National Educational Technology Standards for
Teachers
All prospective teachers, upon completion of the
general preparation component of their program should be able to:
1.
demonstrate
a sound understanding of the nature and operation of technology systems.
2.
demonstrate
proficiency in the use of common input and output devices; solve routine
hardware and software problems; and make informed choices about technology
systems, resources, and services.
3.
to use technology tools and information resources to increase
productivity, promote creativity, and facilitate academic learning.
4.
to use content-specific tools (e.g., software, simulation, environmental
probes, graphing calculators, exploratory environments, Web tools) to support
learning and research.
5.
use technology resources to facilitate higher order and complex thinking
skills, including problem solving, critical thinking, informed decision making,
knowledge construction, and creativity.
6.
collaborate in constructing technology-enhanced models preparing
publications, and producing other creative works using productivity tools.
7.
use technology to locate, evaluate, and collect information from a
variety of sources.
8.
use technology tools to process data and report results.
9.
use technology in the development of strategies for solving problems in
the real world.
10.
observe and experience the use of technology in their major field of
study.
11.
use technology tools and resources for managing and communicating
information (e.g., finances, schedules, addresses, purchases, correspondence).
12.
evaluate and select new information resources and technological
innovations based on their appropriateness to specific tasks.
13.
use a variety of media and formats, including telecommunications, to
collaborate, publish, and interact with peers, experts, and others audiences.
14.
demonstrate an understanding of the legal, ethical, cultural, and
societal issues related to technology.
15.
exhibit positive attitudes toward technology uses that support lifelong
learning, collaboration, personal pursuits, and productivity.
16.
discuss diversity issues related to electronic media.
17.
discuss the health and safety issues related to technology use.
Prior to the culminating student teaching
experience, all prospective teachers should be able to:
1.
identify the benefits of technology to maximize student learning and
facilitate higher order thinking skills.
2.
differentiate between appropriate and inappropriate uses of technology
for teaching and learning while using electronic resources to design and
implement learning activities.
3.
identify technology resources available in schools and analyze how
accessibility to those resources affects planning for instruction.
4.
identify, select, and use hardware and software technology resources
specifically designed for use by PK-12 students to meet specific teaching and
learning objectives.
5.
plan for the management of electronic instructional resources within a
lesson design by identifying potential problems and planning for solutions.
6.
identify specific technology applications and resources that maximize
student learning, address learner needs, and affirm diversity.
7.
design and teach technology-enriched learning activities that connect
content standards with student technology standards and meet the diverse needs
of students.
8.
design and peer teach a lesson that meets content area standards and
reflects the current best practices in teaching and learning with technology.
9.
plan and teach student-centered learning activities and lessons in which
students apply technology tools and resources.
10.
research and evaluate the accuracy, relevance, appropriateness,
comprehensiveness, and bias of electronic information resources to be used by
students.
11.
discuss technology-based assessment and evaluation strategies.
12.
examine multiple strategies for evaluating technology-based student
products and the processes used to create those products.
13.
examine technology tools used to collect, analyze, interpret, represent,
and communicate student performance data.
14.
integrate technology-based assessment strategies and tools into plans for
evaluating specific learning activities.
15.
develop a portfolio of technology-based products from coursework,
including the related assessment tools.
16.
identify and engage in technology-based opportunities for professional
education and lifelong learning, including the use of distance education.
17.
apply online and other technology resources to support problem solving
and related decision making for maximizing student learning.
18.
participate in online professional collaborations with peers and experts.
19.
use technology productivity tools to complete required professional
tasks.
20.
identify technology-related legal and ethical issues, including copyright,
privacy, and security of technology systems, data, and information.
21.
examine acceptable use policies for the use of technology in schools,
including strategies for addressing threats to security of technology systems,
data, and information.
22.
identify issues related to equitable access to technology in school, community,
and home environments.
23.
identify safety and health issues related to technology use in schools.
24.
identify and use assistive technologies to meet the special physical needs of
students.
Upon completion of the culminating student
teaching experience, and at the point of initial licensure, all prospective
teachers should be able to:
1.
apply troubleshooting strategies for solving routine hardware and
software problems that occur in the classroom.
2.
identify, evaluate, and select specific technology resources available at
the school site and district level to support a coherent lesson sequence.
3.
design, manage, and facilitate learning experiences using technology that
affirm diversity and provide equitable access to resources.
4.
create and implement a well-organized plan to manage available technology
resources, provide equitable access for all students, and enhance learning
outcomes.
5.
design and facilitate learning experiences that use assistive
technologies to meet the special physical needs of students.
6.
design and teach a coherent sequence of learning activities that
integrates appropriate use of technology resources to enhance student academic
achievement and technology proficiency by connecting district, state, and
national curriculum standards with student technology standards (as defined in
the ISTE National Education Technology Standards for Students).
7.
design, implement, and assess learner-centered lessons that are based on
the current best practices on teaching and learning with technology and that
engage, motivate, and encourage self-directed student learning.
8.
guide collaborative learning and activities in which students use
technology resources to solve authentic problems in the subject area(s).
9.
develop and use criteria for ongoing assessment of technology-based
student products and the same processes used to create those products.
10.
design an evaluation plan that applies multiple measures and flexible
assessment strategies to determine students’ technology proficiency and
content area learning.
11.
use multiple measures to analyze instructional practices that employ
technology to improve planning, instruction, and management.
12.
apply technology productivity tools and resources to collect, analyze,
and interpret data and to report results to parents and students.
13.
select and apply suitable productivity tools to complete educational and
professional tasks.
14.
model safe and responsible use of technology and develop classroom
procedures to implement school and district technology acceptable use policies
and data security plans.
15.
participate in online professional collaboration with peers and experts
as part of a personally designed plan, based on self-assessment, for
professional growth in technology.
Upon completion of the culminating student
teaching experience, and at the point of initial licensure, all prospective
teachers should be able to:
1.
assess the availability of technology resources at the school site, plan
activities that integrate available resources, and develop a method for
obtaining the additional necessary software and hardware to support the specific
learning needs of students in the classroom.
2.
make appropriate choices about technology systems, resources, and
services that are aligned with district and state standards.
3.
arrange equitable access to appropriate technology resources that enable
students to engage successfully in learning activities across subject/content
areas and grade levels.
4.
engage in ongoing planning of lesson sequences that effectively integrate
technology resources and are consistent with current best practices for
integrating the learning of subject matter and student technology standards (as
defined in the ISTE National Educational Technology Standards for Students).
5.
plan and implement technology-based learning activities that promote
student engagement in analysis, synthesis, interpretation, and creation of
original products.
6.
plan for, implement, and evaluate the management of student use of
technology resources as part of classroom operations and in specialized
instructional situations.
7.
implement a variety of instructional technology strategies and grouping
strategies (e.g. whole group, collaborative, individualized, and learner
centered) that include appropriate embedded assessment for meeting the diverse
needs of learners.
8.
facilitate student access to school and community resources that provide
technological and discipline-specific expertise.
9.
teach students methods and strategies to assess the validity and
reliability of information gathered through technological means.
10.
recognize students’ talents in the use of technology and provide them
with opportunities to share their expertise with their teachers, peers, and
others.
11.
guide students in applying self- and peer-assessment tools to critique
student-created technology products and the process used to create those
products.
12.
facilitate students’ use of technology that addresses their social
needs and cultural identity and promotes their interaction with the global
community.
13.
use results from assessment measures (e.g., learner profiles,
computer-based testing, electronic portfolios) to improve instructional
planning, management, and implementation of learning strategies.
14.
use technology tools to collect, analyze, interpret, represent, and
communicate data (student performance and other information) for the purposes of
instructional planning and school improvement.
15.
use technology resources to facilitate communications with parents or
guardians for students.
16.
identify capabilities and limitations of current and emerging technology
resources and assess the potential of these systems and services to address
personal, lifelong learning, and workplace needs.
17.
participate in technology-based collaboration as part of continual and
comprehensive professional growth to stay abreast of new and emerging technology
resources that support enhanced learning.
18.
demonstrate and advocate for legal and ethical behaviors among students,
colleagues, and community members regarding the use of technology and
information.
19.
enforce classroom procedures that guide students’ safe and healthy use
of technology and that comply with legal and professional responsibilities for
students needing assistive technologies.
20.
advocate for equal access to technology for all students in their schools,
communities, and homes.
21.
implement procedures consistent with district and school policies that
protect the privacy and security of student data and information.
Technology
Literate Students
Grades PK-2
1.
Use input devices (e.g., mouse, keyboard, remote control) and output
devices (e.g., monitor, printer) to successfully operate computers, VCRs,
audiotapes, and other technologies.
2.
Use a variety of media and technology resources for directed and
independent learning activities.
3.
Communicate about technology using developmentally appropriate and
accurate terminology.
4.
Use developmentally appropriate multimedia resources (e.g., interactive
books, educational software, elementary multimedia encyclopedias) to support
learning.
5.
Work cooperatively and collaboratively with peers, family members, and
others when using technology in the classroom.
6.
Demonstrate positive social and ethical behaviors when using technology.
7.
Practice responsible use of technology systems and software.
8.
Create developmentally appropriate multimedia products with support from
teachers, family members, or student partners.
9.
Use technology resources (e.g., puzzles, logical thinking programs,
writing tools, digital cameras, drawing tools) for problem solving,
communication, and illustration of thoughts, ideas, and stories.
10.
Gather information and communicate with others using telecommunications,
with support from teachers, family members, or student partners.
Grades
3 –5
1.
Use keyboards and other common input and output devices (including
adaptive devices when necessary) efficiently and effectively.
2.
Discuss common uses of technology in daily life and the advantages and
disadvantages those uses provide.
3.
Discuss basic issues related to responsible use of technology and
information and describe personal consequences of inappropriate use.
4.
Use general purpose productivity tools and peripherals to support
personal productivity, remediate skill deficits, and facilitate learning
throughout the curriculum.
5.
Use technology tools (e.g., multimedia authoring, presentation, Web
tools, digital cameras, scanners) for individual and collaborative writing,
communication, and publishing activities to create knowledge products for
audiences inside and outside the classroom.
6.
Use telecommunications efficiently and effectively to access remote
information, communicate with others in support of direct and independent
learning, and pursue personal interests.
7.
Use telecommunications and online resources (e.g., e-mail, online
discussions, Wed environments) to participate in collaborative problem-solving
activities for the purpose of developing solutions or products for audiences
inside and outside the classroom.
8.
Use technology resources (e.g., calculators, data collection probes,
videos, educational software) for problem-solving, self-directed learning, and
extended learning activities.
9.
Determine when technology is useful and select the appropriate tool(s)
and technology resources to address a variety of tasks and problems.
10.
Evaluate the accuracy, relevance, appropriateness, comprehensiveness, and
bias of electronic information sources.
Grades 6 – 8
1.
Apply strategies for identifying and solving routine hardware and
software problems that occur during everyday use.
2.
Demonstrate knowledge of current changes in information technologies and
the effect those changes have on the workplace and society.
3.
Exhibit legal and ethical behaviors when using information and
technology, and discuss consequences of misuse.
4.
Use content-specific tools, software, and simulations (e.g.,
environmental probes, graphing calculators, exploratory environments, Wed tools)
to support learning and research.
5.
Apply productivity/multimedia tools and peripherals to support personal
productivity, group collaboration, and learning throughout the curriculum.
6.
Design, develop, publish, and present products (e.g., Web pages,
videotapes) using technology resources that demonstrate and communicate
curriculum concepts to audiences inside and outside the classroom.
7.
Collaborate with peers, experts, and others using telecommunications and
collaborative tools to investigate curriculum-related problems, issues, and
information, and to develop solutions or products for audiences inside and
outside the classroom.
8.
Select and use appropriate tools and technology resources to accomplish a
variety of tasks and solve problems.
9.
Demonstrate an understanding of concepts underlying hardware, software,
and connectivity, and of practical applications to learning and problem solving.
10.
Research and evaluate the accuracy, relevance, appropriateness,
comprehensiveness, and bias of electronic information sources concerning
real-world problems.
Grades 9 –12
1.
Identify capabilities and limitations of contemporary and emerging
technology resources and assess the potential of these systems and services to
address personal, lifelong learning, and workplace needs.
2.
Make informed choices among technology systems, resources, and services.
3.
Analyze advantages and disadvantages of widespread use and reliance on
technology in the workplace and in society as a whole.
4.
Demonstrate and advocate for legal and ethical behaviors among peers,
family, and community regarding the use of technology and information.
5.
Use technology tools and resources for managing and communicating
personal/professional information (e.g., finances, schedules, addresses,
purchases, correspondence).
6.
Evaluate technology-based options, including distance and distributed
education, for lifelong learning.
7.
Routinely and efficiently use online information resources to meet needs
for collaboration, research, publications, communications, and productivity.
8.
Select and apply technology tools for research, information analysis,
problem-solving, and decision-making in content learning.
9.
Investigate and apply expert systems, intelligent agents, and simulations
in real-world situations.
10.
Collaborate with peers, experts, and others to contribute to a
content-related knowledge base by using technology to compile, synthesize,
produce, and disseminate information, models, and other creative works.