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ISTE-S Self-Analysis of Implementation

Audio/Video Technology (Broadcast) – Ralph J. Bunche Middle School Kennesaw State University | ITEC 8510

September 2026

Completed ISTE-S Self-Assessment Rubric

The rubric below reproduces the criteria from the provided ISTE-S Pre/Post Assessment. The selected rating for each indicator is highlighted in yellow. The rubric uses four levels: 1 = Never done it, 2 = Once or twice, 3 = All the time, and 4 = I’ve coached someone in doing this.

ISTE-S Indicator	1 Never	2 Once/twice	3 All the time	4 Coached	Evidence/Reason
1.1.a Empowered Learner Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them, and reflect on the learning process.	☐	☐	☒	☐	Students set production and skill goals and use digital tools to complete broadcast tasks, but goal-setting/reflection is not yet consistently formalized.
1.1.b Empowered Learner Students build networks and customize their learning environments in ways that support the learning process.	☐	☐	☒	☐	Students use peer roles, shared digital spaces, and production teams to support learning; broader learning networks are developing.
1.1.c Empowered Learner Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.	☐	☐	☒	☐	Students receive feedback on camera work, scripts, editing, and broadcasts and demonstrate learning through media products.
1.1.d Empowered Learner Students understand technology operations, choose/use/troubleshoot current technologies, and transfer knowledge to emerging technologies.	☐	☐	☐	☒	Troubleshooting cameras, audio/video equipment, editing tools, and classroom technology is a routine part of broadcast work; students can support peers.
1.2.a Digital Citizen Students cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world.	☐	☐	☒	☐	Students publish school media and learn that public-facing content represents them and the school, though digital identity instruction can be more systematic.
1.2.b Digital Citizen Students engage in positive, safe, legal, and ethical behavior when using technology.	☐	☐	☒	☐	Students practice responsible use of school devices, media, and online platforms; expectations are reinforced during production.
1.2.c Digital Citizen Students demonstrate understanding of and respect for the rights and obligations of using and sharing intellectual property.	☐	☒	☐	☐	Copyright, fair use, licensing, attribution, and music/image permissions are addressed, but not yet consistently embedded in every production.
1.2.d Digital Citizen Students manage personal data to maintain digital privacy and security and understand data-collection technology.	☐	☒	☐	☐	Students receive basic privacy and account-safety guidance, but deeper instruction about data collection, tracking, and privacy settings is an area for growth.
1.3.a Knowledge Constructor Students plan and employ effective research strategies to locate information and resources.	☐	☐	☒	☐	Broadcast assignments require students to gather information for scripts, announcements, interviews, and stories using digital resources.
1.3.b Knowledge Constructor Students evaluate accuracy, perspective, credibility, and relevance of information, media, data, or resources.	☐	☐	☒	☐	Students are expected to check information before using it in school broadcasts, although source-evaluation routines can be made more explicit.
1.3.c Knowledge Constructor Students curate information from digital resources using varied tools and methods to create collections of artifacts demonstrating meaningful connections or conclusions.	☐	☐	☒	☐	Students collect research, images, video, audio, and other assets to build broadcast products and presentations.
1.3.d Knowledge Constructor Students build knowledge by exploring real-world issues and problems, developing ideas/theories, and pursuing answers and solutions.	☐	☐	☒	☐	Authentic school communication tasks allow students to investigate real events, issues, and audience needs.
1.4.a Innovative Designer Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts, or solving authentic problems.	☐	☐	☐	☒	Broadcast production, graphic design, and media projects regularly move from planning to creation and problem solving; students can model the process for peers.
1.4.b Innovative Designer Students select and use digital tools to plan and manage a design process that considers constraints and calculated risks.	☐	☐	☒	☐	Students select cameras, microphones, editing, presentation, and design tools based on production goals and constraints.
1.4.c Innovative Designer Students develop, test, and refine prototypes as part of a cyclical design process.	☐	☐	☒	☐	Students revise scripts, shots, edits, graphics, and productions after feedback, but iterative prototyping is not yet a consistent named routine.
1.4.d Innovative Designer Students exhibit tolerance for ambiguity, perseverance, and capacity to work with open-ended problems.	☐	☐	☒	☐	Broadcast production frequently requires students to troubleshoot and revise when equipment, timing, footage, or ideas do not work as planned.
1.5.a Computational Thinker Students formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models, and algorithmic thinking.	☐	☒	☐	☐	Students solve production problems, but formal problem definition and algorithmic thinking are not yet explicit instructional routines.
1.5.b Computational Thinker Students collect/identify relevant data sets, use digital tools to analyze them, and represent data in ways that support problem-solving and decision-making.	☐	☐	☒	☐	Students work with production information and can use digital tools to organize information, but data analysis is less central than media creation.
1.5.c Computational Thinker Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.	☐	☐	☒	☐	Students break broadcasts into roles, shots, scripts, audio, visuals, and editing tasks; this decomposition is present but can be made more explicit.
1.5.d Computational Thinker Students understand automation and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.	☐	☒	☐	☐	Students follow production workflows, but automation and explicit algorithmic solution design are not yet a regular part of the course.
1.6.a Creative Communicator Students choose appropriate platforms and tools for desired objectives of creation or communication.	☐	☐	☐	☒	Choosing cameras, audio equipment, editing/design platforms, presentation tools, and publishing formats is a core part of broadcast instruction; students can guide peers.
1.6.b Creative Communicator Students create original works or responsibly repurpose/remix digital resources into new creations.	☐	☐	☐	☒	Students routinely create original video, graphics, scripts, broadcasts, and other media products while combining digital resources.
1.6.c Creative Communicator Students communicate complex ideas clearly and effectively through a variety of digital objects such as visualizations, models, or simulations.	☐	☐	☐	☒	Students communicate through video, audio, graphics, scripts, presentations, and other media formats to explain and inform audiences.
1.6.d Creative Communicator Students publish or present content that customizes the message and medium for intended audiences.	☐	☐	☐	☒	Authentic school broadcasts require students to consider audience, purpose, tone, format, and publication context.
1.7.a Global Collaborator Students use digital tools to connect with learners from varied backgrounds/cultures in ways that broaden mutual understanding and learning.	☐	☒	☐	☐	Collaboration is strong within the school, but sustained cross-cultural or global digital connections are limited.
1.7.b Global Collaborator Students use collaborative technologies to work with peers, experts, or community members to examine issues/problems from multiple viewpoints.	☐	☐	☒	☐	Students collaborate digitally with peers and school/community stakeholders, though connections with outside experts are not yet routine.
1.7.c Global Collaborator Students contribute constructively to project teams, assuming varied roles and responsibilities toward a common goal.	☐	☐	☐	☒	Broadcast teams depend on students taking roles such as camera, audio, anchor, reporter, producer, editor, and director and working toward a shared product.
1.7.d Global Collaborator Students explore local/global issues and use collaborative technologies to work with others to investigate solutions.	☐	☒	☐	☐	Students engage authentic local school topics, but global issues and collaborative investigation beyond the school are less consistently embedded.

Self-assessment total: 85/112 points (76%). This score is a reflective rating of my implementation of the ISTE-S in my broadcast classroom; it should not be interpreted as a formal measure of every student's mastery. The provided rubric defines the task as a self-analysis of implementation.

Analysis of My Implementation of the ISTE-S

The International Society for Technology in Education (ISTE) Standards for Students provide a framework for what students should be able to do with technology rather than simply which technology tools they should be able to operate. The self-assessment rubric provided for this assignment asks educators to examine implementation across seven areas: Empowered Learner, Digital Citizen, Knowledge Constructor, Innovative Designer, Computational Thinker, Creative Communicator, and Global Collaborator. The rubric uses a four-point continuum ranging from “Never done it” to “I’ve coached someone in doing this.” My analysis focuses on my current Audio/Video Technology (Broadcast) classroom at Ralph J. Bunche Middle School and the learning experiences students complete through authentic media production.

Based on my self-assessment, I scored 85 out of 112 possible points, or approximately 76 percent. Overall, I would describe my students' implementation of the ISTE-S as developing to proficient, with the strongest evidence appearing in Creative Communicator, Innovative Designer, Empowered Learner, and portions of Global Collaborator. The score also shows that technology use is not equally distributed across all seven standards. In a broadcast classroom, students naturally create, communicate, collaborate, and troubleshoot with technology. However, some ISTE-S expectations—particularly digital privacy, intellectual property, computational thinking, and sustained global collaboration—require more intentional planning because they do not automatically occur simply because students are using sophisticated equipment.

Borthwick and Hansen (2017) also emphasize the importance of educators being able to use and model appropriate technology practices. This idea is especially relevant in my Broadcast classroom because students learn technology through direct participation in authentic media production. I am not only teaching students how to operate cameras, editing software, and other digital tools; I am also modeling how technology can be used purposefully, creatively, and responsibly to communicate with an audience. Their discussion supports my reflection that effective technology integration requires intentional modeling and continued development rather than simply providing students with access to digital tools.

Extent to Which Students Are Achieving the ISTE-S

Students are achieving many of the ISTE-S expectations through authentic production tasks. Broadcast instruction gives students a reason to use technology to accomplish a real purpose: inform an audience, produce a school broadcast, record an interview, create a visual product, or solve a production problem. This context is important because the standards emphasize students taking active roles in learning, creating meaningful artifacts, solving problems, communicating through digital media, and collaborating with others. For example, students are not only learning what a camera shot is; they are applying shot selection, audio, framing, scripting, editing, and presentation decisions to create a finished product. This makes technology a means of demonstrating learning rather than the final goal.

The strongest evidence of achievement is in ISTE-S 1.6, Creative Communicator. I rated all four indicators at the highest level because students regularly choose tools, create original media, communicate ideas through multiple formats, and consider an audience when publishing or presenting. The nature of broadcast production requires students to think about purpose and audience. A student working as an anchor, reporter, camera operator, editor, producer, or director must make communication decisions that affect the final message. These experiences closely align with the rubric's expectation that students choose appropriate platforms and tools, create or remix digital resources responsibly, communicate complex ideas through digital objects, and customize content for an intended audience. fileciteturn0file0L611-L645

Students also demonstrate strong growth in ISTE-S 1.4, Innovative Designer. I rated students at a 4 for using a deliberate design process and at 3 for selecting tools, refining prototypes, and persevering through ambiguity. Broadcast production is inherently iterative. Students frequently have to reconsider a camera angle, rewrite a script, correct an audio problem, replace unusable footage, revise graphics, or adjust the final product for the audience. These experiences correspond with the rubric's focus on generating ideas, selecting tools within constraints, developing and refining prototypes, and persevering through open-ended problems. fileciteturn0file0L326-L374 The main opportunity is to make the design cycle more explicit so students can name the process they are already using and document how their products improve through revision.

Empowered Learner is another area in which students demonstrate consistent implementation. Students use technology to set production goals, make choices about how to complete assignments, receive feedback, and troubleshoot equipment. I rated 1.1.d at the highest level because technology operations and troubleshooting are a routine part of the broadcast environment. The rubric specifically includes choosing, using, troubleshooting, and transferring knowledge to emerging technologies. fileciteturn0file0L97-L107 Students are increasingly able to move beyond simply following directions and instead make decisions about equipment and production workflows. I rated the other Empowered Learner indicators at 3 because goal-setting, networking, and reflection occur, but I need to make those processes more visible and systematic.

Areas of Particular Strength

The clearest strength is students' ability to communicate creatively through technology. The broadcast course naturally supports ISTE-S 1.6 because students must create products for real audiences. Rather than completing only teacher-facing assignments, students have opportunities to create media that can serve an authentic school communication purpose. This raises the level of responsibility because students have to think about accuracy, clarity, visual quality, audio quality, and audience expectations. The exemplar provided for this assignment similarly identified Creative Communicator as an area of strength when students consistently used technology tools to create content in different mediums. fileciteturn0file1L57-L66 My classroom extends that same idea through a media-production context.

A second strength is collaboration. I rated 1.7.c at a 4 because broadcast work requires students to assume different roles and contribute to a common product. Students cannot produce a successful broadcast independently when the task requires multiple responsibilities. Team members have to communicate, meet deadlines, share equipment, and depend on one another. The rubric defines this indicator as contributing constructively to project teams while assuming different roles and responsibilities. fileciteturn0file0L690-L695 Although my students collaborate effectively within the school setting, I intentionally rated the global components lower because collaboration with students, experts, and communities outside the school is not yet a consistent part of the course.

A third strength is authentic problem solving. Students encounter real production constraints, including limited time, equipment issues, incomplete footage, audio problems, and the need to revise content. These situations provide natural opportunities for perseverance and design thinking. This strength is especially relevant to the Innovative Designer standard, which asks students to use technology within a design process to identify and solve problems. fileciteturn0file0L326-L328

Areas of Particular Weakness

The first area of weakness is Digital Citizen, especially intellectual property and data privacy. I rated 1.2.c and 1.2.d at a 2. Students can use technology responsibly in general, but responsible media production requires more than appropriate behavior. Students need to understand why they cannot automatically download any image, song, video clip, or graphic and use it in a school production. They also need a stronger understanding of attribution, permissions, licensing, copyright, and the ways websites and applications collect data. The rubric specifically identifies intellectual-property rights and digital privacy/security as separate expectations. fileciteturn0file0L192-L207 Because broadcast students are creating public-facing media, these skills are especially important.

The second weakness is Computational Thinker. I rated 1.5.a and 1.5.d at a 2. Students do solve problems, but I do not consistently teach them to describe those problems using computational-thinking language or to design algorithmic and automated solutions. The rubric expects students to formulate technology-assisted problem definitions, analyze and represent data, break complex problems into component parts, and understand automation and algorithmic thinking. fileciteturn0file0L489-L525 My students already decompose a broadcast into scripts, shots, audio, graphics, roles, and editing steps, but I need to intentionally connect that practice to computational thinking rather than assuming the connection is obvious.

The third weakness is Global Collaborator, particularly 1.7.a and 1.7.d. Students collaborate well with classmates and within school-based production teams, but they have fewer opportunities to use digital tools to work with learners from different cultures or to investigate local and global issues with partners beyond the school. The rubric emphasizes broadening perspectives through collaboration and using collaborative technologies with others locally and globally. fileciteturn0file0L646-L649 This is an important distinction: students can be highly collaborative without yet demonstrating the full Global Collaborator standard.

These weaknesses also reflect an important lesson from the exemplar. Borders noted that technology use can be strong while certain ISTE-S practices remain underdeveloped when they are not intentionally embedded into instruction. His analysis identified Digital Citizen, Innovative Designer iteration, and Computational Thinker as areas needing more intentional development and argued that students should be exposed directly to the criteria they are expected to achieve. fileciteturn0file1L67-L83 I see a similar need in my classroom: students are doing many of the practices, but they do not always know that those practices represent specific ISTE-S competencies.

Three Specific Actions for Improvement

First, I will embed a short “Digital Media Ethics” checkpoint into every major broadcast project. Before students publish a product, they will complete a brief checklist addressing copyright, attribution, licensing, privacy, music and image permissions, and appropriate use of personal information. Students will also identify where each external asset came from and explain why they are permitted to use it. This will move 1.2.c and 1.2.d from occasional instruction toward a routine production expectation. The goal is not to add a separate technology lesson every time, but to make digital citizenship part of the authentic workflow students already use.

Second, I will make computational thinking visible through a recurring “production problem protocol.” When a production problem occurs, students will identify the problem, break it into smaller components, identify relevant information or data, create a step-by-step solution, test the solution, and revise it. I will use this protocol for problems such as audio failure, poor framing, missing footage, editing errors, and scheduling constraints. I will also add at least one project involving a simple automated or algorithmic workflow. This directly targets 1.5.a, 1.5.c, and 1.5.d while building on skills students already use naturally in broadcast production.

Third, I will create one recurring digital collaboration project that extends beyond my classroom. Students could collaborate with another school, a media class, a community organization, or an expert to produce a short media story around a shared topic. Students would use collaborative digital tools to communicate, compare perspectives, divide responsibilities, and publish a final product for an authentic audience. This would strengthen 1.7.a, 1.7.b, and 1.7.d while also reinforcing Creative Communicator and Knowledge Constructor. The project would be intentionally structured so that collaboration is not simply dividing up work; students would need to learn from perspectives outside their immediate classroom.

Conclusion

My self-assessment indicates that the ISTE-S is already present in my broadcast classroom, but the level of implementation varies by standard. Students have strong opportunities to create, communicate, collaborate, troubleshoot, and solve authentic production problems. The greatest strengths are Creative Communicator, Innovative Designer, and the technology-use components of Empowered Learner. The greatest opportunities for improvement are Digital Citizen, Computational Thinker, and the global dimensions of Global Collaborator. The 85/112 self-assessment score provides a useful baseline rather than a final judgment of student ability. Moving forward, I want students to understand not only how to use technology, but why they are using it, how their choices affect others, and how technology can help them investigate and solve meaningful problems. Making the ISTE-S language visible in project directions, reflection questions, and assessment criteria will help students recognize the competencies they are already developing and the areas where they need to grow.

References Borthwick, A. C., & Hansen, R. (2017). Digital literacy in teacher education: Are teacher educators competent? *Journal of Digital Learning in Teacher Education, 33*(2), 46–48. https://doi.org/10.1080/21532974.2017.1291249

International Society for Technology in Education. (n.d.). ISTE Standards for Students. https://www.iste.org/standards/for-students

ISTE-S Pre/Post Assessment. (Revised 2022). Kennesaw State University course rubric.

Borders, M. J. W. (2020). Analysis of NET-S implementation. Kennesaw State University, ITEC 8510.