My ISTE Standards Descriptions

Experience Format

The following descriptions of my experience are organized by the six topic categories of the 2007 version of the International Society for Technology in Education Standards for Students. It is further broken down into three life areas, Life Experience, Education and Professional Experience. This illustrates how today's learners must integrate these three life areas to be prepared for life in a globally connected world.

At the bottom of this page you will find a link to the latest version of the ISTE Standards for Students.

Creativity and Innovation

National Educational Technology Standards and Performance Indicators

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:

a. apply existing knowledge to generate new ideas, products, or processes.

b. create original works as a means of personal or group expression.

c. use models and simulations to explore complex systems and issues.

d. identify trends and forecast possibilities.

Life Experience

  • I helped develop a new method for creating glass station roofs in SimCity 4, and developed tutorials on how to recreate them.
  • I created stations for newly developed transit networks in SimCity 4 which did not have any stations previously.
  • Logos I created for the Kansas City Adventure Club won their design competition and are now featured on their Website and other club products.
  • I won numerous awards for my digital models for SimCity.
  • I was a Disney Internship Program 3D Modeling Finalist.


  • I was the first student to use 3dsmax in a Junior Project by creating a 3D model of the Recreation Center which was under construction at Missouri State.
  • I worked on a team to create the first successful iPad game in the history of the Electronic Arts Program at Missouri State.

Professional Experience

  • As a computer animator, I have to find ways to creatively and innovatively express the concepts that clients want animated.
  • Created a 3D model of new hangers and terminals to be built when expanding Los Angeles International Airport to meet the needs for the future use of Airbus A‐380 aircraft.
  • Created a 3D model of the gantry and toll plaza for an existing Florida Turnpike highway to support automated electronic toll collection.
  • Created a 3D model of a train station to be built as part of a new rail project running between Belen and Santa Fe New Mexico. This model was used as the primary image on the Home Page of the Official Rail Runner Web Site as the project was under construction. Another 3D rendering from this project was published in Public Roads, the official Federal Highway Magazine, in an article which discussed the benefits of using digital models to illustrate design features to project stakeholders.
  • Designed a 3D model of an existing terminal building at the Tampa Florida International Airport.

Communication and Collaboration

National Educational Technology Standards and Performance Indicators

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:

a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.

b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.

c. develop cultural understanding and global awareness by engaging with learners of other cultures.

d. contribute to project teams to produce original works or solve problems.

Life Experience

  • I frequently communicate from South Korea with my family in the United States and Brazil using Skype, Facebook and other internet tools.
  • As a member of the Multicultural Leadership Scholars program, I had the opportunity to interact with students and leaders in the multicultural community of the Springfield Missouri area.
  • In my work for SimCity 4, I frequently used an online forum and chat system on the SimCity website to communicate with other members to give and get assistance on game content creation projects.


  • I completed Fundamentals of Collaboration in Electronic Arts : An exploration of aesthetic and communication issues involved in producing work in interdisciplinary electronic media.

  1. I learned and applied principals of collaboration for creating digital assets for use in multimedia presentations in a number of subject areas.
  2. I learned and used common workflows for the creation of video and commercial projects, including pre‐ production, production, and distribution project management using 3dsMax, Avid, and Adobe Audition.

  • I completed a Senior Project in Electronic Arts

  1. Developed training materials to teach project workflow to team members unfamiliar with the gaming pipeline
  2. Developed and maintained a production pipeline for the creation of low poly assets to be put into a game engine for the iPad
  3. Developed tested and trained other team members on the use of a modeling and UV Mapping method for game asset creation
  4. Developed and created an environment for a video game based on technical and artistic concept art and knowledge, using 3dsmax, UDK, iOS, iPad, Perforce, After Effects

Professional Experience

  • As an Intern in the 3D modeling department at HNTB, I worked with other members of the animation department to separate large‐scale 3D visualization projects into smaller parts that each person would be in charge of creating and merging into the final model.
  • As an intern at OnTheZ, I frequently worked with outside clients to develop animated components that would be part of their overall multimedia presentations

Research and Information Fluency

National Educational Technology Standards and Performance Indicators

Students apply digital tools to gather, evaluate, and use information. Students:

a. plan strategies to guide inquiry.

b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.

c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.

d. process data and report results.

Life Experience

  • As an instructor in scouts, I had to gather resources from a variety of different books, pamphlets, and online recourses to create material that could be used in teaching various subjects such as knife safety, forestry, orienteering, etc.


  • Writing for the Professions

  1. Created a research proposal to investigate current labor practices within the video gaming industry.
  2. Created a research paper on employment practices within the video game industry, which highlighted the ethical issues related to typical labor practices used within the industry.

  • Digital Narratives

  1. Developed scripts for digital content such as online adventure stories, and video games.
  2. Created a full script of a video game based off research into the common traits associated with character development in a non‐linear, branching storyline.

  • Writing for Interactive Media

  1. Studied effective layout and content design of textual elements in interactive media, such as the bonus section of a DVD
  2. Wrote content designed for a hierarchical layout, such as an interactive troubleshooting guide for a remote control.

Professional Experience

  • Completed an Internship at Process‐ LLC

  1. Conducted research to identify the latest software tools for creating animations, for cross platform deployment of business marketing and training presentations, compliant with the latest HTML5, CSS, and JavaScript standards.
  2. Evaluated Adobe Edge Animate for creating digital assets and animations that could be machine translated, in real time, when included as a component in an HTML5 compliant Web page.
  3. Evaluated Microsoft PowerPoint 2013, and iSpring Presenter 7, to create animations for cross platform training materials, for deployment in a Web‐based learning management system. 
  4. Created content scripts and evaluated computer generated narrations, using IVONA Reader Studio, for use as the audio component in cross platform, Web‐based, marketing and training materials.

Critical Thinking, Problem Solving, and Decision Making

National Educational Technology Standards and Performance Indicators

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:

a. identify and define authentic problems and significant questions for investigation.

b. plan and manage activities to develop a solution or complete a project.

c. collect and analyze data to identify solutions and/or make informed decisions.

d. use multiple processes and diverse perspectives to explore alternative solutions.

Life Experience

  • After graduation, I did extensive research on the hardware required to custom build a budget animation computer for use in freelance projects. After completing the research I was able to successfully build the computer.
  • When I realized that the networking system for our home computers was frequently crashing, I used a systematic analysis to identify and fix the cause of the problem.
  • As I became better with creating digital assets for various games, I found out that I was able to create higher quality content that required more system resources to function correctly. I had to find innovate way to cut down on the amount of resources the content used so that it could still pertain the functional and aesthetic qualities that I desired.


  • During our senior project, we developed a work‐flow system to complete the project on time that was adaptable enough to still work after the resignation of two team members.
  • As part of a business writing class, I gathered information from a variety of sources, including books, academic journals, newspapers, and on line databases to create a research paper on the ethics of video game companies and online gaming.
  • The various writing classes and essays that I have had to write during college have thought me to critically analyze content for subject matter that could be discussed in my assignments.

Professional Experience

  • After receiving a 3D model in a format incompatible with the main program used at my internship (Lightwave 3D) I had to experiment with various third party plugins and tools to find a format suitable for use in that main animation program.
  • As a Group Leader, I worked along with a teacher to successfully implement a grant funded literature program at the Boys and Girls Club by selecting and implementing content provided by the grant.
  • In my internship with Process‐, I was a web tester and tested the website and its content in a variety of usage scenarios to identify and document potential problems.

Digital Citizenship

National Educational Technology Standards and Performance Indicators

Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:

a. advocate and practice safe, legal, and responsible use of information and technology.

b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.

c. demonstrate personal responsibility for lifelong learning.

d. exhibit leadership for digital citizenship.

Life Experience

  • As a moderator on a SimCity website, I was partially responsible for setting and enforcing rules of digital citizenship on an internet forum, such as proper posting habits, and rules relating to critiquing and display of content.
  • As an instructor in scouts, I used a pre developed curriculum to teach the younger kids about online safety as part of the Youth Protection Training program.
  • I am always looking for new software, technology and websites that help me become more productive and educated. I also enjoy sharing those tools with others once I find them.


  • In a business‐writing course, I wrote a research paper on the ethical treatment of employees in the computer gaming industry, as well as ethical issues in online gaming.
  • In my Screen Design class, we discussed graphical elements, colors and layouts that maximized the accessibility of a website, and developed sample websites that used those elements.
  • Many of my writing classes discussed the ethics of selecting and citing digital content. I practiced the use of ethical principals in my writing, and advocated ethics to others when assisting them with their writing.

Professional Experience

  • As part of my work as a teacher’s assistant, I helped teach a class at a high school about digital citizenship and ethics. The class lesson taught the ethics, risks, and benefits of using different types of websites, such as social networks, blogs, and e‐commerce. The class also covered the ethics of digital communications, such as sending e‐mail and posting on blogs.
  • As a computer lab monitor, I was the primary person assigned to the enforcement and encouragement of proper netiquette for users in the labs.
  • As part of my training for the work as a teacher's assistant, I was trained on the proper student‐teacher relations in a digital environment.

Technology Operations and Concepts

National Educational Technology Standards and Performance Indicators

Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:

a. understand and use technology systems.

b. select and use applications effectively and productively.

c. troubleshoot systems and applications.

d. transfer current knowledge to learning of new technologies.

Life Experience

  • Designed a desktop computer for use in rendering complex three dimensional models by researching component specifications, and then selecting and integrating components to optimize graphics processing performance.
  • As an animator, I worked on projects with a variety of different people and groups. This required me to commonly transfer knowledge of operating concepts between software packages depending on the need of the particular project.
  • As a member of a modeling team on a SimCity website, I worked with other site members on finding the most efficient way to add additional transit functionality to SimCity 4 using the content creation tools provided by the game developer. Through my work with different modeling teams, I helped create the Network Add‐on mod, which is now the most popular mod for SimCity 4.
  • I have created digital photo and video albums after completing family trips using a variety of software to obtain content from video as well as digital and non‐digital photos.


  • As a high school student, I was on the Palm Leadership Team, and helped in the education of students and teachers on the new Palm Pilot Technology being used in the high school.
  • As my junior project at Missouri State, I was the first student in the animation program to test and use 3dsmax as a software tool for creating an architectural render.
  • For my senior project, I helped in selecting the best applications that could be used in the creation of a 3D iPad game given the needs and current technology limitations that were in place at the start of the project.

Professional Experience

  • As part of my work with Process‐Audits.Com LLC, I helped select and test Power Point 2013 Storyboard tools as a User Interface layout prototyping tool.
  • As an Animation Lab monitor, I provided technical support to troubleshoot various animation software packages. I also helped other students understand how to use them.
  • We discussed the effects of privacy in relation to emerging technologies such as security cameras, smart phones, and monitoring software in the computer applications class where I was a teacher's assistant. We also discussed how to properly use the devices to effectively manage digital privacy.

ISTE Standards For Students Web Site

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Christopher Simpson

44675, Ulsan, South Korea


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