Abstract
Goals 2000 launched the nation on a course of school improvement through a process that focuses on high standards for student performance and development of local, state, and national plans for their achievement. Technology has been specifically identified as an area that must be addressed in these school improvement plans.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 52-58 |
| Number of pages | 7 |
| Journal | NASSP Bulletin |
| Volume | 81 |
| Issue number | 592 |
| DOIs | |
| State | Published - 1997 |
ASJC Scopus subject areas
- Education
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In: NASSP Bulletin, Vol. 81, No. 592, 1997, p. 52-58.
Research output: Contribution to journal › Article › peer-review
}
TY - JOUR
T1 - Nationa educational technology standards
T2 - Developing new learning environments for today's classrooms
AU - Bitter, Gary
AU - Thomas, Lajeane
AU - Knezek, Donald G.
AU - Friske, Joyce
AU - Taylor, Harriet
AU - Wiebe, James
AU - Kelly, M. G.
N1 - Funding Information: Bitter Gary Arizona State University, Tempe Thomas Lajeane Louisiana Tech University ( LThomas@vm.cc.laTech.edu ) Knezek Donald G. Education Service Center, Region 20, San Antonio, Tex. ( DonK@tenet.edu ) Friske Joyce Jenks (Okla.) Public Schools ( Friske@merck.utulsa.edu ) Taylor Harriet Louisiana State University, Baton Rouge ( Taylor@asterix.ednet.lsu.edu ) Wiebe James California State University, Los Angeles ( Jwiebe@calstatela.edu ) Kelly M.G. California State University, San Marcos ( pkelly@mailhost1.csusm.edu ) 11 1997 81 592 52 58 Goals 2000 launched the nation on a course of school improvement through a process that focuses on high standards for student perfor mance and development of local, state, and national plans for their achievement. Technology has been specifically identified as an area that must be addressed in these school improvement plans. sagemeta-type Other search-text 52 Technology and LearningNationa Educational Technology Standards: Developing New Learning Environments for Today's Classrooms SAGE Publications, Inc.1997DOI: 10.1177/019263659708159209 Gary Bitter Arizona State University, Tempe Lajeane Thomas Louisiana Tech University (LThomas@vm.cc.laTech.edu) Donald G. Knezek Education Service Center, Region 20, San Antonio, Tex. (DonK@tenet.edu) Joyce Friske Jenks (Okla.) Public Schools (Friske@merck.utulsa.edu) Harriet Taylor Louisiana State University, Baton Rouge (Taylor@asterix.ednet.lsu.edu) James Wiebe California State University, Los Angeles (Jwiebe@calstatela.edu) M.G. Kelly California State University, San Marcos (pkelly@mailhost1.csusm.edu) Goals 2000 launched the nation on a course of school improvement through a process that focuses on high standards for student perfor mance and development of local, state, and national plans for their achievement. Technology has been specifically identified as an area that must be addressed in these school improvement plans. arents want their children to graduate with skills that prepare them either for a job or for further education and training. Employers want either for a job or for further education and training. Employers want J~ to hire people who are honest, reliable, literate, and able to reason, communicate, make decisions, and learn. Educators must provide learning environments that not only convey important and relevant content, but also facilitate these types of behavior. Students must be taught to: ~ Communicate using a variety of media and formats ~ Access and exchange information in a variety of ways ~ Compile, organize, analyze, and synthesize information ~ Draw conclusions and make generalizations based on information gathered ~ Use the information and select appropriate tools to solve problems ~ Know content and be able to locate additional information as needed 6153 ~ Become self-directed learners ~ Collaborate and cooperate in team efforts ~ Interact with others in ethical, honest, and appropriate ways. Although these essential learnings are not specifically technology skills or knowledge, technology can be used quite effectively to address them. The wise use of technology can enrich classroom environments. Parents, school leaders, and employers increasingly voice expectations that classroom instruction must extend beyond the traditional factory model to provide new learning environments. Schools should use technology to facilitate the thinking and decision making that are necessary in today's workplace. Figure 1 depicts the changes between traditional and new learning environments. Accessing, manipulating, and communicating information are becoming central functions of our society. Processing information from an ever-widening array of resources and applying that information to communicate and make quality decisions is essential. Modern information skills support collaboration for continuing to learn, accessing collective expertise, creating new knowledge, solving problems, and increasing overall productivity. Technology is a prime enabling vehicle for carrying out these critical functions. Teachers have found that the wise use of technology can enrich classroom environments and shape strategies for achieving... marketable skills. To develop new classroom learning environments, educational technology skills and relevant curricular content must be interwoven. Technology tools are used to promote effective learning strategies such as on-line information gathering, project-based learning, collaborative projects, and electronic presentations and sharing of data. Consequently, the educational technology standards and performance competencies must be 6254 identified and expectations for competence by grade ranges profiled. ISTE and its 12 partners in the National Educational Technology Standards (NETS) Project are committed to developing educational technology standards and profiles that reflect the technology performances and related curricular applications for use by teachers and administrators when developing effective learning environments for students across the nation. National Educational Technology Standards The National Educational Technology Standards (NETS) Project, partially funded by the National Aeronautics and Space Administration (NASA) in collaboration with the U.S. Department of Education, OERI, and the National Science Foundation, is designed to develop technology performance standards for PreK-12 students, establish specific applications of technology through the curriculum, provide standards for support of technology in schools, and address student assessment and evaluation of technology use to improve learning. The project's goal is to enable, through coordination and technical expertise, major stakeholders in PreK-12 education to develop national standards for the educational uses of technology that will facilitate school improvement in America. ISTE has joined with other leading professional education organizations in the NETS Project. Partner organizations include the American Federation of Teachers, American Library Association, Association for Supervision and Curriculum Development, Council of Chief State School Officers, Council for Exceptional Children, International Society for Technology in Education, National Association of Elementary School Principals, National Association of Secondary School Principals, National Education Association, National School Boards Association, National Fund for Improvement of Education, and Software Publishers' Association. Curriculum liaisons representing major curriculum groups will participate in the development of technology standards for their subject areas. The curriculum liaisons will participate in standards development work sessions designed to identify standards relating specifically to each curriculum area and to build interdisciplinary connections among the curricular areas. Joining the partner organizations in this project are representatives from the International Reading Association, National Council for Geography Education, National Council for the Social Studies, National Council for Teachers of Mathematics, National Council of Teachers of English, and National Science Teachers Association. The partners envision the development of milestones that will guide schools and districts in establishing their local plans for integrating technology with curriculum and management efforts. These environments are aimed 6355 at providing students with fundamental technology skills learned through practice in meaningful, real-world settings while developing responsible, ethical attitudes toward technology and learning. Over three years, these groups are developing the following sets of standards for K-12 education. Educational Technology Standards and Skills The NETS Project has developed drafts of standards and performance based on responses from educational technology experts and material collected from professional literature, town hall meetings, and state, local, and national documents. Two types of standards documents have been developed thus far: 1. Standards Domains and Performance Indicators-Broad areas of skill development in educational technology and specific performance skills arranged within those broad domains 2. Profiles of a Technology Literate Student-Broadly stated standards indicating what students should know and be able to do with technology at specific grade ranges. Educational Technology Skills Domains The NETS Project has organized educational technology standards and indicators into a framework of five domains. They include: Domain 1. Basic Operations and Concepts. Students have a sound understanding of the operation of technology systems, terminology, basic concepts, limitations and uses of technology, connectivity and compatibility concepts, and an awareness of adaptive/assistive technologies. Students develop attitudes toward technology use that support lifelong learning, collaboration, personal pursuits, and productivity. Domain 2. Social, Ethical, and Human Issues. The rate of change surrounding technology is staggering, and students understand the historical and 6456 societal impact that technology has had, is having, and is likely to have. They understand worker issues related to automation and retraining. Students evaluate new information resources and technological innovations based on their appropriateness to specific tasks and the individual's personal preferences, requirements, and resources; they are sophisticated technology consumers. Students understand privacy, copyright, licensing, and intellectual property rights issues, and they make responsible decisions and exhibit ethical behavior related to them. Domain 3. Productivity Tools. There is a set of universally used tools that support both individual and group work. These tools underlie more complex, specific, and emerging technologies. Students are well versed in the use of these tools to support their productivity in a wide variety of endeav- ors. Topics in this domain include word processing, database, spreadsheet, utility programs, telecommunications, multimedia (graphics, animation, digital video, sound, authoring, presentation), emerging technologies, groupware, and collaborative process tools. Domain 4. Technology Tools for Communications. The teacher and the textbook are no longer the sole sources of information in the classroom, and students are required to obtain information from a variety of sources. The same holds true for citizens in society at large. Students use their knowledge of information tools to deal with the exponentially increasing and rapidly changing sources of information available to them. Topics in this domain include traditional and emerging library skills, remote information resources, electronic communication, distance learning and teleconferencing, networking, and research skills. Students apply effective strategies to assess the credibility of information sources and to resolve conflicting information. Domain 5. Technology Tools for Research, Problem Solving, and Decision Making. The environment that our graduates will face when they leave school is increasingly complex, and the strategies for success must be more sophisticated. Graduates must have the ability to combine and match technology tools to successfully meet their challenges. Topics in this domain include locating technology tools and information about them, specialized personal productivity tools, self-monitoring of effectiveness, smart filters 1 , collaborative skills, resolving information conflict, critically consuming information, research skills and search techniques, and use of knowbots.2 2 These broad areas of educational technology skills preparation provide a framework for defining particular performance indicators and the 1. Smart filters are information-gathering utilities that allow an individual to set some preferences or parameters on what they are looking for; as it searches for information, the utility uses "fuzzy logic" based on expert sys tems models to pick the "best" information based on user specifications. Eventually, these filters may be able to learn from users' actions (what they keep and what they discard) and begin to use their demonstrated preferences to help filter the information requested. Smart filters screen information in real time while the seeker is on line. 6557 grade ranges where specific skills are likely to be introduced, reinforced, and mastered. The performance indicators are too lengthy to be included in this article, but are available for your review and response on the International Society for Technology (ISTE) webpage at www.ISTE.org. Profiles of Technology Literate Students A major component of the standards project is the creation of general profiles of technology literate students at key developmental points in their pre-college education. These profiles provide rather broad descriptors of technology competencies that students should have developed by the time they exit the target grades. They must be introduced, reinforced, and finally mastered and integrated into an individual's personal learning and social framework. The following basic principles and assumptions are reflected throughout the profiles. These assumptions are the principles upon which the profiles for student use of educational technology are built. A profile for each of four grade ranges indicates broad statements of what students finishing each grade range should know about and be able to do with technology. The four profiles address these grade ranges: - PreK-Grade 2 - Grades 3-5 - Grades 6-8 - Grades 9-12 2. Knowbot technologies are similar to smart filters in that they will be able to make smart choices of infor mation to bring to the user, but they are put in operation by the user and then go off "on their own" and "mine" resources on various on-line services—using a smart filter to decode which information is best—and bring back references that meet the users' needs and preferences. Knowbots have the capability built in to go off and do their work while the seeker is off line. The seeker can then return on-line to find the informa tion gathered, organized, and delivered. 6658 Each subsequent profile builds on the prior profile standards. The sequence of development in knowledge and skills in using technology culminate in a profile for grades 9-12 that sets the following standards for students completing high school. This draft profile for students completing grade 12 and drafts for grades PreK-2, 3-5, and 6-8 and lists of specific performance indicators relating to each grade range and domain are currently being reviewed at technology town hall meetings across the nation. The results will provide benchmarks of student achievement and progress with respect to the use of technology to support teaching and learning. The final standards documents will provide essential, realistic, and attainable goals for using technology tools in the context of curricular content for lifelong learning and productive citizenry as we head into the next century of American education. -B 1. Smart filters are information-gathering utilities that allow an individual to set some preferences or parameters on what they are looking for; as it searches for information, the utility uses "fuzzy logic" based on expert sys tems models to pick the "best" information based on user specifications. Eventually, these filters may be able to learn from users' actions (what they keep and what they discard) and begin to use their demonstrated preferences to help filter the information requested. Smart filters screen information in real time while the seeker is on line. 2. Knowbot technologies are similar to smart filters in that they will be able to make smart choices of infor mation to bring to the user, but they are put in operation by the user and then go off "on their own" and "mine" resources on various on-line services—using a smart filter to decode which information is best—and bring back references that meet the users' needs and preferences. Knowbots have the capability built in to go off and do their work while the seeker is off line. The seeker can then return on-line to find the informa tion gathered, organized, and delivered.
PY - 1997
Y1 - 1997
N2 - Goals 2000 launched the nation on a course of school improvement through a process that focuses on high standards for student performance and development of local, state, and national plans for their achievement. Technology has been specifically identified as an area that must be addressed in these school improvement plans.
AB - Goals 2000 launched the nation on a course of school improvement through a process that focuses on high standards for student performance and development of local, state, and national plans for their achievement. Technology has been specifically identified as an area that must be addressed in these school improvement plans.
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U2 - 10.1177/019263659708159209
DO - 10.1177/019263659708159209
M3 - Article
AN - SCOPUS:79958047593
SN - 0192-6365
VL - 81
SP - 52
EP - 58
JO - NASSP Bulletin
JF - NASSP Bulletin
IS - 592
ER -