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NETS for Students
| Competencies by Grade
Level
International
Society of Technology for Education
National Educational
Technology Standards (NETS)
for Students
The
technology foundation standards for students are divided into six
broad categories. Standards within each category are to be
introduced, reinforced, and mastered by students. These categories
provide a framework for linking performance indicators within the
Profiles for Technology Literate Students to the standards. Teachers
can use these standards and profiles as guidelines for planning
technology-based activities in which students achieve success in
learning, communication, and life skills.
Technology Foundation Standards for Students
-
Basic operations and
concepts
·
Students demonstrate a sound understanding of the nature and
operation of technology systems.
·
Students are proficient in the use of technology.
-
Social, ethical, and
human issues
·
Students understand the ethical, cultural, and societal
issues related to technology.
·
Students practice responsible use of technology systems,
information, and software.
·
Students develop positive attitudes toward technology uses
that support lifelong learning, collaboration, personal pursuits,
and productivity.
-
Technology productivity
tools
·
Students use technology tools to enhance learning, increase
productivity, and promote creativity.
·
Students use productivity tools to collaborate in
constructing technology-enhanced models, prepare publications, and
produce other creative works.
-
Technology communications
tools
·
Students use telecommunications to collaborate, publish, and
interact with peers, experts, and other audiences.
·
Students use a variety of media and formats to communicate
information and ideas effectively to multiple audiences.
-
Technology research tools
·
Students use technology to locate, evaluate, and collect
information from a variety of sources.
·
Students use technology tools to process data and report
results.
·
Students evaluate and select new information resources and
technological innovations based on the appropriateness for specific
tasks.
-
Technology
problem-solving and decision-making tools
·
Students use technology resources for solving problems and
making informed decisions.
·
Students employ technology in the development of strategies
for solving problems in the real world.
ISTE's National Educational Technology
Competencies
for Students by Grade Level
Prior to
completion of Grade 2, students will:
-
Use input devices (e.g., mouse,
keyboard, remote control) and output devices (e.g., monitor,
printer) to successfully operate computers, VCRs, audiotapes, and
other technologies. (1)
-
Use a variety of media and
technology resources for directed and independent learning
activities. (1, 3)
-
Communicate about technology
using developmentally appropriate and accurate terminology. (1)
-
Use developmentally appropriate
multimedia resources (e.g., interactive books, educational
software, elementary multimedia encyclopedias) to support
learning. (1)
-
Work cooperatively and
collaboratively with peers, family members, and others when using
technology in the classroom. (2)
-
Demonstrate positive social and
ethical behaviors when using technology. (2)
-
Practice responsible use of
technology systems and software. (2)
-
Create developmentally
appropriate multimedia products with support from teachers, family
members, or student partners. (3)
-
Use technology resources (e.g.,
puzzles, logical thinking programs, writing tools, digital
cameras, drawing tools) for problem solving, communication, and
illustration of thoughts, ideas, and stories. (3, 4, 5, 6)
-
Gather information and
communicate with others using telecommunications, with support
from teachers, family members, or student partners. (4)
Prior to
completion of Grade 5, students will:
-
Use keyboards and other common
input and output devices (including adaptive devices when
necessary) efficiently and effectively. (1)
-
Discuss common uses of
technology in daily life and the advantages and disadvantages
those uses provide. (1, 2)
-
Discuss basic issues related to
responsible use of technology and information and describe
personal consequences of inappropriate use. (2)
-
Use general purpose
productivity tools and peripherals to support personal
productivity, remediate skill deficits, and facilitate learning
throughout the curriculum. (3)
-
Use technology tools (e.g.,
multimedia authoring, presentation, Web tools, digital cameras,
scanners) for individual and collaborative writing, communication,
and publishing activities to create knowledge products for
audiences inside and outside the classroom. (3, 4)
-
Use telecommunications
efficiently to access remote information, communicate with others
in support of direct and independent learning, and pursue personal
interests. (4)
-
Use telecommunications and
online resources (e.g., e-mail, online discussions, Web
environments) to participate in collaborative problem-solving
activities for the purpose of developing solutions or products for
audiences inside and outside the classroom. (4, 5)
-
Use technology resources (e.g.,
calculators, data collection probes, videos, educational software)
for problem solving, self-directed learning, and extended learning
activities. (5,6)
-
Determine which technology is
useful and select the appropriate tool(s) and technology resources
to address a variety of tasks and problems. (5, 6)
-
Evaluate the accuracy, relevance,
appropriateness, comprehensiveness, and bias of electronic
information sources. (6)
Prior to
completion of Grade 8, students will:
-
Apply strategies for
identifying and solving routine hardware and software problems
that occur during everyday use. (1)
-
Demonstrate knowledge of
current changes in information technologies and the effect those
changes have on the workplace and society. (2)
-
Exhibit legal and ethical
behaviors when using information and technology, and discuss
consequences of misuse. (2)
-
Use content-specific tools,
software, and simulations (e.g., environmental probes, graphing
calculators, exploratory environments, Web tools) to support
learning and research. (3, 5)
-
Apply productivity/multimedia
tools and peripherals to support personal productivity, group
collaboration, and learning throughout the curriculum. (3, 6)
-
Design, develop, publish, and
present products (e.g., Web pages, videotapes) using technology
resources that demonstrate and communicate curriculum concepts to
audiences inside and outside the classroom. (4, 5, 6)
-
Collaborate with peers,
experts, and others using telecommunications and collaborative
tools to investigate curriculum-related problems, issues, and
information, and to develop solutions or products for audiences
inside and outside the classroom. (4, 5)
-
Select and use appropriate
tools and technology resources to accomplish a variety of tasks
and solve problems. (5, 6)
-
Demonstrate an understanding of
concepts underlying hardware, software, and connectivity, and of
practical applications to learning and problem solving. (1, 6)
-
Research and evaluate the accuracy,
relevance, appropriateness, comprehensiveness, and bias of
electronic information sources concerning real-world problems. (2,
5, 6)
Prior to
completion of Grade 12, students will:
-
Identify capabilities and
limitations of contemporary and emerging technology resources and
assess the potential of these systems and services to address
personal, lifelong learning, and workplace needs. (2)
-
Make informed choices among
technology systems, resources, and services. (1, 2)
-
Analyze advantages and
disadvantages of widespread use and reliance on technology in the
workplace and in society as a whole. (2)
-
Demonstrate and advocate for
legal and ethical behaviors among peers, family, and community
regarding the use of technology and information. (2)
-
Use technology tools and
resources for managing and communicating personal/professional
information (e.g., finances, schedules, addresses, purchases,
correspondence). (3, 4)
-
Evaluate technology-based
options, including distance and distributed education, for
lifelong learning. (5)
-
Routinely and efficiently use
online information resources to meet needs for collaboration,
research, publications, communications, and productivity. (4, 5,
6)
-
Select and apply technology
tools for research, information analysis, problem-solving, and
decision-making in content learning. (4, 5)
-
Investigate and apply expert
systems, intelligent agents, and simulations in real-world
situations. (3, 5, 6)
-
Collaborate with peers, experts, and
others to contribute to a content-related knowledge base by using
technology to compile, synthesize, produce, and disseminate
information, models, and other creative works. (4, 5, 6)
The numbers in parenthesis following each performance indicator
refer to the
standards category to which the performance is linked.
A
Crosswalk between NYS Learning Standards/Performance Indicators and
ISTE’s Standards and Competencies by Subject Area
For
detailed information on NETS, visit ISTE's Website:
http://cnets.iste.org
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