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ISTENATIONAL EDUCATIONAL TECHNOLOGY STANDARDS (TIC) FOR TEACHERS

(2008) (NESTS.T)

NETS for Teachers: National Educational Technology Standards for Teachers, SecondEdition, 2008, ISTE (International Society for Technology in Education)

1. Facilite and Inspire Students Learning and CreativityTeachers 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 studentsconceptual 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 Assessmentsteachers 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 iden tified in the NETS.S Teachers:

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a. Design or adapt relevant learning experiences that incorporate digital tolos andresources to promote student learning and creativity.

b. Develop technology-enriched learning environments that enable all students topursue 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 learningstyles, world strategies, and abilities using digital tolos and resources.

d. Provide students with multiple and varied formative and summative assessmentsaligned with content and technology standards and use resulting data to inform

learning and teaching.

3. Model Digital-Age Work and LearningTeachers 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 currentknowledge to new technologies and situations.

b. Collaborate with students, peers, parents, and community members using digitaltools 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 andlearning.

4. Promote and model digital citizenship and responsibilityTeachers 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 andtechnology, including respect for copyright, intellectual property and the appropriate

documentation of sources.

b. Address the diverse needs of all learners by using learner-centered strategiesproviding equitable access to appropriate digital tools and resources.

c. Promote and model digital etiquette and responsible social interactions related tothe use of technology and information.

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d. Develop and model cultural understanding and global awareness by engaging withcolleagues and students of other cultures using digital-age communication and

collaboration tools.

5. Engage in Professional growth and leadershipTeachers 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 applicationsof technology to improve student learning.

b. Exhibit leadership by demonstrating a vision of technology infusion, participating inshared 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 basisto 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 professionand 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 s taff 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.

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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

responsabilities.

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.

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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 asupport system as described 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 creativityTeachers 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

Beginner Middle Expert Transformer

a. Theypromote, support

and model the

creative and

innovative

thinking and

inventive

They investigate

and discuss ways

in which

Students can use

tools and digital

resources to

increase their

creative and

innovative

thinking and to

develop and to

communicate

their

understanding

knowledge and

concepts.

They promote

creative and

inventive thinking

exemplifying

thinking processes

and creating

visuals

representation of

concepts and

troubleshooting.

They empower

students to

demonstrate

creative thinking,

to build their

knowledge and

develop

innovative

products and

processes.

Promoting and

supporting these

activities, and

demonstrating

knowledge, skills

and attitudes

related with

them.

They regularly

undertake

themselves as

leader

apprentices,

along with their

students in

creative

activities

thinking and

encourage them

to explore

complex issues,

to generate new

ideas, to create

and to criticize

the original

works and to

develop and to

evaluate new

products and

processes.

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b. Theycommit students

to explore real life

issues and to

troubleshoot,

using digital tools

and resources.

They develop

activities based

on ICTs,

engaging

students in the

critical thinking

creativity and

genuine

solutions to

problems based

on real life facts.

Teachers involve

students in

investigating real

life problems and

situations, and the

evaluation of

several solutions

using digital tools

and resources.

They promote

activities,

commit the

students in

planning and

management of

research projects

focused on real

life events, in the

application of

critical thought

to solve real

problems and

the selection of

appropriate

digital tools and

resources to

carry out the

process and

improve it.

They regularly

involve students

in learning

experiences

required to

identify and

define authentic

questions and

problems, they

plan and

manage their

investigations

and use multiple

processes and

prospects to

discover,

propose and

evaluate

plausible

solutions.

c. Theypromote the

students

reflection about

using

collaborative

tools to discover

and clarify the

understanding

concepts and

thought

processes,

students

planning andcreation.

They

demonstrate the

use of

collaborative

tools, promote

reflection,

planning and

creative thinking.

They promote and

support the use of

collaborative tools

by students, so

that they reflect

and gain clarity on

their own

thinking, planning

and creativity.

They commit

their students in

reflection and

clarify their

thinking

processes,

planning and

creating in

correcting

misconceptions

and the use of

metacognitive

thinking

strategies, usingtools and

collaborative

environments.

They involve

their students in

the examination

and ongoing

assessment of

their own

thoughts, their

planning and

their creativity.

They stimulate

them to

articulate and

share with

others theirthoughts

through

teamwork

enriched by ICT.

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d. Theymodel the building

of the

collaborative

knowledge

committing in

learning with

students,

colleagues and

others, both in

real and virtual

environments

They investigate

and identify

strategies

facilitating the

knowledge

building and

creative thought,

both in real and

virtual

environments

They facilitate the

knowledge

construction of

creative thinking

and collaborative

interaction,

engaging with

their students

colleagues and

others learning,

both in real and

virtual

environments

They model

building

knowledge and

creative thinking

through

collaborate work

with individuals

and groups,

contributing to

learning both in

real and virtual

environments

They exemplify

knowledge

building and

creative thinking

in several

environments

and real and

virtual learning

situations,

engaging in the

troubleshooting

along with

students,

colleagues and

experts

ASSESSMENT MATRIX FOR LEARNING EXPERIENCES AND EVALUATIONS IN THE DIGITAL

AGE

2. They design and develop learning experiences and assessments into the digital age.Teachers design, develop and evaluate authentic learning experiences and assessments

incorporating tools and contemporary resources to optimize learning the contents

contextually and to develop the identified knowledge, skills and attitudes in the Standard s

for Students (NEST.S). Teachers:

Performance

indicator

Beginner Middle Expert Transformer

a. Theydesign or adapt

applicable

learning

experiences

involving tools

and digital

resources to

promote learning

and creativity in

students.

They explain

how existing

resources

learning could be

designed or

adapted in order

to include the

use of ICT tools

to investigate

and to collect

information

online and

They adapt or

create learning

experiences

including the use

of ICT tools by

students to

investigate and

gather web

information so

that they generate

a report, a

presentation or

They design and

personalize

learning

experiences

enriched with

ICT, committing

the students in

the right

approach of

research

questions on

topics or real life

They engage

students in

collaborative

learning

challenges, in

which they

investigate

global

problems. They

guide them in

the selection of

a specific

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create a digital

product

another product problems; in the

proposal and

evaluation of

multiple creative

solutions, and

the presentation

of a report to an

audience in

person or online

to feedback

problem to

explore in order

to generate

research

questions select

and use

strategies and

identify best

solutions.

Students use ICT

tools to show

their

performance

and share

information

with a view to

real world

application

b. Theydevelop learning

environments

enriched with

ICTs allowing all

their students

satisfying their

own curiosity and

becoming active

participants in

establishment of

their own

education

objectives, the

management of

their own learningprocess and the

assessment of

their progress

They investigate

and discuss ways

in which the ICT

resources make

possible for the

students to

explore

interesting

questions and

issues, and

planning and

managing

related

researches

They select and

demonstrate the

use of ICT

resources which

allow students to

explore questions

and issues they

are interested in

and planning,

managing and

evaluating their

own learning

Promote the use

of ICT resources

allowing

students to

explore

questions and

issues they are

interested, in

order to identify

and to manage

learning

objectives,

record their

reflections and

evaluate their

progress andresults

They train

students to use

ICT resources

independently

to manage their

own learning

objectives,

planning

learning

strategies, and

assess their own

progress and

results

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c. Applymultiple methods

of evaluation to

determine

students

appropriate use of

technology

resources for

learning,

communication,

and productivity

Teachers identify

strategies for

assessing

students uses of

technology

resources

Teachers identify

multiple measures

for assessing

specific

applications of

technology

resources

Teachers design

formative and

summative

assessment

strategies for

evaluating

appropriate

student use of

technology for

content-area

learning,

communication,

and productivity

Teachers know

how to guide

students in

applying self-

assessment and

peerassessment

strategies to

evaluate a

variety of

technology

products and

the processes

used to create

those products

across content

areas and grade

levels (e.g.,

electronic

portfolios)

d. Applytechnology in

assessing students

learning of subject

matter using a

variety of

assessment

techniques

Teachers apply

technology for

recordkeeping

resources for

student grades

and for

developing

assessment

resources such

tests and rubrics

Teachers select

and use

specialized

software (e.g.,

electronic

gradebooks,

assessment

software, check

sheets,

performance

profiler,

performance

rubrics) to collect

and report data on

student learning inthe content areas

Teachers

evaluate

specialized

software and

applications to

collect, analyze,

and report data;

create graphs of

class and

individual

performance

data; identify

areas of

individual

studentstrengths and

weaknesses in

content-area

learning; and use

results to

improve teaching

Teachers collect,

analyze, and

report data on

student

performance

from multiple

measures over

time, and apply

strategies for

use of data to

improve

planning,

instruction, and

management

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strategies

ASSESSMENT RUBRIC TO WORK AND LEARN IN THE DIGITAL AGE

3.

Model working and learning characteristic of the digital age.Teachers demonstrate knowledge and skills in working processes, as innovator professional

in a global and digital society processes. Teachers:

Performance

indicator

Beginner Middle Expert Transformer

a. Theydemonstrate

skills in ICT

systems and the

transfer of

knowledge

updated to new

technologies and

situations

They select and

use hardware

and the most

adequate

software to

experiences of

specific learning

and to plan for

the students, the

experiences of

learning that use

properly those

tools

They plan, manage

and facilitate

understanding and

use of hardware

and software that

be more adequate

to experiences of

specific learning

for the students

They

demonstrate and

model the use

efficient and

effective in a

variety of tools

and digital

resources, they

selected tools

and systems that

fit best for

teaching,

learning and

evaluation; andtransfer of

knowledge to

new situations

and technologies

Engage students

in collaborative

exploration of

emerging

technologies

and investigate

together how

these tools can

use in real life

situations to

resolve

problems.

Involve students

in identifyingand

troubleshooting

common and

frequent

hardware and

software

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b. Theycollaborate with

colleagues,

students, parents

and members of

the community in

the use of ICT

resources and

tools to

contribute to the

success and

innovation of

students

They explore and

demonstrate the

use of tools and

resources digital

to communicate

and collaborate

with students

and other

interested

groups to share

information and

establish a

connection

between

environments

school and the

home

The communicate

and collaborate

with students and

other interested

groups to share

information and to

support the

creativity,

innovation and

results of

education

They

communicate

and collaborate

effectively with

colleagues,

parents,

students,

members of

community,

using a variety of

digital tools to

support learning

problem-solving

and the

production of

original work of

students

They employ a

variety of

environments

and digital

media that his

students

collaborate with

teams working

on projects or

trainees from

other countries

and cultures, to

produce original

works or solve

problems that

the students

share

c. Theycommunicate

effectively ideas

and relevant

information to

students, parents

and colleagues,

using a variety of

media and

formats of digital

age

The investigate

and demonstrate

the effective use

of digital

resources by

communicating

with students,

parents and

colleagues

They

communicate the

ideas and

information to

students, parents

and colleagues,

using a variety of

media and digital

formats

They select and

use the means

most relevant,

effective and

easy to use to

communicate

specific types of

information and

ideas to

students,

parents and

colleagues

They evaluate

and use a

variety of tools,

resources and

digital media to

communicate

information and

ideas to a global

audience to

demonstrate

understanding

of different

cultures

d. Theymodel and

facilitate the

effective use of

available and

emerging digital

tools to locate,

analyze, evaluate

and use

information

They identify and

discuss the

effective use of

available and

emerging tools

and resources to

locate, analyze,

evaluate and use

information

resources for

They demonstrate

use of digital tools

to locate, analyze,

evaluate and use

information

resources in order

to support and to

spread research

and learning

strategies of

They model and

facilitate the use

of effective tools

and available

and emerging

digital resources,

to locate,

analyze, evaluate

and use

information

They use

effectively and

efficiently

available and

emerging digital

tools and

resources to go

in depth on the

abilities to

handle

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resources to

support the

research and

learning

research and

learning

students resources to

support research

and learning for

himself as a

teacher and for

students

information and

application in

the teaching

and learning;

and sharing the

results with

students,

parents and

colleagues

DIGITAL CITIZENSHIP AND LIABILITY ACHIEVEMENT RUBRIC

4. Promote and model digital citizenship and responsibility teachers understand social issues

and local and global responsibilities, in digital culture in evolution, and they demonstrate

ethical and legal behavior in their professional practice. Teachers:

Performance

indicator

Beginner Middle Expert Transformer

a. Theyactively promote,

model, and teach

the safe, legal

and ethics use of

the digital

information and

ICT, including

respect for:

Rights author,

intellectual

property and

properly

documentation of

sources

They research

and develop

effective

practices of ICT

in a safe, ethical,

legal and healthy

way; as well how

to take care and

be responsible to

the management

of hardware,

software and

information

resources

They model

policies to use

resources ICT,

including

strategies to

attack

technological

systems, data and

information

security threats

They promote

actively, model

and teach the

safe, legal and

ethical use of ICT

and information,

including

authors rights,

copyright issues

privacy, cyber-

bullying (cyber

bulling) and

security systems,

data and

information

They engage

students in

developing a

system to

promote and

following the

safe use of

digital

information and

ICT legal in an

ethical way, as

well, they

engage in

choose a system

to confront the

inadequate use

of technology

resources

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b. Theyconfront different

needs of

apprentices,

using strategies

based on

students and

providing

equitable access

to appropriate

digital tools and

resources

They investigate

related cases

about equity in

access and

develop

strategies to

manage ICT to

satisfy the

different

learning styles

and levels of

students

development

They put into

practice strategies

to confront the

different

apprentices

needs, including

access to

software,

hardware,

curriculum and

online resources

They facilitate

fair access to

different tools

and digital

resources. They

use strategies

based on

learners, and put

into practice

universal access

assistive and

sensitive

technologies to

satisfy the

students needs

*The words

universal access

and assistive

technologies

refer to an

international

effort to ensure

the access to ICT

for people with

different

disabilities

They examine

and investigate

related topics

about equitable

access to ICT in

school,

community and

home, including

identification

and use of

special support

technologies to

satisfy students

needs

ASSESSMENT MATRIX FOR PROFESSIONAL GROWTH AND LEADERSHIP

5. They engage in professional Growth and Leadership

Teachers continuously improve their professional practice; they model individual learning

permanent and exhibit leadership in their school and professional community, promoting

and demonstrating the effective use of digital tools and resources. Teachers:

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Performance

indicator

Beginner Middle Expert Transformer

a. Participatein communities

Local Learning

and for globalexplore

applications

Creative TIC in

order to improve

learning of the

students

Explore and

discuss

attributes of the

communitiesLocal learning

and Overall, in

which teachers

can explore

applications

Creative TIC to

improve learning

of the students

Develop plans for

using communities

of local learning

Overall, to explorecreative

applications of TIC

to improve the

learning of the

students

They actively

participate in

communities of

Local learningand Overall, for

exchange and

implement ideas

and related

methods creative

applications of

the TIC to

improve learning

of the students

Help to develop

and maintain

communities

Local learningand Overall, to

exchange ideas

and methods

related with

creative

applications of

TIC and

expanding use

effective these

in learning

b. Exhibitleadership

demonstrating an

Advanced view of

the TIC adoption,

participating in

making processes

decisions shared

and building

community, and

developing the

leadership and

TIC skills other

Identified and

evaluated local

visions and

global adoption

of the TIC, forms

of participation

in the decision

making shares

and the building

community, and

strategies

develop ICT skills

other

Demonstrate

leadership to

implement the

vision of making of

the ICT in their

school/district by

applying that

vision into their

own learning

environment

strategies develop

ICT skills other

Adopt a vision

making shared

appropriate of

the TIC the

learning

environment;

work

collaboratively

with other in

making

decisions, and

contribute

leadership

development

and ICT skills

other

Participate in

the

development a

vision for the

TIC adoption in

the educational

institution and

its community,

promote its

adoption,

facilitate the

making shared

decisions, and

drive the

development of

leadership and

skills ICT in

other

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c. Evaluateand reflect, in the

form regular on

research recent

and the

professional

practice to use

cash from tools

and the digital

resources existing

and emerging

learning support

students

Inquire and

reflect about

research and

professional

practice to use

tools and digital

resources that

support needs

learning students

Develop plans

based learning

integrating in the

ITC date research

and professional

practices

promising to use

tools and

resources that

support digital

learning students

Evaluate and

reflect regularly

on current

research and

implement

practices

promising to use

tools and

resources

existing or

emerging

supporting

learning students

Contribute to

effective use of

the TIC to

improve

teaching and

learning,

conducting

research-action,

assessing their

results and local

share and

globally

d. Theycontribute to the

effectiveness,

vitality and self-

renewal both the

profession

teacher and the

school were they

work and their

corresponding

community

Identify

strategies

contribute to

the

effectiveness,

vitality and self

renewal the

teaching

profession and

community

school

Demonstrate and

discuss with

effective use of

colleagues digital

resources and

teaching strategies

and related

learning with

these resources,

to improve

learning students

and the profession

of teaching

Actively

contribute the

effectiveness,

vitality and auto

renewal teaching

profession

sharing with

other in the

institution

education,

profession and

the community

practices

promising use of

ICT to enhance

learning students

Demonstrate,

discuss and

present to

parents, leaders

school and

community

extended the

impact that

learning have

the use effective

digital resources

and the

continued

renewal of

professional

practice

Download the 2008 version of these standards in PDF format (295KB, 16 pages)

http://www.eduteka.org/pdfdir/EstandaresNESTSDocentes2008.pdf

Download the 2000 version of these standards in PDF format (156KB, 10 pages)

http://www.eduteka.org/pdfdir/EstandaresNESTSDocentes2000.pdf

CREDITS:

Eduteka translation of National Standards NETS.T for education and Information

Technologies

Communication technology (TIC) offered by ISTE. These standards were originally published

in 2000 and revised in 2008 by experts in the teaching of TIC as well as educators in many

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part of the world including teachers, administrators, teachers educators and curriculum

specialists in construction.

http://www.iste.org/Content/NavigationMenu/NETS/NESTRefreshProjects/NETSRefresh.ht

m

NESTS for teachers:

National Educational Technology Standards for Teachers, Second Edition, 2008, ISTE

(international Society for Technology in Education), http//www.iste.org

All rights reserved.