Nets
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The document discusses the National Educational Technology Standards (NETS), which provide guidelines for students, teachers, administrators, coaches, and computer science educators to develop skills needed for the digital age. The NETS are divided into five categories and aim to improve higher-order thinking, prepare students for global jobs, design student-centered learning, and guide systematic school changes to create digital learning environments. The standards were created by the International Society for Technology in Education and have been adapted worldwide since their initial drafting in 1998.
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Nets
The document outlines the National Educational Technology Standards (NETS) which provide guidelines for students, teachers, administrators, coaches, and computer science educators to develop skills needed for the digital age. The NETS help evaluate abilities, inspire technology use in education, and guide systematic reforms to create student-centered learning environments. The standards were created by the International Society for Technology in Education to transform schools and prepare students for a global, digital world.
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The document discusses the ISTE (International Society for Technology in Education) organization and its mission to improve education through technology. ISTE develops standards called NETS that have influenced expectations for students' technology skills. The NETS standards outline six areas of technology literacy: creativity, communication, research, critical thinking, digital citizenship, and operations/concepts. An example is provided of a classroom lesson on the Battle of Thermopylae where students research and present information meeting several NETS standards through group work using historical texts, virtual displays, online resources, and media analysis.
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The document outlines six standards for students' use of technology:
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3. Research and Information Fluency - Students apply digital tools to gather, evaluate, and use information from various sources.
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Nets
The document outlines the National Educational Technology Standards (NETS) which provide guidelines for students, teachers, administrators, coaches, and computer science educators to develop skills needed for the digital age. The NETS help evaluate abilities, inspire technology use in education, and guide systematic reforms to create student-centered learning environments. The standards were created by the International Society for Technology in Education to transform schools and prepare students for a global, digital world.
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The document discusses the ISTE (International Society for Technology in Education) organization and its mission to improve education through technology. ISTE develops standards called NETS that have influenced expectations for students' technology skills. The NETS standards outline six areas of technology literacy: creativity, communication, research, critical thinking, digital citizenship, and operations/concepts. An example is provided of a classroom lesson on the Battle of Thermopylae where students research and present information meeting several NETS standards through group work using historical texts, virtual displays, online resources, and media analysis.
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The ISTE standards emphasize 21st century skills for students using technology in the classroom. There are 7 standards for students that focus on being empowered learners, digital citizens, knowledge constructors, innovative designers, computational thinkers, creative communicators, and global collaborators. ISTE also developed 5 standards for teachers through the NETS project that focus on facilitating student learning, developing digital lessons and assessments, modeling digital work and learning, promoting digital citizenship, and engaging in professional growth. Common Core standards now include technology skills as technology has become more advanced and integral to 21st century learning.
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This document discusses e-learning and its implementation at Gardens School. It defines e-learning as learning facilitated by technology anywhere and anytime. The school aims to develop students' critical thinking, communication, collaboration and creativity skills through e-learning. An e-learning classroom provides opportunities for global learning, independent and self-directed study, and developing technology literacy and higher-order thinking. The document outlines how Gardens School provides iPads, laptops, software and online tools to support an e-learning curriculum across subjects like sport.
ISTE standards worksheet
The document outlines six standards for students' use of technology:
1. Creativity and Innovation - Students use technology creatively to generate new ideas and products.
2. Communication and Collaboration - Students use digital tools to communicate and collaborate with others, including distant peers.
3. Research and Information Fluency - Students apply digital tools to gather, evaluate, and use information from various sources.
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Educational settings will need to adapt to new structures and models to keep the pace. Education at large struggles to update their courses within shorter and shorter cycles or to develop new ones, with lessons still being largely given like 100 years ago. Higher education – but also continuing education – should keep an eye on the learning opportunities the web provides, especially in contexts where practical experience is considered equally or even more important than “theoretical” education at school or university.
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This document discusses challenges and strategies for teaching and learning in the 21st century. It outlines the evolving nature of jobs and skills needed by modern learners, including digital literacy. Key strategies recommended for teachers include blended learning, cross-curricular teaching, flipped classrooms, differentiated instruction, cooperative learning, and integrating technology. The document emphasizes that technology should be used as a tool to bring students and teachers together for enriched learning, and that teachers must also continue developing their skills as lifelong learners.
Chapter2
This chapter discusses leading instruction with new technologies, including meeting NETP Goals 1 and 2 of learning and assessment through a digital-age learning culture. It emphasizes using social networking tools, universal design for learning, and assessing student achievement with both formative and summative measures. The chapter also provides reflection questions to help administrators evaluate technology integration and support learner-centered environments through professional development and equitable access to devices and online learning.
Chapter2
This chapter discusses leading instruction with new technologies, including meeting NETP Goals 1 and 2 of learning and assessment and ISTE Standard 2 of developing a digital learning culture. It emphasizes using social networking tools, universal design for learning, and formative and summative assessments. The chapter also includes tips for technology leaders and discussion questions about supporting technology integration, professional development, harnessing students' digital skills, enhancing STEM subjects, and ensuring equitable access to technology.
Educational technologies into teacher training and professional development
The document discusses incorporating educational technologies into teacher training and professional development. It outlines many benefits of technology in education such as distance learning and easier communication. It emphasizes the increasing pervasiveness of technology in societies and the importance of training teachers to integrate technology into classrooms. Personal learning environments are described as individualized approaches that allow learners to control their work and learning. Barriers to implementing information and communication technologies in South Africa are also discussed. The document outlines goals for developing a knowledge society and teacher competencies for teaching in digital environments. [/SUMMARY]
Digital Literacy in the 21st Century Classroom
This document discusses the importance of digital literacy and 21st century skills in education. It argues that digital literacy is important for increasing student achievement and engagement, preparing students for college and careers, and promoting inclusiveness through assistive technology. The document outlines standards for 21st century learning and describes what a 21st century classroom looks like, including characteristics like student-centered learning, collaborative learning, and adaptive technology. It discusses challenges like the debate around "bring your own device" policies and how assistive technology can help more students succeed. Overall, the document makes the case that technology and digital skills are necessary for students to compete in today's world.
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The document introduces New Zealand's draft e-learning planning framework developed by the Ministry of Education. It was created to help schools self-review how they use information and communication technologies (ICTs) to support learning. The framework includes 5 dimensions, multiple strands within each dimension, and descriptors for different levels of maturity. It is intended to guide schools in building ICT capability. The document outlines how the framework was developed by reviewing other models and prioritizing New Zealand needs. It also provides examples of how schools may use and consult on the draft framework.
Ict in science smart school
The document discusses Malaysia's Smart Schools initiative which aims to: (1) transform the school system to be more relevant for the information age (2) fulfill Malaysia's Vision 2020 goals (3) increase participation of stakeholders. Some key goals are to provide opportunities for holistic student development and produce a technology-literate workforce. Teaching and learning components include redesigning the curriculum, using various pedagogies, and assessments. The progress of Smart Schools over 4 waves is also outlined.
From students to learners english youg learner 2
This document outlines 21st century skills and learning outcomes for K-12 education. It defines three categories of 21st century skills: learning and innovation skills, digital literacy skills, and career and life skills. It then provides examples of learning outcomes from two school districts, Sacramento and Napa, related to these skills. The document discusses how project-based learning can help foster 21st century skills, with students working in teams to solve complex, real-world problems. It describes the process of students engaging with a project, conducting research, collaborating, and presenting their work. Finally, it notes that new school designs are moving away from traditional classrooms towards more flexible learning environments.
E tutoring
E-tutoring involves teaching, supporting, managing, and assessing students in online or virtual environments where teachers and learners are separated by time and space. It requires competencies in the subject matter, pedagogy, and understanding technology's limitations. Traditional tutoring has drawbacks like not optimizing learning time, inability to tailor lessons, and difficulty monitoring progress. Present-day e-tutoring offers many online courses from various sites and signals a paradigm shift by allowing open access to diverse curricula. MOOCs and NPTEL further this trend by hosting free massive open online courses from top universities worldwide and providing online engineering and science courses through Indian institutions. E-tutoring represents the next step in
ICT for Teachers in Basic Education
A training presentation to assist basic education teachers on designing and delivering learning with information and communications technology (ICT).
Thorp Anne Resume 2017
This document summarizes the experience and qualifications of Anne Thorp, an educator with over 30 years of experience in various roles such as an instructional technologist, director of a regional educational service agency, classroom teacher, and consultant. She has experience designing and delivering effective professional development, managing budgets and projects, and guiding educators in technology integration. Thorp holds a PhD in Education Technology Management and has received several awards for her work in blended learning, online course design, and using technology to improve instruction.
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Nets
- 1. National Educational Technology Standards By: Stephanie Byrne
- 2. NETS Welcome to the 21st century
- 3. NETSS NETSA
- 4. NETSS • For students • Evaluate skills and knowledge needed to live productively in global and digital world • Use technology to analyze, learn, and explore
- 5. NETST • For teachers • Evaluate the skills and knowledge to teach, work, and learn in connected global and digital society • Teachers as co-learners in digital age
- 6. NETSA • For administrators • Evaluate skills and knowledge needed to support digital age learning, implement technology, and transform instructional landscape • Implement reform in schools
- 7. NETSC • For coaches • Skills and knowledge needed to support peers in becoming digital educators • Facilitate teachers in engaging students with technology
- 8. NETSCSE • For computer science educators • Skills and knowledge needed to reach, inspire, and teach students in computing • Create and design technology
- 9. Works Cited • "NETS." International Society for Technology in Education. ISTE, 2012. Web. 28 Sep 2012.
- 10. NETS • National Educational Technology Standards • For learning, teaching, and leading in the digital age • Five categories work together to transform education: students, teachers, administrators, coaches, and computer science educators
- 11. Goals • Improve higher order thinking skills • Prepare students for global job market • Design student-centered, project-based, online learning environments • Guide systematic change in schools to create digital learning place • Inspire digital age professional models for working, collaborating, and decision making
- 12. Origination • Created by International Society for Technology in Education • Being adapted for use around the world • First drafted in 1998 and revised repeatedly