NETS-T+Certification+Overview+-+Do.s+and+Don.ts

NETS*T-certified teachers and instructional technology resource teachers (ITRT) from different parts of the state provided a basic introduction to the NETS*T program. Two NETS*T-certified educators took a lighthearted look at the trials and tribulations, as well as successes, experienced during their NETS*T pursuit. Karen Campbell was the first teacher to achieve certification under the SVTC NETS*T program. Linda Holt was the first educator/administrator in the partnership to achieve NETS*T certification.

An outline of the program can be found at: http://cnets.iste.org/ http://www.rockingham.k12.va.us/netst/netst.htm The ISTE NETS for Teachers (NETS•T), focus on pre-service teacher education, define the fundamental concepts, knowledge, skills, and attitudes for applying technology in educational settings. All candidates seeking certification or endorsements in teacher preparation should meet these educational technology standards. It is the responsibility of faculty across the university and at cooperating schools to provide opportunities for teacher candidates to meet these standards.

The six standards areas with performance indicators listed below are designed to be general enough to be customized to fit state, university, or district guidelines and yet specific enough to define the scope of the topic. Performance indicators for each standard provide specific outcomes to be measured when developing a set of assessment tools.The standards and the performance indicators also provide guidelines for teachers currently in the classroom. I. **TECHNOLOGY OPERATIONS AND CONCEPTS.** //Teachers demonstrate a sound understanding of technology operations and concepts. Teachers:// A. demonstrate introductory knowledge, skills, and understanding of concepts related to technology (as described in the ISTE National Education [|Technology Standards for Students]) B. demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies. II. **PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES.** //Teachers plan and design effective learning environments and experiences supported by technology. Teachers:// . design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners. A. apply current research on teaching and learning with technology when planning learning environments and experiences. B. identify and locate technology resources and evaluate them for accuracy and suitability. C. plan for the management of technology resources within the context of learning activities. D. plan strategies to manage student learning in a technology-enhanced environment. III. **TEACHING, LEARNING, AND THE CURRICULUM**. //Teachers implement curriculum plans, that include methods and strategies for applying technology to maximize student learning. Teachers:// . facilitate technology-enhanced experiences that address content standards and student technology standards. A. use technology to support learner-centered strategies that address the diverse needs of students. B. apply technology to develop students' higher order skills and creativity. C. manage student learning activities in a technology-enhanced environment. IV. **ASSESSMENT AND EVALUATION.** Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies. Teachers: . apply technology in assessing student learning of subject matter using a variety of assessment techniques. A. use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning. B. apply multiple methods of evaluation to determine students' appropriate use of technology resources for learning,communication,and productivity. V. **PRODUCTIVITY AND PROFESSIONAL PRACTICE.** //Teachers use technology to enhance their productivity and professional practice. Teachers:// . use technology resources to engage in ongoing professional development and lifelong learning. A. continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning. B. apply technology to increase productivity. C. use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning. VI. **SOCIAL, ETHICAL, LEGAL, AND HUMAN ISSUES.** //Teachers understand the social,ethical,legal,and human issues surrounding the use of technology in PK-12 schools and apply those principles in practice. Teachers:// . model and teach legal and ethical practice related to technology use. A. apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities. B. identify and use technology resources that affirm diversity C. promote safe and healthy use of technology resources. D. facilitate equitable access to technology resources for all students.

Educational Media and Training Specialist Virginia Department of Education Instructional Technology Supervisor Harrisonburg City Schools
 * Presenters:**
 * JMU/Microsoft Partnership**
 * Members**
 * Linda Holt**
 * Karen Campbell**