students selecting and applying data organization analysis skills in a novel task cf NETS 1d 3b 4c Representing data Addressing this aspect of CT i
30. ves to meet the program evaluation standards of the Joint Committee for Standards in Educational Evaluation http www jcsee org program evaluation standards In addition observations conducted for research may be covered by specific human subjects protection regulations In the United States this is true for studies conducted under grants from the National Science Foundation hitp www nsf gov bfa dias policy human jsp U S Department of Education http www2 ed gov about offices list ocfo humansub html and many other agencies Observers also should consider how their data will be stored and retrieved Observers may want to revisit previous data to establish baselines or to see if their understanding of the NETS or other variables has shifted over time In formal research settings funding agencies may require that studies include a data management plan to ensure that research analyses can be independently verified or used in subsequent studies For an example of policy in the United States see the National Science Foundation s data management plan requirements at http www nstf gov bfa dias policy dmp jsp Establishing Observer Reliability The best way to establish reliability across observers is to have two or more observers watch the same lesson then compare ratings Ideally observers visit classes throughout a school day leaving enough time at the end of each period to compare data and reach consensus before the next observatio
31. www iste org learn computational thinking aspx e Grade levels have been extended to include adult learning e COT now continually tracks the duration of classroom events in the background Duration is reported as percent of the total observation time e While the original ICOT only tracked the overall duration of technology use v3 1 now times the duration of each classroom characteristic and type of technology use e The standards checklists have been expanded Instead of simply marking present absent observers can distinguish between standards that are addressed versus those that are achieved The distinctions are explained under Definitions on page 10 Security Risk You have to enable macros to use the ICOT and that presents a security risk Macros are an easy way for hackers to add malicious code to a file Disable macros when not using ICOT Office Button Excel Options Trust Center Settings Macro Settings Know where your ICOT comes from to ensure that no one has tampered with it If you suspect your ICOT may have been compromised save the data as plain text discard the ICOT workbook and contact icot iste org for anew copy Problems and Bugs The Excel platform allows the ICOT to be opened on most computers running Microsoft Office It allows users to modify the instrument However this low cost solution has some drawbacks The appearance of Excel objects can vary from machine to machine Buttons may not align precise
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