Resources to support the adoption and implementation of the ISTE Standards include the ISTE Essential Conditions, 14 elements needed to leverage technology for learning, and the ISTE Seal of Alignment, a program that reviews and recognizes resources for their alignment to the ISTE Standards.
ISTE also offers a certification program (ISTE Certification) aligned to the Standards. The certification program is a competency-based model where educators submit artifacts showing their ability to use technology to support learning. Upon successful completion of a peer-review process, educators are considered "ISTE Certified"
History
ISTE released the first version of the Student Standards in 1998 under the name National Educational Technology Standards (NETS). At that time, the standards focused on technology skills in students.[1] Standards for teachers and administrators followed in 2000 and 2001, respectively.
In 2007, ISTE reviewed its student standards and re-released them as the ISTE Standards for Students. Their focus became integration of technology in the classroom.[2] ISTE then updated the ISTE Standards for Teachers (2008) and the ISTE Standards for Administrators (2009).[5][6] In 2011, ISTE added two new sets of standards—the ISTE Standards for Coaches and the ISTE Standards for Computer Science Educators.
In 2015, ISTE began another review of the standards. The new ISTE Standards for Students were released in June 2016 at the 2016 ISTE Conference and Expo. The 2017 ISTE Standards for Teachers, renamed the ISTE Standards for Educators, were released in June 2017. The ISTE Standards for Administrators were renamed the ISTE Standards for Education Leaders and released in June 2018.[7][8]
Also in 2018, to recognize the importance of computer science and STEM education as well as student problem-solving skills, ISTE released the ISTE Computational Thinking Competencies. In June 2019, ISTE will release a refreshed version of the ISTE Standards for Computer Science Educators.
Related Research Articles
Educational games are games explicitly designed with educational purposes, or which have incidental or secondary educational value. All types of games may be used in an educational environment, however educational games are games that are designed to help people learn about certain subjects, expand concepts, reinforce development, understand a historical event or culture, or assist them in learning a skill as they play. Game types include board, card, and video games.
Blended learning or hybrid learning, also known as technology-mediated instruction, web-enhanced instruction, or mixed-mode instruction, is an approach to education that combines online educational materials and opportunities for interaction online with physical place-based classroom methods.
Educational technology is the combined use of computer hardware, software, and educational theory and practice to facilitate learning. When referred to with its abbreviation, "EdTech," it often refers to the industry of companies that create educational technology. In EdTech Inc.: Selling, Automating and Globalizing Higher Education in the Digital Age, Tanner Mirrlees and Shahid Alvi (2019) argue "EdTech is no exception to industry ownership and market rules" and "define the EdTech industries as all the privately owned companies currently involved in the financing, production and distribution of commercial hardware, software, cultural goods, services and platforms for the educational market with the goal of turning a profit. Many of these companies are US-based and rapidly expanding into educational markets across North America, and increasingly growing all over the world."
Editing technology is the use of technology tools in general content areas in education in order to allow students to apply computer and technology skills to learning and problem-solving. Generally speaking, the curriculum drives the use of technology and not vice versa. Technology integration is defined as the use of technology to enhance and support the educational environment. Technology integration in the classroom can also support classroom instruction by creating opportunities for students to complete assignments on the computer rather than with normal pencil and paper. In a larger sense, technology integration can also refer to the use of an integration platform and application programming interface (API) in the management of a school, to integrate disparate SaaS applications, databases, and programs used by an educational institution so that their data can be shared in real-time across all systems on campus, thus supporting students' education by improving data quality and access for faculty and staff.
"Curriculum integration with the use of technology involves the infusion of technology as a tool to enhance the learning in a content area or multidisciplinary setting... Effective integration of technology is achieved when students are able to select technology tools to help them obtain information in a timely manner, analyze and synthesize the information, and present it professionally to an authentic audience. The technology should become an integral part of how the classroom functions—as accessible as all other classroom tools. The focus in each lesson or unit is the curriculum outcome, not the technology."
Technological literacy is the ability to use, manage, understand, and assess technology. Technological literacy is related to digital literacy in that when an individual is proficient in using computers and other digital devices to access the Internet, digital literacy gives them the ability to use the Internet to discover, review, evaluate, create, and use information via various digital platforms, such as web browsers, databases, online journals, magazines, newspapers, blogs, and social media sites.
Teacher education or teacher training refers to programs, policies, procedures, and provision designed to equip (prospective) teachers with the knowledge, attitudes, behaviors, approaches, methodologies and skills they require to perform their tasks effectively in the classroom, school, and wider community. The professionals who engage in training the prospective teachers are called teacher educators.
A school library is a library within a school where students, staff, and often, parents of a public or private school have access to a variety of resources. The goal of the school library media center is to ensure that all members of the school community have equitable access "to books and reading, to information, and to information technology." A school library media center "uses all types of media... is automated, and utilizes the Internet [as well as books] for information gathering." School libraries are distinct from public libraries because they serve as "learner-oriented laboratories which support, extend, and individualize the school's curriculum... A school library serves as the center and coordinating agency for all material used in the school."
Digital literacy is an individual's ability to find, evaluate, and communicate information by utilizing typing or digital media platforms. It is a combination of both technical and cognitive abilities in using information and communication technologies to create, evaluate, and share information.
Dennis O. Harper is an American educator and the founder of Generation YES, a nonprofit technology education organization founded in 1999. He is an active advocate for the transformative power of technology in education and for student leadership as change agents in schools.
Information and media literacy (IML) enables people to show and make informed judgments as users of information and media, as well as to become skillful creators and producers of information and media messages in their own right. Renee Hobbs suggests that “few people verify the information they find online ― both adults and children tend to uncritically trust information they find, from whatever source.” People need to gauge the credibility of information and can do so by answering three questions:
Who is the author?
What is the purpose of this message?
How was this message constructed?Students in computer lab
Futurekids, Inc. is a privately held internationally franchised K–12 educational software company headquartered in El Segundo, California, which focuses on technological literacy and computer literacy.
Computers in the classroom include any digital technology used to enhance, supplement, or replace a traditional educational curriculum with computer science education. As computers have become more accessible, inexpensive, and powerful, the demand for this technology has increased, leading to more frequent use of computer resources within classes, and a decrease in the student-to-computer ratio within schools.
Educational robotics teaches the design, analysis, application and operation of robots. Robots include articulated robots, mobile robots or autonomous vehicles. Educational robotics can be taught from elementary school to graduate programs. Robotics may also be used to motivate and facilitate the instruction other, often foundational, topics such as computer programming, artificial intelligence or engineering design.
In the United States, elementary schools are the main point of delivery of primary education, for children between the ages of 4–11 and coming between pre-kindergarten and secondary education.
Jon (Jonathan) Bergmann is a chemistry teacher and one of the developers of the "flipped classroom" model of teaching along with fellow chemistry teacher Aaron Sams. Although already noted for his teaching, Bergmann decided to "flip" what students did in his classes, watching video lectures at home and doing exercises (homework) in class under supervision. He and Sams not only found that grades went up, they also found time for other types of activities, which Bergmann states is more important than the videos. Bergmann has since become the lead technology facilitator for a school in Illinois, and has worked to promote the models speaking at schools, universities and more both in the United States and abroad. He currently teaches science at a high school in suburban Houston Texas.
The International Society for Technology in Education (ISTE) is a nonprofit organization that focuses on accelerating innovation in education through the smart use of technology in education. ISTE provides a variety of services to support professional learning for educators and education leaders, including ISTELive—an ed tech event, the ISTE Standards for learning, teaching and leading with technology, and ISTE Certification. ISTE also provides a suite of professional learning resources, including webinars, online courses, consulting services, books, and peer-reviewed journals and publications.
21st century skills comprise skills, abilities, and learning dispositions that have been identified as being required for success in 21st century society and workplaces by educators, business leaders, academics, and governmental agencies. This is part of a growing international movement focusing on the skills required for students to master in preparation for success in a rapidly changing, digital society. Many of these skills are also associated with deeper learning, which is based on mastering skills such as analytic reasoning, complex problem solving, and teamwork. These skills differ from traditional academic skills in that they are not primarily content knowledge-based.
The term learning environment can refer to an educational approach, cultural context, or physical setting in which teaching and learning occur. The term is commonly used as a more definitive alternative to "classroom", but it typically refers to the context of educational philosophy or knowledge experienced by the student and may also encompass a variety of learning cultures—its presiding ethos and characteristics, how individuals interact, governing structures, and philosophy. In a societal sense, learning environment may refer to the culture of the population it serves and of their location. Learning environments are highly diverse in use, learning styles, organization, and educational institution. The culture and context of a place or organization includes such factors as a way of thinking, behaving, or working, also known as organizational culture. For a learning environment such as an educational institution, it also includes such factors as operational characteristics of the instructors, instructional group, or institution; the philosophy or knowledge experienced by the student and may also encompass a variety of learning cultures—its presiding ethos and characteristics, how individuals interact, governing structures, and philosophy in learning styles and pedagogies used; and the societal culture of where the learning is occurring. Although physical environments do not determine educational activities, there is evidence of a relationship between school settings and the activities that take place there.
Information Communications Technology is usually included in the Home Economics and Livelihood Education program in grade school and taught through the Technology and Home Economics program in high school. The recent status of ICT education in the Philippines, along with other Southeast Asian countries, was surveyed by the Southeast Asian Ministers of Education Organization (SEAMEO) in 2011. Using the UNESCO model of ICT Development in Education, the countries were ranked as Emerging, Applying, Infusing or Transforming. The Philippines were ranked at the Infusing stage of integrating ICT in education, indicating that the country has integrated ICT into existing teaching, learning and administrative practices and policies. This includes components such as a national vision of ICT in education, national ICT plans and policies, complementary national ICT and education policies, professional development for teachers and school leaders, community or partnership and teaching and learning pedagogies. A 2012 study reported that public high schools in Metro Manila had a computer to student ratio of 1:63. While 88 percent of schools have internet connections, half of the students claimed not to be using it.
Gary Bitter is an American researcher, teacher, and author focusing on educational technology. He is Professor of Educational Technology and past Executive Director of Technology Based Learning and Research at Arizona State University. He was a founding board member of the International Society for Technology in Education and served as its first elected president. He is the co-author of the National Technology Standards (NETS) which have been used extensively as a model for National and International Technology Standards.
↑ Barron, Ann (2003-12-01). "Large Scale Research Study on Technology in K-12 Schools". Journal of Research on Technology in Education. 35 (4): 489–507. doi:10.1080/15391523.2003.10782398.
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