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Oregon Technology in Education Council

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Topic 1: Self-Assessment

Topic 2: Self-Assessment

Topic 3: Self-Assessment

Topic 4 Self-Assessment

Topic 5: Self-Assessment

Topic 1: Standards

Topic 2: Standards

Topic 3 :Standards

Topic 4: Standards

Topic 5: Standards

National and Regional Standards for Topic 1

General-purpose ICT tools that cut across many disciplines, such as word processor, spread sheet, database, Draw and Paint graphics, Web browser and search engine, and Email.

 

The International Society for Technology in Education (ISTE) is this county's major professional society working in the field of Information and Communication Technology in precollege education and teacher education. It was established in 1979 by David Moursund, its National Office is located in Eugene, Oregon, and its International Office is located in Washington DC.

ISTE has developed:

The National Educational Technology Standards (NETS) for Teachers is broken into six major components. Click here to access a list of the six components. The first of the six ISTE NETS for Teachers is:

1. TECHNOLOGY OPERATIONS AND CONCEPTS.
Teachers demonstrate a sound understanding of technology operations and concepts. Teachers:

  1. demonstrate introductory knowledge, skills, and understanding of concepts related to technology (as described in the ISTE National Education Technology Standards for Students);
  2. demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies.

The ISTE NETS for Students is broken into grade ranges and provides performance indicators for students completing these various grade-level ranges.

Roughly speaking, Topic 1 and its self-assessment instrument are based on 1A, Grades PreK-12. The general idea is that teachers need to have knowledge and skills in the area of general-purpose ICT tools so that:

  1. They can help students to gain and retain grade-appropriate knowledge and skills of ICT general-purpose tools.
  2. They can routinely make assignments and grade assignments in which students make use of grade-appropriate ICT general-purpose tools.
  3. As they do 1) and 2), they have a good understanding of how their ICT tool-use work with their students fits in with the overall goals and objectives for ICT general-purpose tools use by students completing the 12th grade.

To be more concrete, here is the Grades 6-8 performance indicators, quoted from ISTE. Keep in mind that this document was first published in June 1998. It is beginning to become out of date, due to the continued rapid pace of changes in ICT . For example, in 1998 only a modest percentage of schools had Internet connectivity. Now, essentially all schools and most classrooms have Internet connectivity.

Prior to completion of Grade 8, students will:

  1. Apply strategies for identifying and solving routine hardware and software problems that occur during everyday use.
  2. Demonstrate knowledge of current changes in information technologies and the effect those changes have on the workplace and society.
  3. Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuse.
  4. Use content-specific tools, software, and simulations (e.g., environmental probes, graphing calculators, exploratory environments, Web tools) to support learning and research.
  5. Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum.
  6. Design, develop, publish, and present products (e.g., Web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom.
  7. Collaborate with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum-related problems, issues, and information, and to develop solutions or products for audiences inside and outside the classroom.
  8. Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems.
  9. Demonstrate an understanding of concepts underlying hardware, software, and connectivity, and of practical applications to learning and problem solving.
  10. Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems.

Some elementary schools have an ICT Coordinator (perhaps called a "computer Teacher) who supervises computer labs, maintains hardware and software, and provides instruction on general-purpose ICT tools to all students in the school. Other schools depend on each classroom teacher to provide the appropriate grade-appropriate instruction to their students. In either case, for students to gain the needed ICT knowledge and skills, they need make routine use of these tools in their everyday school work.

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