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Educator
Development
for ICT

ISTE National Educational Technology Standards

available at http://cnets.iste.org/TeacherStandards.html

ISTE NATIONAL EDUCATIONAL TECHNOLOGY STANDARDS (NETS) AND PERFORMANCE INDICATORS FOR ALL TEACHERS

All classroom teachers should be prepared to meet the following standards and performance indicators.

 General Preparation Performance Profile

Upon completion of the general preparation component of their program, prospective teachers:

 Professional Preparation
Performance Profile

Prior to the culminating student teaching or internship experience,
prospective teachers:

Student Teaching / Internship Performance Profile

Upon completion of the culminating student teaching or internship experience, and at the point of initial licensure, teachers:
First Year Teaching
PerformanceProfile

Upon completion of the first year of teaching, teachers:

I. Technology Operations and Concepts.

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


A. demonstrate introductory technology literacy knowledge, skills, and concepts (described in the ISTE NETS Technology Foundation Standards for Students).

B. demonstrate sustained growth in technology knowledge and skills to stay abreast of contemporary and emerging technologies.

 

II. Planning and Designing Learning Environments and Experiences.

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

A. design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.

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

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

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

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

 

III. Teaching, Learning, and the Curriculum.

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

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

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

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

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

 

IV. Assessment and Evaluation.

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

A. apply technology in assessing student learning of subject matter knowledge and skills using a variety of assessment techniques.

B. use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning.

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

 

V. Productivity and Professional Practice.

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

A. use technology resources to engage in on-going professional development and lifelong learning.

B. continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning.

C. apply technology to increase productivity.

D. use technology to communicate and collaborate with peers, parents, and the larger community to nurture student learning.

 

VI. Social, Ethical, Legal, and Human Issues.

Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in PreK-12 schools and apply those principles in practice. Teachers:

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

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

C. identify and use technology resources that affirm diversity.

D. promote safe and healthy use of technology resources.

E. facilitate equitable access to technology resources for all students.

  1. demonstrate a sound understanding of the nature and operation of technology systems. [I]*
  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. [I]*
  3. use technology tools and information resources to increase productivity, promote creativity, and facilitate academic learning.[I,III,IV,V]
  4. use content-specific tools (e.g., software, simulation, environmental probes, graphing calculators, exploratory environments, web tools) to support learning and research. [I,III,V]*
  5. use technology resources to facilitate higher order and complex thinking skills including problem solving, critical thinking, informed decision-making, knowledge construction, and creativity. [I,III,V]*
  6. collaborate in constructing technology-enhanced models, preparing publications, and producing other creative works using productivity tools. [I, V]*
  7. use technology to locate, evaluate, and collect information from a variety of sources. [I, IV, V]*
  8. use technology tools to process data and report results. [I, III, IV, V]*
  9. develop strategies that take advantage of technology for solving problems in the real world. [I, III, V]*
  10. observe and use technology in major field of study. [III, V]
  11. use technology tools and resources for managing and communicating day-to-day information (e.g., finances, schedules, addresses, purchases, correspondence). [I,V]
  12. evaluate and select new information resources and technology innovations based on the appropriateness to specific tasks. [I,III,IV,V]*
  13. use a variety of media and formats, including telecommunications, to collaborate, to publish, and to interact with peers, experts, and other audiences. [I,V]*
  14. demonstrate understanding of the ethical, cultural, and societal issues related to technology. [VI]*
  15. exhibit positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity. [V,VI]*
  16. discuss diversity issues related to electronic media. [I,VI]
  17. discuss the health and safety issues related to technology use. [VI]

* NOTE: Items noted with an asterisk are adapted directly from the ISTE NETS for Students standards.

  1. identify the benefits of technology to maximize student learning and facilitate higher order and complex thinking skills. [I,III]
  2. differentiate between appropriate and inappropriate uses of technology for teaching and learning while using electronic resources to design and implement learning activities. [II,III,V,VI]
  3. identify technology resources available in schools and analyze how accessibility to those resources affects planning for instruction. [I,II]
  4. identify, select, and use hardware, software, and technology resources especially designed for use by PreK-12 students to meet specific teaching and learning objectives. [I,II]
  5. plan for the management of electronic instructional resources within a lesson design including identifying potential problems and planning for solutions.[II]
  6. identify specific technology applications and resources to maximize student learning, address learner needs, and affirm diversity.[III,VI]
  7. design and teach technology-enriched learning activities that connect content standards with student technology standards to meet diverse needs of students. [II,III,IV,VI]
  8. design and peer teach lessons that meet content area standards and reflects current best practice in teaching and learning with technology. [II,III]
  9. plan and teach student-centered learning activities and lessons in which students apply technology tools and resources. [II,III]
  10. research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information resources to be used by students. [II,IV,V,VI]
  11. discuss technology-based assessment and evaluation strategies. [IV]
  12. examine multiple strategies for evaluating both technology-based student products and the processes used to create those products. [IV]
  13. examine technology tools used to collect, analyze, interpret, represent, and communicate student performance data. [I, IV]
  14. integrate technology-based assessment strategies and tools in plans for evaluating specific learning activities. [IV]
  15. develop a portfolio of technology-based products for learning including the related assessment tools. [IV,V]
  16. identify and engage in technology-based opportunities for professional education and lifelong learning including the use of distance and online education. [V]
  17. apply online and other technology resources and tools to support data-driven problem solving and related decision-making to maximize student learning. [III,V]
  18. participate in online professional collaborations with peers and experts. [III,V]
  19. use technology productivity tools to complete required professional and academic tasks. [V]
  20. identify legal and ethical issues including copyright, privacy, and security of technology systems, data, and information. [VI]
  21. examine acceptable technology use policies in schools including appropriate and ethical usage and strategies for addressing threats to security of technology systems, data, and information. [VI]
  22. identify issues related to equitable access to technology in school, community, and home environments. [VI]
  23. identify safety and health issues related to technology use in schools. [VI]
  24. identify and use assistive technologies to meet the special physical needs of learners. [VI]
  1. apply trouble-shooting strategies for solving routine hardware and software problems that occur in the classroom. [I]
  2. identify, evaluate, and select specific technology resources available at the school site and district level to support coherent lesson sequences. [II,III]
  3. design, manage, and facilitate learning experiences using technology that affirm diversity and provide equitable access to resources. [II,VI]
  4. create and implement a well-organized plan to manage available technology resources that provide equitable access for all students to enhance learning. [II, III]
  5. design and facilitate learning experiences that using assistive technologies to meet the special physical needs of students. [II, III]
  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 by ISTE NETS for Students). [II,III]
  7. design, implement, and assess learner-centered lessons, based on current best practices in teaching and learning with technology, that engage, motivate, and encourage self-directed student learning. [II,III, IV, V]
  8. guide collaborative learning activities in which students use technology resources to solve authentic problems in the subject area(s). [III]
  9. develop and use criteria for on-going assessment of both technology-based student products and the processes used to create those products. [IV]
  10. design an evaluation plan that applies multiple measures and flexible assessment strategies to determine students' technology proficiency and content area learning. [IV]
  11. use multiple measures to analyze instructional practices that employ technology in order to improve planning, instruction, and management. [II,III,IV]
  12. apply technology productivity tools and resources to collect, analyze, interpret data, and report results to parents, students, and other audiences. [III,IV]
  13. select and apply suitable productivity tools to complete educational and professional tasks. [II,III,V]
  14. model safe and responsible use of technology including enforcement of school and district acceptable technology use policies and data security plans. [V,VI]
  15. participate in on-line professional collaboration with peers and experts as part of a personally designed plan for professional growth in using technology. [V]
  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 learning resources to address the specific learning needs of students in the classroom. [I,II, IV]
  2. make appropriate choices about technology systems, resources, and services that are aligned with district and state standards. [I,II]
  3. arrange equitable access to appropriate technology resources that enable students to engage successfully in learning activities across subject/content areas and grade levels. [II,III,VI]
  4. engage in ongoing planning of lesson sequences that effectively integrate technology resources that are consistent with current best practices for integrating the learning of subject matther and technology standards (as defined by the ISTE NETS for Students). [II, III]
  5. plan and implement technology-based learning activities that promote student engagement in analysis, synthesis, interpretation and creation of original products. [II, III]
  6. plan for, implement, and evaluate the management of student use of technology resources as part of classroom operations and for specialized instructional situations. [I,II,III,IV]
  7. implement a variety of instructional technology and grouping strategies (e.g., whole group, collaborative, individualized, and learner-centered) that include appropriate embedded assessment for meeting the diverse needs of learners. [III, IV]
  8. facilitate student access to school and community resources that provide technology and discipline-specific expertise. [III]
  9. teach students methods and strategies to assess the validity and reliability of information gathered with technology. [II,IV]
  10. recognize students' talents in use of technology and provide opportunities for them to share their expertise with their teachers, peers, and others. [II,III,V]
  11. guide students in applying self- and peer-assessment tools to critique both student-based technology products and the process used to create those products. [IV]
  12. facilitate students' use of technology that addresses their social needs and cultural identity and which promotes their interaction with the global community. [III, VI]
  13. use results from assessment measures (e.g., learner profiles, computer-based testing, electronic portfolios, etc.) to improve instructional planning, management, and implementation of learning strategies. [II, IV]
  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. [IV]
  15. use technology resources to facilitate communications with parents/ guardians of students. [V]
  16. identify capabilities and limitations of current and emerging technology resources and assess the potential of these systems and services to address personal, life-long learning and workplace needs. [I,IV,V]
  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 for PreK-12 students. [V]
  18. demonstrate and advocate for legal and ethical behaviors among students, colleagues, and community regarding the use of technology and information. [V,VI]
  19. enforce classroom procedures that guide students' safe and healthy use of technology and comply with legal and professional responsibilities for students needing assistive technologies. [VI]
  20. advocate for equal access to technology for all students in schools, communities, and homes. [VI]
  21. implement procedures consistent with district and school policies that protect the privacy and security of student data and information. [VI]

 

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Last updated: 21 April 2000