Standards

This is the list of the ISTE National Educational Technology Standards for students (NETS • S). This list includes basic descriptions on how scalable game design addresses the standard. More detailed descriptions of mappings between game design activities and these standards can be found in the game design descriptions. The original NETS description in bold at level 1, connected game design and computational science activities are at level 2.

Creativity	and	Innovation
Students	demonstrate	creative	thinking,	construct	knowledge,	and	develop	innovative	products	and	processes using	technology. Students:
 * apply	existing	knowledge	to	generate	new	ideas,	products,	or	processes:
 * design and develop games
 * design and develop computational science models
 * create	original	works	as	a	means	of	personal	or	group	expression.
 * design original games
 * model you local environment, e.g., ecology, economy
 * use	models	and	simulations	to	explore	complex	systems	and	issues.
 * model scientific phenomena, e.g., predator / prey models
 * and create visualizations
 * identify	trends	and	forecast	possibilities.
 * build predictive computational science models, e.g., how the pine beetle destroys the Colorado pine forest
 * build live feeds to scientific Web pages (e.g, weather information), process and visualize changing information

Communication	and	Collaboration
Students	use	digital	media	and	environments	to	communicate	and	work	collaboratively,	including	at	a	distance, to	support	individual	learning	and	contribute	to	the	learning	of	others. Students:
 * interact,	collaborate,	and	publish	with	peers,	experts,	or	others	employing	a	variety	of	digital	environments and media:
 * students work in teams to build and publish their simulations as Web pages containing Java applets.
 * communicate	information	and	ideas	effectively	to	multiple	audiences	using	a	variety	of	media	and	formats.
 * effectively combine interactive simulations, text, images in Web pages
 * develop	cultural	understanding	and	global	awareness	by	engaging with	learners	of	other	cultures.
 * students and teachers from the four culturally diverse regions interact with each other
 * contribute	to	project	teams	to	produce	original	works	or	solve	problems.
 * define project roles and work collaboratively to produce games and simulations

Research and	Information	Fluency
Students	apply	digital	tools	to	gather,	evaluate,	and	use	information. Students:
 * plan	strategies	to	guide	inquiry.
 * explore Web sites and identify interesting connections
 *  locate,	organize,	analyze,	evaluate,	synthesize,	and	ethically	use	information	from	a	variety	of	sources	and	 media.
 * find relevant related Web-based information, compute derivate information
 * evaluate	and	select	information	sources	and	digital	tools	based	on	the	appropriateness	to	specific	tasks.
 * understand validity of information, e.g. scientific journal information vs. personal blogs
 * process	data	and	report	results.
 * write programs to access numerical information, define functions to process data and create output based on voice or plotting to represent data.

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. Students:
 * identify	and	define	authentic	problems	and	significant	questions	for	investigation.
 * define research questions and explore approach of exploration
 *  plan	and	manage	activities to	develop	a	solution	or	complete	a	project.
 * outline sequence of exploratory steps
 * experience complete bottom-up and top-down design processes
 * employ algorithmic thinking for creating programs to solve problems
 * collect	and	analyze	data	to	identify	solutions	and/or	make	informed	decisions.
 * collect data as time series, e.g., collect group size of predator and prey, export time series to Excel, explore various types of graph representations, e.g., x(t), y(t) or scatter y=f(x)
 * use	multiple	processes	and	diverse	perspectives	to	explore	alternative	solutions.
 * experience and understand design trade-offs, e.g. bottom-up vs. top-down

Digital	Citizenship
Students	understand	human,	cultural,	and	societal	issues	related	to	technology	and	practice	legal	and	ethical behavior. Students:
 * advocate	and	practice	safe,	legal,	and	responsible	use	of	information	and	technology.
 * learn how to use tools to locate resources, e.g., images with Google image search, but understand copyright issues
 * exhibit	a	positive	attitude	toward	using	technology	that	supports	collaboration,	learning,	and	productivity.
 * stay in the Flow, where design challenges match design skills
 * experience success through scaffolded game design activities
 * mentor other students
 * demonstrate	personal	responsibility	for	lifelong	learning.
 * explore options of going beyond expected learning goals
 * exhibit	leadership	for	digital	citizenship.
 * in a collaborative setting become a responsible producer of content for diverse audiences

Technology	Operations	and	Concepts
Students	demonstrate	a	sound	understanding	of	technology	concepts,	systems,	and	operations. Students:
 * understand	and	use	technology	systems.
 * know how to organize files and folders, launch and use applications on various platforms
 * select	and	use	applications	effectively	and	productively.
 * know how to orchestrate a set of applications to achieve goals, e.g., make game and simulations using Photoshop (art), AgentSheets (programming), and Excel (data analysis).
 * troubleshoot	systems	and	applications.
 * debug games and simulations that are not working
 * transfer	current	knowledge	to	learning	of	new	technologies.
 * reflect on fundamental skills at conceptual level. Explore different tools to achieve similar objectives.