ISTE Standards


1.1. Empowered Learner
Students leverage technology to take an active role in choosing,
achieving and demonstrating competency in their learning goals,
informed by the learning sciences. Students:
1.1.a. 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. build networks and customize their learning environments in
ways that support the learning process.
1.1.c. use technology to seek feedback that informs and improves
their practice and to demonstrate their learning in a variety of
1.1.d. 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.

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

1.3. Knowledge Constructor
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. Students:
1.3.a. plan and employ effective research strategies to locate
information and other resources for their intellectual or
creative pursuits.
1.3.b. evaluate the accuracy, perspective, credibility and relevance of
information, media, data or other resources.
1.3.c. 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. build knowledge by actively exploring real-world issues
and problems, developing ideas and theories and pursuing
answers and solution

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

1.5. Computational Thinker
Students develop and employ strategies for understanding and
solving problems in ways that leverage the power of technological
methods to develop and test solutions. Students:
1.5.a. formulate problem definitions suited for technologyassisted methods such as data analysis, abstract models and
algorithmic thinking in exploring and finding solutions.
1.5.b. 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. break problems into component parts, extract key information,
and develop descriptive models to understand complex
systems or facilitate problem-solving.
1.5.d. understand how automation works and use algorithmic
thinking to develop a sequence of steps to create and test
automated solutions.

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

1.7. Global Collaborator
Students use digital tools to broaden their perspectives and enrich
their learning by collaborating with others and working effectively in
teams locally and globally. Students:
1.7.a. 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. use collaborative technologies to work with others, including
peers, experts or community members, to examine issues and
problems from multiple viewpoints.
1.7.c. contribute constructively to project teams, assuming various
roles and responsibilities to work effectively toward a common
1.7.d. explore local and global issues and use collaborative
technologies to work with others to investigate solutions.


4.1. Change Agent
Coaches inspire educators and leaders to use technology to create
equitable and ongoing access to high-quality learning. Coaches:
4.1.a. Create a shared vision and culture for using technology to
learn and accelerate transformation through the coaching
4.1.b. Facilitate equitable use of digital learning tools and content
that meet the needs of each learner.
4.1.c. Cultivate a supportive coaching culture that encourages
educators and leaders to achieve a shared vision and
individual goals.
4.1.d. Recognize educators across the organization who use
technology effectively to enable high-impact teaching and
4.1.e. Connect leaders, educators, instructional support, technical
support, domain experts and solution providers to maximize
the potential of technology for learning.

4.2. Connected Learner
Coaches model the ISTE Standards for Students and the ISTE
Standards for Educators and identify ways to improve their coaching
practice. Coaches:
4.2.a. Pursue professional learning that deepens expertise in the
ISTE Standards in order to serve as a model for educators and
4.2.b. Actively participate in professional learning networks to
enhance coaching practice and keep current with emerging
technology and innovations in pedagogy and the learning
4.2.c. Establish shared goals with educators, reflect on successes
and continually improve coaching and teaching practice.

4.3. Collaborator
Coaches establish productive relationships with educators in order
to improve instructional practice and learning outcomes. Coaches:
4.3.a. Establish trusting and respectful coaching relationships that
encourage educators to explore new instructional strategies.
4.3.b. Partner with educators to identify digital learning content
that is culturally relevant, developmentally appropriate and
aligned to content standards.
4.3.c. Partner with educators to evaluate the efficacy of digital
learning content and tools to inform procurement decisions
and adoption.
4.3.d. Personalize support for educators by planning and modeling
the effective use of technology to improve student learning

4.4. Learning Designer
Coaches model and support educators to design learning
experiences and environments to meet the needs and interests of
all students. Coaches:
4.4.a. Collaborate with educators to develop authentic, active
learning experiences that foster student agency, deepen
content mastery and allow students to demonstrate their
4.4.b. Help educators use digital tools to create effective
assessments that provide timely feedback and support
personalized learning.
4.4.c. Collaborate with educators to design accessible and active
digital learning environments that accommodate learner
4.4.d. Model the use of instructional design principles with
educators to create effective digital learning environments.

4.5. Professional Learning Facilitator
Coaches plan, provide and evaluate the impact of professional
learning for educators and leaders to use technology to advance
teaching and learning. Coaches:
4.5.a. Design professional learning based on needs assessments
and frameworks for working with adults to support their
cultural, social-emotional and learning needs.
4.5.b. Build the capacity of educators, leaders and instructional
teams to put the ISTE Standards into practice by facilitating
active learning and providing meaningful feedback.
4.5.c. Evaluate impact of professional learning and continually
make improvements in order to meet schoolwide vision for
using technology for high-impact teaching and learning.

4.6. Data-Driven Decision-Maker
Coaches model and support the use of qualitative and quantitative
data to inform their own instruction and professional learning.
4.6.a. Assist educators and leaders in securely collecting and
analyzing student data.
4.6.b. Support educators to interpret qualitative and quantitative
data to inform their decisions and support individual student
4.6.c. Partner with educators to empower students to use learning
data to set their own goals and measure their progress.

4.7. Digital Citizen Advocate
Coaches model digital citizenship and support educators and
students in recognizing the responsibilities and opportunities
inherent in living in a digital world. Coaches:
4.7.a. Inspire and encourage educators and students to use
technology for civic engagement and to address challenges
to improve their communities.
4.7.b. Partner with educators, leaders, students and families
to foster a culture of respectful online interactions and a
healthy balance in their use of technology.
4.7.c. Support educators and students to critically examine
the sources of online media and identify underlying
4.7.d. Empower educators, leaders and students to make informed
decisions to protect their personal data and curate the
digital profile they intend to reflect.

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