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ISTE

NATIONAL STANDARDS (USA) DE


INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)
FOR TEACHERS (2008)
(NETS • T) by its English acronym

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

The National Standards (U.S.) Information Technology and Communication


(NETS • T) and Performance Indicators for Teachers

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.

2. Design and develop learning experiences and Assessments Era Digital


Teachers design, develop and evaluate authentic learning experiences and assessments, incorporating
contemporary tools and resources to maximize learning content in context and to develop the knowledge,
skills and attitudes identified in the Standards for Students (NETS • S ). Teachers:

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.

Consistent and Adequate Funding


Permanent funding to support ICT infrastructure, personnel, digital resources and faculty development.

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.

Permanent Professional Learning


Plans learning / vocational training and ICT-related opportunities devote time to practice and share ideas.

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.

Student Centered Learning


Planning, teaching and assessment focused on the needs and abilities of students.

Assessment and Evaluation


Rating lifelong learning as both learning and evaluating the use of ICT and digital resources.

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.

Support External Context


Policies and initiatives at national, regional and local levels to support the Educational Institutions and to teacher training
programs in effective implementation of ICT to meet curricular standards and ICT.

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.

ASSESSMENT MATRIX FOR


LEARNING AND CREATIVITY OF STUDENTS

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:

Indicator Beginner Middle Expert Transformer


Performance
a. promote, support, investigate and encourage thinking empower regularly
and model the discuss creative and students undertake as
creative thinking ways in which inventive to demonstrate apprentice leaders,
and innovative and Students can exemplifying creative thinking students
inventive use tools and processes build knowledge activities
digital resources thinking and creating and creative thinking
to increase visuals develop products and
creative thinking development of and encouraged to
and innovative and concepts innovative explore issues
to and Troubleshooting processes complex,
develop and promoting and generating
communicate their supporting new ideas, create
understanding these activities, and
knowledge and and criticize the original
concepts demonstrating work
knowledge, and develop and
skills and evaluate
attitudes new products and
associated with processes
them
b. undertake to develop engage students promote activities regularly involve
students in the activities in investigating that students
exploration of based learning problems and commit the experiences
issues ICT for situations students in learning required
real life and in the engage real life, and the planning identify and define
solution students in the evaluation of various and project questions and
problems critical thinking solutions using management problems
authentic, using creativity and Tools and research focused authentic, plan and
tools and genuine solution Resources on manage their
digital resources problems based digital real life events in investigations and
on facts of life the use
real application of multiple processes
thought and
critical to resolve Prospects for
authentic discover, propose
problems and the and
selection of evaluate various
tools and solutions
resources
appropriate
digital
carry out the
process and
improve
c. promote demonstrate the promote and support commit the involve the
reflection of the use of the use students in students in the
students using tools Tools reflection and examination
tools Collaborative Collaborative by clarifying its and ongoing
Collaborative promote reflection, students, so that processes assessment of
discover and clarify planning and reflect and gain themselves their own
the creative thinking clarity thinking, planning thoughts, your
understanding students on their own and planning and its
concepts and thinking, creation, in creativity. They are
planning and correcting stimulated
creativity misconceptions to articulate and
and the share
use of strategies
processes metacognitive with others their
thought, thinking, thoughts through
planning and using tools and teamwork
creation of Collaborative enriched by ICT
students Environments
d. model the investigated and facilitate the model building exemplify
Building identified construction of knowledge and Building
knowledge strategies knowledge, creative thinking knowledge and
collaborative facilitate creative thinking and through work creative thinking
committing Building collaborative collaborate with various
in learning with knowledge and interaction, individuals and environments and
students, thought engaging in the groups, learning situations
colleagues creative, both in learning with contributing to and virtual,
and others, in environments students, learning both in engaging in the
environments face as colleagues and form Troubleshooting
face as virtual others, in face and virtual actual students,
virtual environments face colleagues and
and virtual experts

ASSESSMENT MATRIX FOR


LEARNING EXPERIENCES AND EVALUATIONS IN THE DIGITAL AGE

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:

Indicator Beginner Middle Expert Transformer


performance
a. Design or Explain how Adapt or create Design and Engage students
adapt existing resources learning personalize in learning
experiences Learning experiences experiences challenges
learning could be designed including the use enriched learning collaborative,
relevant or of with ICT which
involving adapted to include ICT tools for commit the investigate
tools and the part of students, students in the problems
digital resources use of tools to investigate and right approach global. The guide
to promote ICT to investigate gather Question of in the
learning and and collect Web information research on topics selection of a
creativity information and or life problems problem
students online and create generate this real in the proposal specifically to
a report, and explore,
Adapt or create a presentation or evaluation of to generate
digital product other multiple questions
product creative solutions, research to
and select and use
the presentation of a and identify
report to an strategies
audience best solutions. The
in person or online Students use
to ICT tools
get feedback to present their
performance and
share
information with a
view to
real world
application
b. Develop Investigate and Select and Promote the use of Train students
environments discuss demonstrate the ICT resources
to use self -
learning ways in which the use of ICT allow students
enriched ICT resources resources explore questions mind ICT
ICT possible for the that allow and resources,
allow all students explore students explore Also of Interest to manage
students questions and questions and individual, in order to
their own
meet its issues issues identify and manage
curiosity interest, and personal, learning objectives, learning
individual and and to plot and plan, record their objectives,
become managing manage and reflections and planning
Participants research evaluate their monitor progress
strategies
active in Related own learning and
establishment of results learning, and
their own assess their
objectives progress and
education, the
results
Management
its own process
learning and
assessment of its
progress

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.

ASSESSMENT MATRIX FOR


WORKING AND LEARNING IN THE DIGITAL AGE
3. Modeling work and Learning in the Digital AgeTeachers exhibit knowledge, skills and
work processes representative of aninnovative professional in a global and digital
society. Teachers:

Indicator Beginner Middle Expert Transformer


performance
a. Show Select and use the They plan, Demonstrate and They engage with
competition hardware and manage and model the the
ICT systems software facilitate efficient and students in the
and the more appropriate to understanding and effective use of collaborative
transfer experiences use of hardware a variety of exploration
knowledge individual learning and software Tools and Technology
updated and that best fits Resources and investigate
new plan for the learning Digital, select emerging
technologies and students, experiences tools and systems together how
situations experiences individuals of the that these
learning using students best fit to lead tools can
appropriately these out activities used in situations
tools teaching, learning real life
and solve problems.
evaluation, and Involve the
transfer this students in the
knowledge and identification and
technologies solution
new situations common problems
and
common hardware
and
software
b. Collaborate Explore and with students and Communicate They employ a
with students, demonstrate the other effectively variety of
colleagues, use of tools and interest groups to and collaborate with environments and
parents digital resources share information students, media
and members of communicate and and colleagues, parents their digital
community collaborate support creativity, and members of the students to
the use of with students and innovation and community, using a collaborate with
tools and other best variety of tools teams working on
resources of the interest groups to learning outcomes to support digital projects or with
ICT share information learning solution trainees from other
contribute to and and production countries and
success and the establish a problems cultures, to
Innovation connection original work produce jobs
students between students original or resolve
environments problems shared
school and home
c. Communicate Investigate and Communicate to Select and use the They evaluate and
effective mind demonstrate students, most relevant use a
ideas and effective use of parents and media, variety of tools
information digital resources colleagues ideas effective and easy to resources and
relevant to contact and use means
students, students, parents relevant types to digital, to
parents and and information, communicate communicate
colleagues colleagues using a variety of Specific information information and
Using a media and digital and ideas to ideas to a
variety of formats students, global audience
means and parents and demonstrating an
formats colleagues understanding
digital age different cultures
d. Model and Identify and discuss Demonstrate the Models and facilitate Effective use and
facilitate the use the use of the use efficiently
effective effective use of digital tools effective tools and Tools and
tools Tools and place to locate, digital resources Resources
digital Resources analyze, evaluate available digital and existing
existing and existing and and use and emerging, to emerging for
emerging emerging information locate, deepen
locate, to locate, analyze, resources analyze, evaluate competence in
analyze, evaluate evaluate and use In order to support and use handling
and use resources resources and information information and
Information Information for release strategies resources application in the
support the research and research and support research teaching and
research and learning learning and learning and
learning students learning, both their sharing
own the results with
and their students. students, parents
and
colleagues

ASSESSMENT MATRIX FOR


DIGITAL CITIZENSHIP AND LIABILITY

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:

Indicator Beginner Middle Expert Transformer


performance
a. Promote Research and Model usage Actively promote, Engage
actively, development policies model, and teach students in
model and effective practices acceptable the use developing
teach the use for resources safe, legal and a system to
safe, legal and safe, ethical, legal ICT, including ethical implications promote and
ethics of the and strategies to of the monitor
information healthy ICT address ICT and safe, legal and
digital and further care and Security threats information, ethical
ICT, including responsible technological including rights digital information
respect for management systems, copyright issues and
rights hardware, software data and privacy, cyber- ICT, as well,
author, and information bullying engage in the
property information (cyberbulling) and defining a system
intellectual and resources the to address the use
documentation systems security, inadequate
are properly data and resources
sources information. Technology
b. Address the Cases Investigated Strategies to Facilitate access Examine and
Miscellaneous related address the fair tool investigate
needs equity in access different and digital related topics
all and needs resources equitable access to
apprentices, develop strategies apprentices, use strategies ICTs
using to manage ICT including centric in school,
strategies as to meet the access to learners, and community
centric different styles of hardware, employ and home,
students and learning and levels curriculum and access functions including
providing of software to universal and identification and
access development Online Resources technologies use of
fair students * special support Special
tools and for technologies
resources meet the diverse * support to meet
digital needs the
appropriate Apprentices diverse needs of
students
* The words
"Universal
access and
assistive
technologies "refer
to
an international
effort
to ensure access
to
ICT for people with
different disabilities
c. They promote Show label They exemplify the Promote the use Engage
and digital (netiquette) proper use ICT and adequate learners to
model the and and careful discuss issues of investigate
digital label identify how the resource ethics responsibilities
(netiquette) and social interactions digital and inform and netiquette, and associated
interactions can support apprentices on examples of with the use of
social learning consequences of real life, on the tools and
responsible students and use their poor uses digital resources
Related responsible for ICT use appropriate and and
with the use of inappropriate consequences of
information and tools and their abuse,
ICT digital resources in a society of
global information.
Work
together with the
students in
developing
Policies and
Procedures
for the responsible
use of
ICT and resources
information
d. Develop and Demonstrate the Have students use Involve the Engage
exemplify use of technological students research students
understanding tools resources students from other and collaborative
cultures and communication communication parts of the world publishing,
awareness and interact with opportunities for with students and
global collaboration students or develop experts
interacting develop experts from other understanding other countries, so
with colleagues knowledge of the communities and and cultural that
and students on other awareness develop
students various countries Overall, by understanding of
other cultures, cultures projects other cultures
using communication
Tools and
of collaboration was
communication digital
and
collaboration
the digital age

ASSESSMENT MATRIX FOR


BUSINESS GROWTH AND LEADERSHIP

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:

Indicator Beginner Middle Expert Transformer


performance
a. Participate in Explore and Develop plans for They actively Help develop and
communities discuss use communities participate in maintain
Local learning and attributes local learning communities communities
for global communities Overall, to explore Local learning and Local learning and
browse Local learning and creative Overall, for Overall, to
applications Overall, in which applications of exchange and exchange
Creative ICT teachers can ICT to improve the implement ideas ideas and methods
in order to browse learning and related
improve applications students related methods creative
learning Creative ICT creative applications of
students to improve applications ICT and expanding
learning ICT to improve use
students learning whether these in
students learning
b. Exhibit Identified and Demonstrate making shared Involved in the
leadership evaluated leadership appropriate ICT development
demonstrating local visions and implement the learning a vision for the
Advanced view global adoption the vision of environment; ICT adoption in the
ICT adoption, ICT, forms of making work educational
participating in participation in the ICT in their school / collaboratively institution and its
making processes decision making district with others in community,
decisions shares and the by applying making promote its
shared and Building that vision into their decisions, and adoption, facilitate
Building community, and own contribute the making
community, and strategies learning leadership shared decisions,
developing the develop environment development and
leadership and ICT skills and ICT skills drive the
ICT skills other other development of
other leadership and
skills
ICT in other
c. Evaluate and Inquire and reflect Develop plans Evaluate and Contribute to
reflect, in the form Research and based learning reflect effective use
regular on professional Integrating ICT regularly on ICT to improve
research practice date research and current research teaching and
recent and the to use professional and implement learning,
professional tools and practices practices conducting
practice digital resources promising to use promising to use research -
to use that support Tools and Tools and action, assessing
cash from needs Resources Resources their
tools and learning that support digital existing or results and
digital resources students learning emerging local share and
existing and students supporting learning globally
emerging students
learning support
students
d. They contribute Identify Demonstrate and Actively contribute Demonstrate,
to the strategies discuss with the effectiveness, discuss and
effectiveness, contribute to the effective use of vitality and present to parents,
vitality effectiveness, colleagues auto renewal leaders
and self-renewal vitality digital resources teaching school and
both the profession and self renewal and profession community
teacher and the the teaching teaching strategies sharing with other extended the
school profession and in the institution impact that
where they work and community related learning education, learning have the
and their school with these profession and the use
corresponding resources, to community effective digital
community improve learning practices resources
students and the promising use of and the continued
profession of ICT to enhance renewal of
teaching learning professional
students practice

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

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.

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