Department of Instructional Technology

Teacher Technology Competencies

In addition to student competencies the same type of proficiencies for staff must be established to achieve minimum proficiency, provide training opportunities and address the deficiency in the level of skill that may exist with our professional staff. The National Education Standards for Teachers are the recommended proficiencies for teachers. These standards are described in detail below.

NETS for Teachers

Educational Technology Standards and Performance Indicators for All Teachers
Building on the NETS for Students, the ISTE NETS for Teachers (NETS•T), this plan proposes the adoption of the NETS for teachers. This set of standards benchmarks what current district teaching staff should work toward in skill development in the area of technology in education. In addition, consideration to these standards, as a baseline criteria for entry level teaching positions within the district, is recommended.

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 continuous growth in technology knowledge and skills in order 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.