ISTE

NATIONAL EDUCATIONAL TECHNOLOGY STANDARDS (TIC) FOR

TEACHERS (2008) (NESTS.T)

NETS for Teachers: National Educational Technology Standards for Teachers, Second
Edition, © 2008, ISTE® (International Society for Technology in Education)

1. Facilite and Inspire Students Learning and Creativity

Teachers use their knowledge of subject matter, teaching and learning, and
technology to facilitate experiences that advance student learning, creativity, and
innovation in both face-to-face and virtual environments. Teachers:

a. Promote, support, and model creative and innovative thinking and

inventiveness.
b. Engage students in exploring real-world issues and solving authentic problems
using digital to and resources.
c. Promote student reflection using collaborative tolos to reveal and clarify
students’ conceptual understanding and thinking, planning, and creative
processes.
d. Model collaborative knowledge construction by engaging in learning with
students, colleagues other in face-to-face and virtual environments.

2. Design and Develop Digital-Age Learning Experiences and Assessments

teachers design, develop, and evaluate authentic learning experiences and
assessment incorporating contemporary tolos and resources to maximize content
learning in context and to develop the knowledge, skills, and attitudes identified in
the NETS.S Teachers:

a. Design or adapt relevant learning experiences that incorporate digital tolos and
resources to promote student learning and creativity.
b. Develop technology-enriched learning environments that enable all students to
pursue their individual curiosities and become active participants in setting
their own educational goals, managing their own learning, and assessing their
own progress.
c. Customize and personalize learning activities to address students’ diverse
learning styles, world strategies, and abilities using digital tolos and resources.
d. Provide students with multiple and varied formative and summative
assessments aligned with content and technology standards and use resulting
data to inform learning and teaching.

3. Model Digital-Age Work and Learning

Teachers exhibit knowledge, skills, and work processes representative of an

innovative
Profesional in a global and digital society. Teachers:

a. Demonstrate fluency in technology systems and the transfer of current

knowledge to new technologies and situations.
b. Collaborate with students, peers, parents, and community members using
digital tools and resources to support student success and innovation.
c. Communicate relevant information and ideas effectively to students,
parents, and peers using a variety of digital-age media and formats.
d. Model and facilitate effective use of current 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 local and global societal issues and responsabilities in an

envolving digital culture and exhibit legal and ethical behavior in their professional
practices. Teachers:

a. Advocate, model and teach safe, legal and ethical use of digital information and
technology, including respect for copyright, intellectual property and the
appropriate documentation of sources.
b. Address the diverse needs of all learners by using learner-centered strategies
providing equitable access to appropriate digital tools and resources.
c. Promote and model digital etiquette and responsible social interactions related
to the use of technology and information.
d. Develop and model cultural understanding and global awareness by engaging
with colleagues and students of other cultures using digital-age communication
and collaboration tools.

5. Engage in Professional growth and leadership

Teachers continuously improve their professional practice, model lifelong

learning, and exhibit leadership in their school and professional community by
promoting and demonstrating the effective use of digital tools and resources.
Teachers:

a. Participate in local and global learning communities to explore creative

applications of technology to improve student learning.
b. Exhibit leadership by demonstrating a vision of technology infusion,
participating in shared decision making and community building, and
developing the leadership and technology skills of others.
c. Evaluate and reflect on current research and professional practice on a regular
basis to make effective use of existing and emerging digital tools and resources
in support of student learning.
d. Contribute to the effectiveness, vitality and self-renewal of the teaching
profession and of their school and community.

CONDITIONS ESSENTIAL CONDITIONS FOR EFFECTIVE USE OF ICT IN LEARNING

PROCESSES

Shared Vision

Active leadership in developing a shared vision for ICT education among all stake
holders in education, including teachers and support staff in Educational
Institutions, managers schools and school districts, teacher educators, students,
parents and community.

Empowered leaders
 People interested in school education, at all levels, empowered to be leaders of
change.

Implementation Plan

A systemic plan aligned with a shared vision to ensure the effectiveness of school
and student learning through the infusion of ICT and digital resources for learning.

Consistent and adequate funding to support

The permanent financing of ICT infrastructure, personnel, digital resources and

faculty development.

Equal Acess

Robust and reliable access to ICT and digital resources both current and emerging
connectivity for all students, teachers, support staff and school leaders.

Qualified Staff 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 to 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

Assessment permanent rating, both learning and assessment for learning and 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.

Policy Support

Policies, financing plans, procedures, accountability and incentive structures to

support the use of ICT in learning and education sector operations and school.

External Context Support

Policies and initiatives at national, regional and local levels to support educational
institutions and training programs for teachers in effective implementation of ICT to
meet the curriculum standards and ICT.

Rubrics (rubrics) FOR TEACHERS IN THE DIGITAL AGE

additionally includes NETS Project rubrics (rubrics) that describe key performance relating to
the use of ICTs as tools for teaching and learning, and scenarios that describe activities *
authentic classroom examples of how to put into practice the standards, indicators and
rubrics (rubrics). ISTE believes that all teachers should strive to help educational institutions
make the transition from learning spaces of the industrial age to learning spaces of the
digital age. Along with standards, rubrics (rubrics) and scenarios offer tools to help teachers
to make that transition successfully.

RUBRICS (RUBRICS)

The rubrics (rubrics) are intended to provide examples of performance criteria for
incremental levels of achievement that can be used to establish the success of teachers and
teachers in training in full compliance with each standard:

• Level Beginner, describes expected performance of students in teacher training programs,

or practice teachers who are new to the use of ICT to enhance 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 involving explore, adapt and apply ICT 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) performance levels outlined, rather
than artificial age ranges, levels of preparation and years of professional teachers.
Therefore, whether used in conjunction with professional development training for
classroom teachers or used for training teachers in their various areas of practice, these
matrices can be used to evaluate the improvement in the use of standards NETS for
teachers.

Additionally, this set of matrices (rubrics) are models that can be modified or expanded 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 of them.

It is important to remember that arrays are descriptors of performance indicators at certain

stages, over the appropriation of these by of teachers. Success in achieving the indicators is
based on the assumption that teachers have regular access to a support system asdescribed
in the Essential Terms. If no such support system is very difficult for teachers to reach the
transformer level implementation.

ASSESSMENT MATRIX LEARNING AND CREATIVITY OF STUDENTS

1. Facilitate and Inspire Learning and Student Creativity

Teachers use their knowledge about issues in a field / subject, on teaching and learning
and ICT to facilitate experiences that enhance learning, creativity and innovation of
students, both face and virtual environments. Teachers:

Performance Indicator

a. Promote, support, and model creative and innovative thinking and inventiveness

Beginner

Investigate and discuss ways in which students can use digital tools and resources to
increase their creative thinking and innovative and to develop and communicate their
understanding of knowledge and concepts

Middle

Encourage creative thinking and invention illustrating thought processes and creating
visual representations of conceptual development and problem solving  

Expert

Empower students to demonstrate creative thinking, construct knowledge and to

develop innovative products and processes, promoting and supporting these activities,
and demonstrating knowledge, skills and attitudes associated with them.

Transformer

Regularly undertake as leader learners, with students in creative thinking activities and
encourage them to explore complex issues, generating new ideas, create and critique
original work and develop and evaluate new products and processes.