Global Learning in the Digital Age

As foundational ICT skills penetrate throughout our society, students will be expected to apply the basics in authentic, integrated ways to solve problems, complete projects, and creatively extend their abilities. ISTE's National Educatonal Technology Standards for Students (2007) help students preparing to work, live, and contribute to the social and civic fabric of their communities. 

The new standards identify several higher-order thinking skills and digital citizenship as critical for students to learn effectively for a lifetime and live productively in our emerging global society.

"What students should know and be able to do to learn effectively and live productively in an increasingly digital world …”

• Creativity and Innovation
• Communication and Collaboration
• Research and Information Fluency
• Critical Thinking, Problem Solving, and Decision Making
• Digital Citizenship
• Technology Operations and Concepts

NETS for Students 2007

Refreshing the NETS for the Digital Age

ISTE is committed to extending the impact of the NETS and keeping them relevant in today's increasingly digital world. We have embarked on a collaborative three-year process to engage educators and stakeholders in updating the NETS for Students, Teachers, and Administrators.

Project Timeline

• Refresh the NETS for Students by June 2007
• Refresh the NETS for Teachers by June 2008
• Refresh the NETS for Administrators by June 2009

NETS Refresh News

A BIG THANK YOU to the thousands of educators from the US and around the globe who gave us feedback on the refresh of the NETS for Teachers!  Engaged educators participated in the 20 in-person forums led by ISTE at conferences around the country, participated virtually in forums in Second Life and Adobe Connect, participated with colleagues in forums led by many of you, or in the different iterations of the online survey. 

We want to hear from you!

"We're now at the halfway mark in our three-year project to update the standards," notes Lynn Nolan, ISTE's Senior Director for Educational Leadership and NETS Refresh Project Director. "We're happy to report that, altogether, more than 2500 of you from all over the world have contributed your expertise in face-to-face forums and online surveys. Thank you so much for your energy and ideas."

More than 2000 education professionals from all 50 states and 22 countries helped define the NETS for Students, which debuted at NECC 2007. As of November 2007, nearly 700 educators from 45 states and 15 countries have weighed in on the NETS for Teachers with opportunities to collect feedback at numerous NETS Refresh Forums through the end of March 2008.

The next generation of NETS•S, released in June 2007 to wide acclaim, was a tremendous step towards meeting the demands of Digital Age learners. Teachers want to know: What do the NETS for Students look like in the classroom?

• Join the conversation at http://nets-implementation.iste.wikispaces.net/
• Let us know your school district or state plans to adopt the NETS for Students 2007 at www.iste.org/nets-adoption

NETS-T

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. (See http://cnets.iste.org/teachers/t_stands.html)

1. TECHNOLOGY OPERATIONS AND CONCEPTS.
   Teachers demonstrate a sound understanding of technology operations and concepts. Teachers:
   1. demonstrate introductory knowledge, skills, and understanding of concepts related to technology (as described in the ISTE National Education Technology Standards for Students)
   2. 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:
   1. design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.
   2. apply current research on teaching and learning with technology when planning learning environments and experiences.
   3. identify and locate technology resources and evaluate them for accuracy and suitability.
   4. plan for the management of technology resources within the context of learning activities.
   5. 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:
   1. facilitate technology-enhanced experiences that address content standards and student technology standards.
   2. use technology to support learner-centered strategies that address the diverse needs of students.
   3. apply technology to develop students' higher order skills and creativity.
   4. 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:
   1. apply technology in assessing student learning of subject matter using a variety of assessment techniques.
   2. use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning.
   3. 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:
   1. use technology resources to engage in ongoing professional development and lifelong learning.
   2. continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning.
   3. apply technology to increase productivity.
   4. use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning.
      
      
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:
   1. model and teach legal and ethical practice related to technology use.
   2. apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.
   3. identify and use technology resources that affirm diversity
   4. promote safe and healthy use of technology resources.
   5. facilitate equitable access to technology resources for all students.