ISTE Standards
SUPPORTING
EXPLANATION
Standards for the Technology Facilitation Program are
designed to
communicate expectations for the performance of candidates who will
serve as building/campus-level Technology Facilitators whose major
responsibility will be to help classroom teachers apply technology to
support student learning. This responsibility takes many forms within
the varying environments across educational systems.
The TF program standards are aligned with the six National Educational
Technology Standards for Teachers, but extend the performance
expectations of each candidate to reflect preparation for serving as
mentor, coordinator, or technology integration specialist, assisting
the teachers in their efforts to support student learning and
professional growth with technology.
National
Educational Technology Standards for Teachers
The
six standards areas with
performance
indicators listed below are designed to be general enough to be
customized to fit state, university, or district guidelines and yet
specific enough to define the scope of the topic. Performance
indicators for each standard provide specific outcomes to be measured
when developing a set of assessment tools. The standards and the
performance indicators also provide guidelines for teachers currently
in the classroom .
- TECHNOLOGY
OPERATIONS AND CONCEPTS.
Teachers demonstrate a sound understanding of technology
operations and concepts. Teachers:
- demonstrate
introductory knowledge, skills, and understanding of concepts related
to technology (as described in the ISTE National Education Technology Standards for
Students)
- demonstrate
continual growth in technology knowledge and skills to stay abreast of
current and emerging technologies.
- PLANNING AND
DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES.
Teachers plan and design effective learning environments and
experiences supported by technology. Teachers:
- design
developmentally appropriate learning opportunities that apply
technology-enhanced instructional strategies to support the diverse
needs of learners.
- apply
current research on teaching and learning with technology when planning
learning environments and experiences.
- identify
and locate technology resources and evaluate them for accuracy and
suitability.
- plan
for
the management of technology resources within the context of learning
activities.
- plan
strategies to manage student learning in a technology-enhanced
environment.
- TEACHING,
LEARNING, AND THE CURRICULUM.
Teachers implement curriculum plans, that include methods and
strategies for applying technology to maximize student learning.
Teachers:
- facilitate
technology-enhanced experiences that address content standards and
student technology standards.
- use
technology to support learner-centered strategies that address the
diverse needs of students.
- apply
technology to develop students' higher order skills and creativity.
- manage
student learning activities in a technology-enhanced environment.
- ASSESSMENT
AND EVALUATION.
Teachers apply technology to facilitate a variety of effective
assessment and evaluation strategies. Teachers:
- apply
technology in assessing student learning of subject matter using a
variety of assessment techniques.
- use
technology resources to collect and analyze data, interpret results,
and communicate findings to improve instructional practice and maximize
student learning.
- apply
multiple methods of evaluation to determine students' appropriate use
of technology resources for learning, communication, and productivity.
- PRODUCTIVITY
AND PROFESSIONAL PRACTICE.
Teachers use technology to enhance their productivity and
professional practice. Teachers:
- use
technology resources to engage in ongoing professional development and
lifelong learning.
- continually
evaluate and reflect on professional practice to make informed
decisions regarding the use of technology in support of student
learning.
- apply
technology to increase productivity.
- use
technology to communicate and collaborate with peers, parents, and the
larger community in order to nurture student learning.
- 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:
- model
and
teach legal and ethical practice related to technology use.
- apply
technology resources to enable and empower learners with diverse
backgrounds, characteristics, and abilities.
- identify
and use technology resources that affirm diversity
- promote
safe and healthy use of technology resources.
- facilitate
equitable access to technology resources for all students.
You may also visit the New
Jersey Department of Education's website at http://www.state.nj.us/njded/cccs/s8_tech.htm
to view the New Jersey Core Curriculum Content Standards for
Technological Literacy which are tied to the ISTE standards on this
page.