Ready or Not . . . The World is Different • Work is different ... • Tools are different ... • Communication is different ... • Information is different ... • Kids are different ... And Learning Is Different!
Our Educational System Must Produce Technology-Capable Kids Within a sound educational system students can become:
Capable information technology users
Information seekers, analyzers, and evaluators
Problem solvers and decision makers
Creative and effective users of productivity tools
Communicators, collaborators, publishers, and producers
Informed, responsible, and contributing citizens
NETS Project Standards Development Phases • Technology Foundation Standards • Standards for Using Technology in Learning and Teaching • Educational Technology Support Standards • Standards for Student Assessment and Evaluation of Technology Use
Phase I. NETS for Students Released NECC ’98 URL: http://cnets.iste.org
Phase II. Connecting Curriculum and Technology Released Nov. 1999
NETS For Students: Connecting Curriculum & Technology The document includes: 1. Content-Focused Learning Activities 2. Multidisciplinary Units 3. Workshop Staging Guide 4. All Subject Area Standards 5. Resources
Phase III. Support Standards Describing those elements that support the effective use of technology in schools and universities
Phase IV. Standards for Evaluation and Assessment
performance assessments and the processes for applying them
evaluation systems for assessing the effectiveness of technology use in classrooms, schools, and universities
As the standards and performance indicators are developed:
U.S. Department of Education funding initiative
ISTE with a consortia of partners will
revise the ISTE Foundations for All Teachers
develop performance indicators
identify essential conditions
outline assessment systems
disseminate models of implementation
NETS for Teachers
NETS Writing Team Meeting Educators from all over the United States came to Tempe, Arizona, to develop NETS for Teachers and essential conditions to support the use of technology in schools and universities.
Traditional -------- Incorporating ------ New Environments New Strategies Teacher-centered instruction Student-centered learning Single sense stimulation Multisensory stimulation Single path progression Multipath progression Single media Multimedia Isolated work Collaborative work Information delivery Information exchange Passive learning Active/exploratory/inquiry-based learning Factual/literal thinking Critical thinking, informed decision-making Reactive response Proactive/planned action Isolated, artificial context Authentic, real world context Establishing New Learning Environments
Standards Categories 1. Basic Operations and Concepts. 2. Personal and Professional Use of Technology 3. Application of Technology in Instruction. 1. Technology Operations and Concepts 2. Planning and Designing Learning Environments and Experiences 3. Teaching, Learning, and the Curriculum 4. Assessment and Evaluation 5. Productivity and Professional Practice 6. Social, Ethical, Legal, and Human Issues
Performance Profiles 1. General Preparation Profile: introductory skills, knowledge, and attitudes 2. Professional Preparation Profile: integration of technology and curriculum 3. Student Teaching/Internship Profile: application of technology in student teaching/internships with students 4. First Year Teaching Profile: responsibility for use of technology to support teaching, learning, communications, management, and professional productivity in their classroom
Essential Conditions for Successful Technology Use There are fundamental requirements that must be met for teacher candidates to learn to use technology effectively. • Visionary planning with support and proactive leadership from the education system • Educators skill ed in facilitating the use of technology for teaching, learning, management, communications, and productivity • Assessment of effectiveness of technology for learning • Access to contemporary technologies, software, and telecommunications networks • Technical assistance /mentors for using and maintaining technology resources • Rewards and incentive systems
Examples of Essential Conditions for Successful Technology Use General Education Professional Education Student Teaching First Year Teaching Successful Implementation at Each Level Requires Essential Conditions to Be In Place Access to hardware, software, & connectivity University-wide Model classrooms and labs in College of Ed or P.D. Schools Supervising teachers with technology & software access Ongoing technical support, access to hardware, software, and connectivity in classroom
NETS for Teachers Review & Refinement √ Open Forum (DC, 12-9-99) √ NETS Writing Team Meeting (Jan 7–12, 2000) √ Online review of standards (Feb 2–11) √ SITTE (San Diego, Feb 8–11, 2000) √ Online review of standards/indicators (Feb 15–29) √ FETC Forum (Feb 29, 2000) √ Partner Refinement (March 10) Release of New Document at NECC 2000
WHAT technology skills should be woven into the curricular fabric of our schools . . .
WHEN such skills should be taught . . .
HOW technology can support these new learning environments . . .
NETS STANDARDS CAN HELP EDUCATIONAL LEADERS KNOW:
N ational E ducational T echnology S tandards P r o j e c t Lajeane Thomas phone: 318.257.3923 fax: 318.257.4916 e-mail: email@example.com URL: http://cnets.iste.org U.S. Department of Education funded initiative
Connecting Curriculum and Technology Now on the Web: www.iste.org or http://cnets.iste.org Thank you Apple for contributing Web expertise to develop this resource!