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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 3

ICT uses in instruction, assessment, student learning, and student work.


This section of the Website discusses three major sources of information about National and Regional Standards for ICT uses in instruction, assessment, student learning, and student work.


International Society for Technology in Education

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, and its National Headquarters are located in Eugene, Oregon.

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. Three of the standards that are relevant to Topic 3 are:


Teachers plan and design effective learning environments and experiences supported by technology. Teachers:

  1. design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners;
  2. apply current research on teaching and learning with technology when planning learning environments and experiences;
  3. identify and locate technology resources and evaluate them for accuracy and suitability;;
  4. plan for the management of technology resources within the context of learning activities;
  5. plan strategies to manage student learning in a technology-enhanced environment.

Teachers implement curriculum plans, that include methods and strategies for applying technology to maximize student learning. Teachers:

  1. facilitate technology-enhanced experiences that address content standards and student technology standards;
  2. use technology to support learner-centered strategies that address the diverse needs of students;
  3. apply technology to develop students' higher order skills and creativity;
  4. manage student learning activities in a technology-enhanced environment.

Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies. Teachers:

  1. apply technology in assessing student learning of subject matter using a variety of assessment techniques.;
  2. use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning;
  3. apply multiple methods of evaluation to determine students' appropriate use of technology resources for learning,communication,and productivity.

Oregon's Teacher Standards and Practices Commission (TSPC)

Oregon's Teacher Standards and Practices Commission's mission is to ensure that every student is provided with a competent and ethical education. TSPC establishes rules for licensing, issues teaching licenses, and takes appropriate disciplinary action against teachers in violation of Oregon statutes or performance standards. The Commission also adopts standards for teacher preparation programs offered by Oregon colleges and universities and evaluates programs to assure compliance with the standards. TSPC consists of seventeen members appointed by the Governor and subject to confirmation by the Senate.

TSPC has established a set of Professional Standards for an Initial Teaching License that must be met by all preservice teachers. These are divided into five major categories, and each category included a number of subcategories. These are stated in quite broad terms and do not specify details of the knowledge and skills that preservice teachers must attain. In addition, they do not provide detail on the roles of various educational technology (including ICT) in curriculum, instruction, assessment, and the professional work of teachers.

All five TSPC categories of requirements for an initial teaching license are specifically applicable to Topic 3.


Plan instruction that supports student progress in learning and is appropriate for the developmental level.

  1. Select and write learning goals for units of instruction consistent with school's long-term curriculum goals, state content standards and district standards, research findings on how students learn, and mental maturity of students;
  2. Determine the current performance level of one's students with respect to the learning goals established for a unit of instruction;
  3. Establish objectives within the unit of instruction that will be useful in formulating daily lessons and in evaluating the progress of students toward the attainment of unit goals;
  4. Determine content, skills, and processes that assist students in accomplishing desired unit outcomes, and design learning activities leading to mastery;
  5. Select and organize materials, equipment, and technologies needed to teach a unit of instruction;
  6. Adapt unit and lessons plans for students with diverse needs and for students with varying cultural, social, and linguistic backgrounds; and
  7. Estimate the time required within a unit for teacher-directed instruction, student-managed learning and practice, student evaluation/reporting, and reteaching/problem solving.

The ICT aspects of TSPC's requirements on Curriculum Planning can be summarized by:

1H: Plans for student use of ICT in a way that is consistent with educational theory and research. Plans for the integration of ICT in the curriculum to make use of research in supporting learning that is consistent with and supportive of school, district, and state non-ICT and ICT goals and standards.


Establish a classroom climate conducive to learning: e.g., positive classroom management, safe and developmentally appropriate environment, efficient organization of time and materials, and effective transitions.

  1. Affirms dignity and worth of all students and provides the positive support students need to be effective learners;
  2. Communicates classroom rules and behavioral expectations that provide a safe and orderly environment for learning, and that are appropriate to the level of development of students;
  3. When establishing classroom rules and procedures, applies to all students principles of gender equity and racial justice, and applies principles of least restrictive environment for students with disabilities;
  4. When establishing and maintaining classroom rules and procedures, models appropriate social behavior and provides meaningful reinforcement when it occurs;
  5. When establishing and maintaining classroom rules and procedures, takes into account the influence of the physical, social, and emotional climates of students' homes and the community on motivation and behavior;
  6. Monitors student conduct, and takes appropriate action when misbehavior occurs;
  7. Interacts thoughtfully and courteously with students and parents and resolves conflicts in a professional manner, respecting the cultural context of the community;
  8. Uses classroom time effectively to provide maximum time for learning;
  9. Manages instructional transitions decisively, effectively, and without loss of instructional time;
  10. Arranges and sets up materials and equipment in advance of class to facilitate their effective and efficient use during lessons; and
  11. Coordinates the use of instructional assistants, parent volunteers, student assistants, and other support staff to achieve instructional objectives, if these resources are available in the school setting.

The ICT aspects of TSPC's requirements on Classroom Management can be summarized by:

2I: Monitors student conduct with respect to state, school district, and school Acceptable ICT Use Policy, Intellectual Property Rights Policy, and other policies on appropriate use of ICT hardware, software, and telecommunications facilities.


Engage students in planned learning activities.

  1. Applies organizational structures appropriate for the development level of students, including individual and group instruction;
  2. Communicates learning outcomes to be achieved and focuses student interest on tasks to be accomplished;
  3. Implements instructional plans that employ knowledge of subject matter and basic skills;
  4. Uses a variety of research-based educational practices that reflect how students learn, are sensitive to individual differences and diverse cultures, and that encourages parent participation;
  5. Emphasizes instructional techniques that promote critical thinking and problem solving, and that encourage divergent as well as convergent thinking; and
  6. Monitors the engagement of students in learning activities and the progress they are making to determine if the pace or content of instruction needs to be modified to assure that all students accomplish lesson and unit objectives.

The ICT aspects of TSPC's requirements on Instruction can be summarized by:

3G: Makes effective use of ICT-based aids to instruction and learning. Helps students to make effective use of ICT in doing and presenting their own work.


Evaluate, act upon, and report student progress in learning.

  1. Selects and/or develops tests, performance measures, observation schedules, student interviews, or other formal or informal assessment procedures that are appropriate to determine the progress to others, and informs students, supervisors, and parents about progress in learning;
  2. Documents student progress in accomplishing state content standards and district standards, prepares data summaries that show this progress to others, and informs students, supervisors, and parents about progress in learning;
  3. Evaluates student progress in learning and refines plans for instruction, establishes alternative learning options, or makes appropriate referrals;
  4. To the extent appropriate and feasible, collaborates with parents, colleagues, and members of the community to provide internal and external assistance to students and their families if needed to promote student learning; and
  5. Assembles, reflects upon, interprets, and communicates evidence of one's own effectiveness as a teacher including evidence of success in fostering student progress in learning; and uses evidence of effectiveness in planning further instruction.

The ICT aspects of TSPC's requirements on Assessment can be summarized by:

4F: Develops and implements authentic assessment for multimedia projects and other ICT-using student activities. Facilitates students in making use of ICT in developing portfolios of their work.


Exhibit professional behaviors, ethics and values.

  1. Is dependable, conscientious, and punctual;
  2. Meets work schedule demands;
  3. Is aware of the importance of professional appearance and demeanor;
  4. Is aware of and acts in accordance with school policies and practices;
  5. Is respectful of cultural patterns and expectations that operate within a school;
  6. Interacts constructively with colleagues, administrators, supervisors, and educational assistants and parents;
  7. Performs advisory functions for students in formal and informal settings.
  8. Functions as a member of an instructional team to achieve long-term curriculum goals, State content and district standards;
  9. Exhibits energy, drive and determination to make one's school and classroom the best possible environment for teaching and learning; and
  10. Exhibits energy, drive, and determination to become a professional educator.

The ICT aspects of TSPC's requirements on Professionalism can be summarized by:

5K: Communicates effectively and dependably with students, colleagues, administrators, supervisors, educational assistants, and parents using E-mail and other electronic aids. Makes use of ICT as an aid to doing one's own work and to remaining current in educational research, curriculum content, and effective educational practices.

Miscellaneous Other Discussion Related to Topic 3

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