Professional Documents
Culture Documents
Full and revised version of which was made available to the educational community in NECC 2008. This
version includes rubrics (Rubrics) for Teachers in the Digital Age.NETS for Teachers: National Educational Technology
Standards for Teachers, Second Edition, © 2008,ISTE ® (International Society for Technology in Education),
http://www.iste.org - All rights reserved.
ISTE
Information and Communication Technology (ICT) for Students (NETS • S) When designing, implementing and
evaluating learning experiences to engage students and improve their learning enrich professional practice and provide
a positive example for students, colleagues and community. All teachers must meet the following standards and
indicators performance. Teachers:
1. Facilitate and inspire learning and creativity of students Teachers use their knowledge about issues in a field /
subject, for teaching and learning and ICT to facilitate experiences that enhance learning, creativity and
innovation of students both in face and virtual environments. Teachers:
a. Promote, support and model both the creative and innovative thinking and inventiveness
b. Engage students in exploring real world issues and solving authentic problems using digital tools and
resources.
c. Promote student reflection using collaborative tools to reveal and clarify their understanding of concepts
and their thought processes, planning and creation.
d. Model collaborative knowledge construction by engaging in learning with students, colleagues and others in
face and virtual environments.
a. Design or adapt relevant learning experiences that incorporate tools and resources digital learning and
promote students' creativity.
b. Enriched learning environments developed by ICT that enable all students pursue their individual curiosities
and become active participants in setting their own learning objectives in managing their own learning and in
evaluating their progress.
c. Customize and personalize learning activities to meet the different styles of student learning, working
strategies and skills in the use of.
d. Provide students formative and summative assessments, many and varied and aligned with standards of
subject content and ICT standards, and use the resulting information feedback for learning and teaching.
2. Modeling work and Learning in the Digital Age Teachers exhibit knowledge, skills and work processes
representative of an innovative professional in a global and digital society. Teachers:
a. Demonstrate competence in the use of technology systems (ICT) and the transfer of current knowledge to
new technologies and situations.
b. Collaborate with students, colleagues, parents and community members using tools and digital resources
to support the success and innovation of students.
c. Effectively communicate information and ideas relevant to students, parents and peers using a variety of
media and formats of the digital age.
d. Model and facilitate effective use of existing and emerging digital tools to locate, analyze, evaluate and use
information resources to support research and learning.
4. Promote and model digital citizenship and responsibility Teachers understand social issues and
responsibilities, local and global, in a culture digital evolution, and demonstrate ethical and legal conduct in
their practices professionals. Teachers:
a. They promote, model, and teach safe, legal and ethical use of digital information and ICT, including respect
for copyright, intellectual property and documentation appropriate information sources.
b. Address the diverse needs of all learners using strategies focused on the student and providing equitable
access to appropriate digital tools and resources.
c. Promote and model digital etiquette and responsible social interactions related with the use of ICTs and
information.
d. Develop and model cultural understanding and global awareness by the relationship with colleagues and
students from other cultures using communication tools and collaboration the digital age.
5. Engage in Professional Growth and Leadership Teachers continuously improve their professional practice,
model individual learning permanent exhibit leadership in their school and professional community,
promoting and demonstrating the effective use of digital tools and resources. Teachers:
a. Participate in local and global communities to explore creative applications of learning ICT to improve
student learning.
b. Exhibit leadership by demonstrating a vision of ICT penetration, participating in making shared decisions
and in building community and promoting the development of leadership and ICT skills of others.
c. Regularly evaluate and reflect on new research and professional practice present, to make effective use of
digital tools and resources of existing and emerging with In order to support student learning.
d.Contribute to the effectiveness, vitality and self-renewal of both the teaching
profession as their school and community.
KEY TERMS
CONDITIONS FOR USE
EFFECTIVE ICT IN LEARNING PROCESSES
Shared Vision
Active leadership in developing a shared vision for ICT education among all stakeholders in education, including
teachers and support staff in the Educational Institutions, school managers and school districts, teacher educators,
students, parents and community.
Empowered leaders
People interested in School Education at all levels empowered to be leaders change.
Implementation Plan
A systemic plan aligned with a shared vision to ensure the effectiveness of the school and student learning through the
infusion of ICT and digital resources for the learning.
Equal Access
Robust and reliable access to ICT and digital resources both current and emerging, with connectivity for all students,
teachers, support staff and school leaders.
Qualified Personnel
Educators, support staff and other leaders adequately trained in the use of ICT to perform their job responsibilities.
Technical Support
Consistent and reliable support for the maintenance, renewal and use of ICT and digital resources for learning.
Curriculum Framework
Content standards and related digital resources that are aligned curriculum and support learning and working in this
digital age.
Engaged Communities
Partnerships and collaboration within the community to support and fund the use of ICT and digital resources for
learning.
Support Policies
Policies, financing plans, procedures and accountability structures incentives to support the use of ICT in learning and
sector operations educational and school.
Rubrics (rubrics)
FOR TEACHERS IN THE DIGITAL AGE
The project additionally includes NETS rubrics (rubrics) that describe related key performance for the use of ICTs as
tools for teaching andlearning, andScenarios * describing real classroom activities that illustrate how they can
implemented the standards, indicators and rubrics (rubrics). ISTEbelieves that all teachers should strive to help make
their educational institutions the transition from learning spaces of the industrial age to the learning spaces was digital.
Along with standards, rubrics (rubrics) and scenarios offer tools to help teachers to make that transition successfully.
Rubrics (rubrics)
Rubrics (rubrics) are intended to provide examples of performance criteria for levels incremental achievement that can
be used to establish the success of teachers and teachers in training in full compliance with each standard:
• Beginner Level, describes expected performance of students in programs teacher training, or practice teachers who
are new to the use of ICT to improve teaching and learning.
• Middle Level (in development) describes expected behaviors of teachers who are gaining more expertise and flexibility
in their use of ICT in an educational environment.
• Level Expert describes behavior to show that teachers are using ICT efficiently and effectively to improve student
learning.
• Level Transformer describes behaviors that carry explore, adapt and apply CTs in ways that fundamentally change the
teaching and learning and serving the needs of an increasingly global and digital.
Rubrics (rubrics) are based on criteria (or descriptors) for performance levels reviewed, rather than artificial age ranges,
levels of preparation and years of professional practice teachers. Therefore, whether used in conjunction with skills
development professional classroom teachers or used for training teachers in their various areas of practice, the same
matrices can be used to evaluate the improvement in the use of standards NETS for teachers. Additionally, this set of
matrices (rubrics) provide models that can be modified or expand in order to meet national, state, provincial, district,
institutional or other teacher preparation programs. ISTE designed to facilitate the understanding of the standards and
levels of success associated with each. It is important to remember that arrays are descriptors of performance indicators
in certain stages during the appropriation of these by the teachers. Success in achieving the indicators is based on the
assumption that teachers have regular access to a support system as described
in the Essential Terms. If no
such support system is very difficult forteachers reach the transformer level implementation.
1. Facilitate and Inspire Learning and Student CreativityTeachers use their knowledge about issues in a field /
subject, for teaching andlearning and ICT to facilitate experiences that enhance learning, creativity and
innovation of students both in face and virtual environments. Teachers:
2. Design and develop learning experiences and Assessments EraDigital Teachers design, develop and
evaluate authentic learning experiences and assessments,incorporating contemporary tools and resources to
maximize learningcontent in context and to develop the knowledge, skills andattitudes identified in the
Standards for Students (NETS • S). Teachers:
c. Adapt and Investigating and Adapt materials Facilitate learning Identify and
customize designing based students
develop with
activities activities ICT to address in recognizing their
learning learning using individually, styles styles Student
meet different Tools and of learning, preferred learning, experiences
styles Resources work strategies, working strategies, Learning
learning Digital to meet the their skills and
customized
strategies different styles of skills and levels of levels of
work and Learning Student development. and aligned
skills of the Strategies Development Developed and used with styles
students, work skills specific strategies preferred
using and levels of incorporating
learning
tools and development Tools and
digital resources students Resources them, their
differentiating digital strategies
actually work and their
experiences
skills.
learning
d. Perform Selected Develop and Give students students in
multiple examples conduct many and varied
developing
evaluations, assessments formative and opportunities for
both training formative and summative demonstrate what evaluation and
and summative, to summative mediated by they have learned, analysis
students mediated by ICT ICT to enhance and for formative
aligned with and learning and make decisions
and
standards demonstrate how teaching based
content and can be used to to customize data summative
ICT, and use the enhance learning and adapt future adjust teaching
resulting data and opportunities and
to improve education learning aligned with
learning in
learning and content standards
education and order to
ICT increase their
effectiveness.
4. Promote and model digital citizenship and responsibilityTeachers understand social issues and
responsibilities, local and global, in a culture digital evolution, and demonstrate ethical and legal conduct in
their practices professionals. Teachers:
5. Engage in Professional Growth and Leadership Teachers continuously improve their professional practice,
model individual learning permanent exhibit leadership in their school and professional community,
promoting and demonstrating the effective use of digital tools and resources. Teachers:
Download the 2008 version of these standards in PDF format (295KB, 16 pages)
http://www.eduteka.org/pdfdir/EstandaresNETSDocentes2008.pdf
Download the 2000 version of these standards in PDF format (156KB, 10 pages)
http://www.eduteka.org/pdfdir/EstandaresNETSDocentes2000.pdf
CREDITS:
Eduteka Translation of National Standards (NETS · T) for Education and Information Technologies
Communication Technology (ICT) offered by ISTE. These standards were originally published in 2000 and
revised in
2008 by experts in the teaching of ICT as well as educators in many parts of the world, including
teachers, administrators, teacher educators and curriculum specialists in construction.
http://www.iste.org/Content/NavigationMenu/NETS/NETSRefreshProject/NETS_Refresh.htm