Unwrapping the Technology Standards - JustAnswer



Running head: UNWRAPPING THE TECHNOLOGY STANDARDS

Unwrapping the Technology Standards

Missy Baron Bernosky

Grand Canyon University

Instructional Technology

EDU 363N

Sherrie Gubler

March 04, 2010

Unwrapping the Technology Standards

Comparison Chart

|NETS for Teachers |Master Technology Teacher Standards  |

|Teachers utilize their knowledge of subject matter, teaching and |The Master Technology Teacher successfully models and relates classroom|

|learning, and technology to facilitate experiences that advance |teaching methodology and curriculum models that support active student |

|student learning, creativity, and innovation in both face-to-face and |learning through the incorporation of technology and addresses the |

|virtual environments. |diverse learning needs of all students. |

|Teachers design, develop, and assess genuine learning experiences by |The Master Technology Teacher chooses and oversees appropriate |

|including current modern day tools and resources to get the most out |technology- related assessments on a continuous basis and utilizes |

|of content learning in context as well as developing the knowledge, |results in the improvement and design of the instruction. |

|skills, and attitudes identified in the NETS•S. | |

|Teachers demonstrate knowledge, skills, and work progressions that |The Master Technology Teacher puts into practice their knowledge of |

|will represent that of an innovative expert in a global and digital |digital learning competencies that include such things as Internet |

|society. |research, graphics, animation, Web site mastering, and video |

| |technology.  |

|Teachers recognize local and global issues that are related to society|The Master Technology Teacher serves as a resource with regard to the |

|and understand their role and responsibility to that of the evolving |integration of assistive technologies and accessible design concepts to|

|digital culture and demonstrate legal and ethical behavior in their |meet the needs of all students in the diverse classroom. |

|professional practices. | |

|Teachers continuously advance their professional practice, model |The Master Technology Teacher facilitates suitable, research- based |

|lifelong learning, and display leadership in their school and |technology instruction through communication and collaborating with all|

|professional community by encouraging and demonstrating the value of |other educational stakeholders. This is done through mentoring, |

|using digital tools and resources. |coaching, and consulting with colleagues as well as providing the staff|

| |and faculty various opportunities for professional development. |

|(, 2008) |(, n.d., p. 1) |

Unwrapping the Technology Standards

One of the main components of the NETS programs is the guidelines and key points that it has created to aid the educator with the task of developing technology literate students. I chose to focus on the PK-2nd Grade guidelines developed by NETS for Students.

It is important to keep in mind that the profile that is set up for PK-2nd grade is meant as a guide for teachers to use as “indicators of achievements at this certain primary stage (“ISTE/NETS,” 2007) and it is based on the assumption or idea that these children will have regular access to several different types of technological tools.

There is a multitude of technology that is widely available for the K-12 classroom. Software as simple as Microsoft Powerpoint and as complex as Auto CAD is available for every type of classroom. Hardware such as scanners, digital cameras, and flash drives are also a tiny handful of hardware that is available. In addition, there are many types of computing systems available for classrooms. From mobile computers and tablet pcs to ipods and smartphones, classes have even more technological choices that offer instant mobility, and Web 2.0 technology allows teachers to communicate easily with students, parents, and the community.

According to ISTE, there are ten “experiences with technology and digital resources are examples of learning activities in which students might engage during PK–Grade 2 (ages 4–8)” (“Profiles,” 2007) .Of these, I feel that there are several that are right on target and will be easy to implement. The first of these is number three, which states that students should “Engage in learning activities with learners from multiple cultures through e-mail and other

electronic means” (“Profiles,” 2007) . Because most schools have computers with Internet access, it is entirely possible for teachers and technology staff to implement this goal. There are many email services designed for younger users, and there are many websites that offer instant communication tools for students. This goal is on target because it is designed to help students connect with their peers and interact with a global audience. Engaging in learning with students from multiple cultures is not only engaging to this age-level group, it also prepares students for real-world experiences. In addition, the tenth goal is also right on target and easily implementable. It states that students will “demonstrate the ability to navigate in virtual environments such as electronic books, simulation software, and Web sites” (“Profiles,” 2007) . With the availability of free ebooks online through sites like Google Books, free web-based simulation programs like Second Life, and websites like Secret Builders, a teacher can easily find free resources for teaching students the skills necessary to master these goals. This tenth goal is definitely on target, as more and more information is learned and shared through virtual environments.

Computers in K-12 education can be used in many ways. Firstly, students can use computers to collaborate on projects. For example, students can use a Web 2.0 site like Edmodo or Ning to create their own social networks, ask and answer their own curriculum-related questions, and work through learning activities together. Secondly, teachers can use technology to teach the same concepts, but through more engaging ways. For example, teachers who struggle to teach CAD to students often rely on a highly-popular video game called Monkey Wrench. This game“has been phenomenally successful in getting young people interested in learning the software. It is widely used by engineering students around the world” (Prensky, 2001). Thirdly, teachers can use computers to teach socio-emotional skills, which means “understanding the 'rules' that prevail in cyberspace and applying this understanding in online cyberspace communication”(Eshet-Alkali & Amichai-Hamburger, 2004). Teaching students the rules regarding safety and etiquette through computer-based learning activities using computers can prepare even the youngest learners for a future in which computer use is common place.

The most difficult requirement to support for students K-2 from ISTE's 2002 student profiles is number one: “Illustrate and communicate original ideas and stories using digital tools and media-rich resources” (“Profiles,” 2007) . It will not be difficult to create stories using digital tools and media-rich resources, as there are an abundance of engaging resources available. What will be difficult to support is the creation of original stories and ideas. Even younger students understand how easy it is to copy and paste ideas from the Internet. To address this issue, a teacher must provide students the necessarily information regarding copyright laws, and at a young age the idea of ownership of intellectual property may be a bit abstract to understand.

While there are positives and challenges related to ISTE's profiles, it is important to have standards. These profiles act as guidelines and goals for the teacher and the educational technology to use in creating 21st century students.

References

Eshet-Alkali, Y., & Amichai-Hamburger,, Y. (2004). Experiments in digital literacy.

CyberPsychology & Behavior,7(4), 421-429. Retrieved March 5, 2010, from

(2007). Profiles. Retrieved March 4, 2010, from

(2008). ISTE/NETS For Teachers. Retrieved March 1, 2010, from

(n.d.). Master Technology Teaching Standards. Retrieved March 3, 2010, from

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