NATIONAL EDUCATIONAL TECHNOLOGY STANDARDS FOR ALL TEACHERS (NETS-T)

I. TECHNOLOGY OPERATIONS AND CONCEPTS.

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

A. demonstrate introductory knowledge, skills, and understanding of concepts related to technology (as described in the ISTE National Education Technology Standards for Students).

B. demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies.

We both have introductory knowledge skills in technology having attended both computer classes and inservices.  We attended seminars and workshops associated with the MITTEN course.  We were able to show students various uses of technology.  Our district recently upgraded its technological capabilities providing us with training on how to use some of these things.  The children were able to see us as we were learning how to use the digital camcorder, use our new technology cart, bring things up on the television monitor and new uses of the computer in the classroom and the computer lab.

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.

Lessons were developed that allowed individuals to work at their ability level.  Many students, who struggle with paper and pencil activities did very well with our computer activities.  Higher ability students were often able to try different things moving beyond what the others were doing.  Our work was done in the lab and in the classroom (3 computers with Internet access).  In the room, we also used the digital camera, digital video camera and the television monitor.  We used Kidspiration, EXCEL, Power Point and various web sites.  Due to the high interest of the students, they were on task, with both of us monitoring their work and assisting when necessary.

III. TEACHING, LEARNING, AND THE CURRICULUM.

Teachers implement curriculum plans, that include methods and strategies for applying 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.

 
The lessons we developed for the students followed the state's standards and benchmarks as well as ISTE Student Tech. Standards.  The computer was another tool that helped us to meet those standards.The experience of using technology helped us move from a teacher directed activity to a student directed one. 

The use of technology helped us to differentiate the curriculum for our students helping us to meet their individual needs.  It also helped to promote cooperative learning.  Students worked  individually as well as in groups.   They also had opportunities to explore and try different things with the programs we were using.

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 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.

Technology provided us with another tool for assessment.  Some assessments were based on teacher observation.  Certain lessons created a product that was used for assessment.  Kidspiration webs provided the children with a new and interesting way to organize information as well providing an assessment.  Kidspiration also provided us with a graphic organizer that we used to assess the children's understanding of a science experiment.  It showed us if the children were able to extend their understanding of the activity to the science concepts it dealt with.  The computer also provided those children who have difficulty writing using paper and pencil another way to show us their understanding of the science concepts.

V. PRODUCTIVITY AND PROFESSIONAL PRACTICE

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

A. use technology resources to engage in ongoing 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 in order to nurture student learning.

During this unit we were always looking at different programs and web sites that would promote student learning.  We attended a district inservice which showed us the recent technology upgrades in our district and building.  

Recent upgrades in the district allowed us the opportunity to create a television broadcast that was shown on the television monitors in all the classrooms in our building.  We also are now able to email  the classroom teachers at our school.  This allowed us a way to easily let them know about our broadcast as well as the times it would be shown.

Participation in the Mitten project provided us with the opportunity to discuss, evaluate and reflect on what we were doing and what else we could do.

VI. 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:

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.

We first secured parental permission for posting students pictures, work and first names only on the Internet.  We also discussed with the children the purpose of this.  We found web sites for the children to browse that we knew would be appropriate.  During our lessons in which the children were using these web sites, we spoke with them about appropriate sites as well as the reliability of those web sites for information.  We also discussed the importance of citing sources when we used information from the Internet.