NATIONAL TECHNOLOGY STANDARDS
&
PERFORMANCE
INDICATORS
The
International Society for Technology in Education (ISTE), in partnership with a
number of organizations and educators across the country, has developed
National Educational Technology Standards (NETS) for students.
ISTE
has also, in partnership with a number of organizations including the U.S.
Department of Education, the National Council of Teachers of Mathematics, and
the National Science Teachers Association, developed lesson plans for using technology
throughout the curriculum. The
book containing the lesson plans and technology foundation standards is
National Educational Technology Standards for Students-- Connecting Curriculum
and Technology.
Enclosed
you will find copies of these standards to use as guides in your writing
sessions. They are being provided to assist you in integrating technology in
the content areas.
Remember
that these are national standards and not territorial.
TECHNOLOGY FOUNDATION STANDARDS FOR ALL STUDENTS
1. Basic
operations and concepts
Students demonstrate a sound understanding of the
nature and operation of technology systems
Students are proficient in the use of technology
2 Social,
ethical, and human issues
Students understand the ethical, cultural, and social
issues related to technology.
Students practice responsible use of technology
systems, information, and software.
Students develop positive attitudes toward technology
uses that support lifelong learning, collaboration,
personal pursuits, and productivity.
3. Technology
productivity tools
Students use technology tools to enhance learning,
increase productivity, and
promote creativity.
Students use productivity tools to collaborate in
constructing technology-enhanced
models, preparing
publications, and producing other creative works.
4. Technology
communication tools
Students use telecommunications to collaborate,
publish, and interact with peers,
experts, and other
audiences.
Students use a variety of media
and formats to
communicate information and
ideas effectively to
multiple audiences.
5. Technology
research tools
Students use technology to locate, evaluate, and
collect information from a
variety of sources.
Students use technology tools to process data and
report results.
Students evaluate and select new information
resources and technological
innovations based on the
appropriateness of specific
tasks.
6. Technology
problem-solving and decision-making tools
Students use technology resources for solving problems
and making informal decisions.
Students employ technology in development of
strategies for solving problems
in the real world.
Numbers
in parentheses following each performance indicator refer to the Technology
Foundation Standards category or categories to which the performance is
linked. See the list of six
categories
above
Pre K-Grade 2
Prior
to completion of Grade 2, all students should have opportunities to demonstrate
the following performances;
1. Use
input devices (e.g., mouse, keyboard, remote control) and output devices (e.g.,
monitor, printer) to successfully operate computers, VCRs, audio tapes, and
other technologies (1)
2. Use
a variety of media and technology resources for directed and independent
learning activities. (1, 3)
3. Communicate
about technology using developmentally appropriate and accurate terminology (1)
4. Use
developmentally appropriate multimedia resources (e.g., interactive books,
educational software, elementary multimedia encyclopedias) to support learning
(1)
5. Work
cooperatively and collaboratively with peers, family members, and other when
using technology in the classroom. (2)
6. Demonstrate
positive social and ethical behaviors when using technology (2)
7. Practice
responsible use of technology systems and software (2)
8. Create
developmentally appropriate multimedia products with support from teachers,
family members, or student partners. (3)
9. Use
technology resources (e.g., puzzles, logical thinking programs, writing tools,
digital cameras, drawing tools) for problems solving, communication, and
illustration of thoughts, ideas, and stories. (3, 4, 5, 6 )
10, Gather
information and communicate with others using telecommunications, with support
from teachers, family members, or student partners. (4)
Grades 3-5
Prior
to completion of Grade 5, all students should have opportunities to demonstrate
the following performances:
1.
Use keyboards and other common input and output devices
( including adaptive devices when necessary)
efficiently and effectively (1)
2. Discuss
common uses of technology in daily life and the advantages and disadvantages
those uses provide (1, 2)
3. Discuss
basic issues related to responsible use of technology and information and describe personal
consequences of inappropriate use. (2)
4. Use
general purpose productivity tools and peripherals to support personal
productivity, remediate skill deficits, and facilitate learning throughout the
curriculum. (3)
5. Use
technology tools (e.g., multimedia authoring, presentation, web tools, digital
cameras, scanners)
for individual collaborative writing, communication, and publishing activities
to create
products for audiences inside and outside the classroom. (3,4)
6. Use
telecommunication efficiently and effectively to access remote information,
communicate with others in support of direct and independent learning, and
pursue interests. (4)
7. Use
telecommunication and online resources (e.g., email, online discussions, web
environment) to participate in the collaborative problem-solving activities for
the purpose of developing solutions or products for audiences inside and
outside the classroom. (4, 5)
8. Use
technology resources (e.g., calculators, data collection probes, videos,
educational software) for problem solving, self-directed learning, and extended
learning activities. (5, 6)
9. Determine
when technology is useful and select the appropriate too(s) and technology
resources to address a variety of tasks and problems. (5, 6 )
10. Evaluate the
accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic
information sources. (6)
GRADES 6-8
Prior
to completion of Grade 8, all students should have opportunities to demonstrate
the following performances:
1. Apply
strategies for identifying and solving routine hardware and software problems
that occur during every use. (1)
2. Demonstrate
knowledge of current changes in information technologies and the effect those changes have on the workplace and society. (2)
3. Exhibit
legal and ethical behaviors when using information and technology, and discuss
consequences of misuse. (2)
4. Use
content-specific tools, software, and simulations (e.g., environmental probes,
graphing calculators, exploratory environments, web tools) to support learning
and research (3, 5)
5. Apply
productivity/multimedia tools and peripherals to support personal productivity,
group collaboration, and learning throughout the curriculum. (3, 6)
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, (4, 5, 6 )
7. Collaborative
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. (4, 5)
8. Select
and use appropriate tools and technology resources to accomplish a variety of
tasks and solve problems. (5, 6)
9. Demonstrate
an understanding of concepts underlying hardware, software, and connctivity,
and of practical applications to learning and problem solving. (1, 6)
10. Research and
evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias
of electronic information sources
concerning real-world problems. (2, 5, 6)
GRADES 9-12
Prior
to completion of Grade 12, all students should have the opportunities to
demonstrate the following performances:
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)
2. Make
informed choices among technology systems, resources, and services. (1,2)
3. Analyze
advantages and disadvantages of widespread use of and reliance on technology in the workplace and in society
as a whole. (2)
4. Demonstrate
and advocate for legal and ethical behaviors among peers, family, and community
regarding the use of technology and information. (2)
5. Use
technology tools and resources for managing and communicating personal/professional
information (e.g., finances, schedules, addresses, purchases, correspondence).
(3, 4)
6. Evaluate
technology-based options, including distance and distributed education, for
lifelong learning. (5)
7. Routinely
and efficiently use online information resources to meet needs for
collaboration, research, publications, communications, and productivity. (4, 5,
6)
8. Select
and apply technology tools for research, information analysis, problem-solving,
and decision-making in content learning. (4, 5)
9. Investigate
and apply expert systems, intelligent agents, and simulations in the real-work
situations. (3, 5, 6)
10. Collaborate with
peers, experts, and others to contribute to a content- related knowledge base by using technology
to compile, synthesize, produce, and disseminate, models, and other creative
works. (4, 5, 6)