The National Educational Technology Standards for Teachers - Essay Example

Technology Standards (NETS) for Teachers It is plausible that the technology is evolving very fast, and as aresult of the extent of human demands and conditions, the contemporary educational institutions and systems have been forced to explore alternative educational systems. Technological advancement has carved its niche as a precise way of enhancing learning and has thus emerged as a fundamental way of supporting and enhancing education. This paper explores the use of one of the National Educational Technology Standards (NETS) for Teachers: Design and develop digital-age learning experiences and assessment One of the core principles of NETS is that teachers should be able to design, develop, and assess authentic learning. In addition, they should also have teaching experiences and evaluations that incorporate contemporary technological tools and resources (Smaldino, Lowther, & Russell, 2012). According to this standard, teachers should be capable of designing and adapting the relevant learning experiences that utilize digital resources and tools in promoting student creativity and learning. Teachers must also be able to cultivate technology-enhanced education atmospheres that allow all learners to pursue their personal interests and develop dynamic engagement in setting their educational objectives. Students must also be enabled to manage their learning experiences and assess their progress. The standard goes to stipulate that teachers must be able to tailor and personalize different education activities in order to effectively address learners varied operational tactics, flairs and abilities by using technological apparatuses and resources. Finally, the standard anticipates that teachers should be capable of providing their students with varied and multiple summative and formative assessments. Thus, this should be aligned with technological and content standards, and apply the resulting information to inform the teaching and learning process. One of the simplest ways through which teachers can tap into the new technologies to enhance the learning process is by adopting the use of videotapes as a tool through which students can reflect and develop their intrapersonal intelligence. It is important to note that videotapes are potent tools that provide students substantial feedback about themselves (Armstrong, 2009). A precise videotaping of students doing authentic tasks can be applied at almost every grade. These tools function as realistic means through which students can evaluate their accomplishments as they carry on their research projects and submit their reports. As technological tools and applications continue to evolve, teachers can use a computer to help students in developing individual skills. Hence allowing for recognition of differences in learning abilities and styles (International Society for Technology in Education, 2008). It is plausible that some students might need extra help in content areas, and computer-aided instructional models and instructions can provide students with the additional help. Indeed, one of the most essential benefits of a computer-assisted instruction platform is that it enables students to work at their speed and comfort. Use of Spatial Models In this regard, graphics programs can assist in developing spatial perceptions and teachers can utilize these models in assisting students to develop their creativity by allowing them to create their designs. Furthermore, there are programs that teachers can use to assist students in visualizing mathematical concepts. In such a learning environment, students develop a sense of direction in that they can easily navigate through the program as the computer allows them to visualize only one area of given section at a time. Surfing the Internet and creating and organizing folders and files, involve some level of spatial understanding, and this brings innovation into the learning environment (Smaldino, Lowther, & Russell, 2012). Interpersonal Engagement When this standard of NETS is utilized in a classroom set-up, teachers can allow students to work with others on a computer platform, for instance in groups of two, three or four. Such a group-work environment enables student to reinforce their skills such as communication and cooperation. Thus, the computer encourages a cooperative learning environment in any subject area (Smaldino, Lowther, & Russell, 2012). Through a computer-based learning environment, teachers can utilize formative assessment strategies such as quizzes or periodic performance tasks in the course of the learning process. This should be done in cases where the students do not seem to grasp the content material. In such a case, it is easier to make adjustments to instructional strategies and hence make the learning environment more productive (Bagley, 2007). Through this NETS standard, teachers can help students in using computer software that has been designed to offer students some additional practice of any given skill. Students can evaluate themselves in the course of the learning process, and gain substantial confidence as they perceive the improvement on their scores (Smaldino, Lowther, & Russell, 2012). This takes place without the need for students to be graded during the learning process. Additionally, teachers can use summative tests such as national tests and final exams after instructions have been given. These assessments enable teachers to evaluate the effectiveness of a particular instructional strategy. Still on assessments, teachers sometimes get frustrated with the long durations that it takes to get results for national tests. Technology, such as online computer-based assessments provide a way through which teachers can get the scores in the shortest time possible. There are proposals that appropriate use of technology can bring value into any of the activities that characterize the assessment processes within learning and teaching environment. This includes activities such as creating a culture of good run-through in the processes of submitting, marking and return of assessed projects (JISC, 2010). Furthermore, there is the delivery of assessment and the generation of feedback by peers and practitioners. Teaching Interactively The introduction of an electronic communication system in the learning environment extends the impact of a teacher’s work beyond the content taught in the classroom or given in the textbook. Teachers understand that there is certainly not enough period to teach the whole thing that students need to know. Thus, teachers are always thinking of how important it would be if they were able to create some more time to teach their students some additional concepts. While trying to navigate this dilemma, teachers often result to developing paper-and-pencil homework for their students. This is often a tiresome and time-consuming process that involves organization of activities, making of copies, and trying to individualize the assignments in order to capture the needs of every student. However, introduction of technology into the learning environment means that teachers can create an electronic communication system that allows teachers to remain in contact with their students outside the classroom sessions. Classroom portals and websites are useful to teachers as they can post notes, homework assignments, and inquiry questions, suggestions for further readings and useful Web links for further research by students on their free time. Other platforms such as Email and instant messaging enhance electronic sharing of ideas among students and between students and their teachers. Thus, the introduction of such technology-enabled features allows teachers to carry on their students in a virtual environment as students read and review any materials that are posted by their teachers. The process becomes even more interactive as students respond by presenting their inquiries, ideas and any assignments given to them through the same platform. These forms of electronic exchanges develop and sustain subtle momentum for teaching and learning as generations of students get accustomed to online communication platforms. Getting students’ engagement with their academic endeavors is an important success on the teacher’s part (Morphew, 2002). ICT-Assisted Project-Based Learning Technology-assisted project-based learning is an effective technique that can be used to explore and assist in solving problems that have a sudden and ongoing nature. This is a technique that utilizes the principles of technology and project-based learning to explore several issues. The academic goals of a technology-assisted PBL lesson plan are closely oriented to what it takes to tackle real-world issues and perform well on the job. Through an ICT-assisted PBL lesson plan, students get better in carrying out challenging tasks and solving complex problems (International Society for Technology in Education, 2012). Teachers must also be able to help students in improving their critical thinking skills and utilize their lower order skills and knowledge. Teachers must also assist students in increasing their skills and knowledge in carrying out different projects and making use of the different capabilities of information technology in an educational project environment. Finally, an ICT-assisted PBL lesson plan means that teachers can ensure that students take increased responsibility for their studies and work. In this regard, teachers should ensure that students make progress towards becoming self-sufficient, independent, responsible workers and lifelong learners. Another standard that can assist students in gaining the pre-requisite skills and knowledge in exploring various educational topics is the integrated learning system (ILS). This standard uses networked hardware, coupled with subject-specific software that produces programmed instruction files to students and guides them through levels of subject mastery. Integrated learning models may encompass the equivalent of different courses of a given subject. Students can progress at their pace and appropriate learning levels. Thus, practice is given based on mastery in a similar manner to evaluation (Mayadas, 2007). In conclusion, it is apparent that a number of effects in today’s learning environment have brought effective teaching, assessment and criticism to the vanguard of educational and institutional agendas (JISC, 2010). This has resulted to increasing need to integrate technological tools that introduce the much-desired innovations that can streamline the learning process. Technology in a broad sense is filtering into feedback practice and assessment (JISC, 2010). As a result, practitioners with a concise comprehension of the principles that underlie good assessment and feedback are demonstrating the importance of integrating a diverse range of technologies into their practice. As a part of NET standard, incorporation of technological tools into the teaching and learning environment has enabled teachers to introduce more productive innovations. The technology, therefore, has enabled students to experience more appropriate assessment strategies at all stages of the learning process. Thus, teachers can adopt technologies that work for them and their students by introducing crystallizing experiences. The ability to provide a comfortable and safe computer environment that has appropriate ergonomics is the best way to develop a positive technology-assisted learning environment. References Armstrong T. (2009). Multiple intelligences in the classroom (3rd ed.). Alexandria, VA: Association for Supervision and Curriculum Development. Bagley, S. (2007). Alternative Assessment and Students Identities as Learners. California: Pro-Quest. International Society for Technology in Education. (2012). A Constructive Approach to the NETS-T. Retrieved from International Society for Technology in Education: http://www.iste.org International Society for Technology in Education, (2008). Essential conditions: Necessary conditions to effectively leverage technology for learning. Retrieved 09 October 2014 from www.iste.org/standards/nets-for-teachers.aspx JISC. (2010). Effective Assement in a Digital Age: A guide to technology-enhanced assessment and feedback. Retrieved from JISC: http://www.jisc.ac.uk Mayadas, F., (2007). Asynchronous learning networks: a Sloan Foundation perspective", Journal of Asynchronous Learning Networks. 19 (3): 321–30. Morphew, V. N. (2002). Web-based learning and instruction: A constructivist approach. Hershey, PA: IRM Press. Smaldino, S., Lowther, D., & Russell, J. (2012). Instructional technology and media for learning (10th ed.). Upper Saddle River, N.J: Pearson. Read More