Whose job is it to teach the NETs standards to students?
1. Creativity and Innovation
2. Communication and Collaboration
3. Research and Information Fluency
4. Critical Thinking, Problem Solving, and Decision Making
5. Digital Citizenship
6. Technology Operations and Concepts
Those skills and knowledge need to be taught within the context of the subject areas, so students can apply and reinforce their skills in every class. Therefore, the NETs are basic knowledge for educators in the digital age. Many teachers would say tech coaches/ICT teachers should be responsible for students meeting the NETs, but I strongly believe it is all teachers’ responsibility. However, we need a person in charge to make sure each class is meeting the standards, and works with teachers to integrate technology into the class.
How do we ensure the NETs standards are being met in an integrated model?
This question must be answered by many people – administrators, curriculum specialists, school policy makers, and teachers. However, individual teachers charged with implementing the curriculum, teachers have an immediate need and opportunity to struggle with this question. Each teacher plays an important decision making role in the actual implementation of the NETs standards.
As a teacher, I must carefully examine how the NETs are met my course goals, and how technology supports students’ understanding on the curricular content and their individual learning. In my Grade 11-12 Kanji Option class, students learn Kanji through projects to gain knowledge, understand concepts of Kanji, and apply skills in order to answer the inquiry they have. The project includes processes for students to use feedback to consider additions and changes that lead to high-quality products, and think about what and how they are learning Kanji. Through the course, students acquire and refine their Kanji learning skills as they engage in the projects.
NETs Standards Met:
1a: Apply existing knowledge to generate new ideas, products, or processes <Creativity and Innovation>
2b: Communicate information and ideas effectively to multiple audiences using a variety of media and formats <Communication and Collaboration>
3c: Evaluate and select information sources and digital tools based on the appropriateness to specific tasks <Research and Information Fluency>
4b: Plan and manage activities to develop a solution or complete a project <Critical Thinking, Problem Solving, and Decision Making>
5b: Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity <Digital Citizenship>
6b: Select and use applications effectively and productively <Technology Operations and Concepts>
Technology integration is achieved when technology supports curricular goals. If that is the case, schools and teachers need tools for evaluating the personal proficiency in technology integration and the level of integration within a particular classroom. Evaluation tools help us to get a clear picture of the professional development needs to support further technology integration within the school.