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The materials in this section have been extracted from a more complete 1998 National Educational Technology Standards (NETS) document that is available on the International Society for Technology in Education Web site at <http://cnets.iste.org/>.
The primary goal of the ISTE National Educational Technology Standards (NETS) project is to enable stakeholders in PreK-12 education to develop national standards for the educational uses of technology that will facilitate school improvement in the United States. The NETS Project will develop standards to guide educational leaders in recognizing and addressing the essential conditions for effective use of technology to support PreK-12 education. Over the next three years the following sets of standards will be developed or refined.
The Technology Foundation Standards for Students contained in this document are the first step in the NETS Project. This document represents the responses to proposed educational technology standards from many groups and individuals across the nation who have participated in conference sessions, technology forum meetings, Internet dialogue, and individually submitted surveys. These standards and profiles are components of a larger standards document to be released in the upcoming year that will include revised materials and a scope and sequence of educational technology performance indicators. The document will include many examples of learning scenarios where these standards are linked to content learning.
The technology foundation standards for students are divided into six broad categories. Standards within each category are to be introduced, reinforced, and mastered by students. These categories provide a framework for linking performance indicators found within the Profiles for Technology Literate Students to the standards. Teachers can use these standards and profiles as guidelines for planning technology-based activities in which students achieve success in learning, communication, and life skills.
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 societal 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 communications 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 to specific tasks.
6. Technology problem-solving and decision-making tools. Students use technology resources for solving problems and making informed decisions. Students employ technology in the development of strategies for solving problems in the real world.
A major component of the NETS Project is the development of a general set of profiles describing technology literate students at key developmental points in their pre-college education. These profiles reflect the underlying assumption that all students should have the opportunity to develop technology skills that support learning, personal productivity, decision-making, and daily life. These profiles and associated standards provide a framework for preparing students to be lifelong learners who make informed decisions about the role of technology in their lives.
The Profiles for Technology Literate Students provide performance indicators describing the technology competence students should exhibit upon completion of the following grade ranges:
These profiles are indicators of achievement at certain stages in Pre K-12 education. They assume that technology skills are developed by coordinated activities that support learning throughout a student's education. These skills are to be introduced, reinforced, and finally mastered, and thus, integrated into an individual's personal learning and social framework. They represent essential, realistic, and attainable goals for lifelong learning and a productive citizenry.
The standards and performance indicators are based on input and feedback from educational technology experts as well as parents, teachers, and curriculum experts. In addition they reflect information collected from the professional literature and local, state, and national documents.
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