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NETS for Students
Technology Foundation Standards for All Students

The technology foundation standards for students are divided into six broad categories. Standards within each category are to be introduced, reinforced, and mastered by students. These categories provide a framework for linking performance indicators within the Profiles for Technology Literate Students to the standards. Teachers can use these standards and profiles as guidelines for planning technology-based activities in which students achieve success in learning, communication, and life skills.

Technology Foundation Standards for Students

1    BASIC OPERATIONS AND CONCEPTS:

Ø       Students demonstrate a sound understanding of the nature and operation of technology systems.

Ø       Students are proficient in the use of technology.

2    SOCIAL AND ETHICAL, AND HUMAN ISSUES:

Ø         Students understand the ethical, cultural, and societal issues related to technology.

Ø       Students practice responsible use of technology systems, information, and software.

Ø       Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal   pursuits,  

       and productivity.

3    TECHNOLOGY PRODUCTIVITY TOOLS:

Ø       Students use technology tools to enhance learning, increase productivity, and promote creativity.

Ø       Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and

      produce other creative works.

4    TECHNOLOGY COMMUNICATIONS TOOLS:

Ø       Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.

Ø       Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

5    TECHNOLOGY RESEARCH TOOLS:

Ø       Students use technology to locate, evaluate, and collect information from a variety of sources.

Ø       Students use technology tools to process data and report results.

Ø       Students evaluate and select new information resources and technological innovations based on the appropriateness for

     specific tasks.

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NETS for Teachers

Educational Technology Standards and Performance Indicators for All Teachers

Building on the NETS for Students, the ISTE NETS for Teachers (NETS•T), which focus on preservice teacher education, define the fundamental concepts, knowledge, skills, and attitudes for applying technology in educational settings. All candidates seeking certification or endorsements in teacher preparation should meet these educational technology standards. It is the responsibility of faculty across the university and at cooperating schools to provide opportunities for teacher candidates to meet these standards.

 

The six standards areas with performance indicators listed below are designed to be general enough to be customized to fit state, university, or district guidelines and yet specific enough to define the scope of the topic. Performance indicators for each standard provide specific outcomes to be measured when developing a set of assessment tools. The standards and the performance indicators also provide guidelines for teachers currently in the classroom.

1         TECHNOLOGY OPERATIONS AND CONCEPTS.

Teachers demonstrate a sound understanding of technology operations and concepts. Teachers:

Ø       demonstrate introductory knowledge, skills, and understanding of concepts related to technology (as described in the ISTE National

      Education Technology Standards for Students)

Ø       demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies.

2         PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES.

Teachers plan and design effective learning environments and experiences supported by technology. Teachers:

Ø       design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse

      needs of learners.

Ø       apply current research on teaching and learning with technology when planning learning environments and experiences.

Ø       identify and locate technology resources and evaluate them for accuracy and suitability.

Ø       plan for the management of technology resources within the context of learning activities.

Ø       plan strategies to manage student learning in a technology-enhanced environment.

3         TEACHING, LEARNING, AND THE CURRICULUM.

Teachers implement curriculum plans that include methods and strategies for applying technology to maximize student learning. Teachers:

Ø       facilitate technology-enhanced experiences that address content standards and student technology standards.

Ø       use technology to support learner-centered strategies that address the diverse needs of students.

Ø       apply technology to develop students' higher order skills and creativity.

Ø       manage student learning activities in a technology-enhanced environment.

4         ASSESSMENT AND EVALUATION.

Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies. Teachers:

Ø       apply technology in assessing student learning of subject matter using a variety of assessment techniques.

Ø       apply multiple methods of evaluation to determine students' appropriate use of technology resources for learning, communication, and

     productivity.

5         PRODUCTIVITY AND PROFESSIONAL PRACTICE.

Teachers use technology to enhance their productivity and professional practice. Teachers:

Ø       continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of

      student learning.

Ø       apply technology to increase productivity.

6         SOCIAL, ETHICAL, LEGAL, AND HUMAN ISSUES.

Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and apply those 

principles in practice. Teachers:

Ø       model and teach legal and ethical practice related to technology use.

Ø       apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.

Ø       identify and use technology resources that affirm diversity

Ø       promote safe and healthy use of technology resources.

Ø       facilitate equitable access to technology resources for all students.

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     Language and Arts Standards

Ø      Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United

     States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal

     fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
 
Ø    Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g.,

     philosophical, ethical, aesthetic) of human experience.
 
Ø     Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their

     interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their

     understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
 
Ø     Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a

     variety of audiences and for different purposes.
 
Ø     Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with

     different audiences for a variety of purposes.
 
Ø     Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language,

     and genre to create, critique, and discuss print and non-print texts.
 
Ø     Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and

     synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit

     their purpose and audience.
 
Ø     Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and

     synthesize information and to create and communicate knowledge.
 
Ø     Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups,

     geographic regions, and social roles.
 
Ø     Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
 
Ø     Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the  

     exchange of information).

 

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Updated May 3, 2005