National Education Technology Standards for Students (NETS-S) The Old & New Ed Barry

The History & Connections Created in 1998 by ISTE Adopted by almost every state –In Vermont, used as the basis for the Technology Grade Expectations. “Refreshed” by ISTE in 2007

Why Refresh? "The standards' age, the globalization of education, new developments in technology, and changing demographics of learners … were all good indicators that the standards should be updated," said Don Knezek, the group's (ISTE’s) chief executive. Christopher Dawson, ZDNET

NETS-S While the original NETS identified skills and knowledge every student needed to succeed in the technology and information environment that was emerging in 1998, there was still a tone of concentrating on the tools--the technology [itself].

NETS-S Vermont “...there was still a tone of concentrating on the tools--the technology [itself].” In Vermont it was more than a “tone.” It was very intentional. The “Technology” in this case meaning the applications of it... the software and its applications in the curriculum. We felt the “use of the “technology” should be measured. Thus the VT Tech GEs

NETS-S “98” and NCLB Act What does “every student will be technologically literate by the time they graduate from the eighth grade” mean? Vermont’s definition of “technologically literate.” Technology literacy is the ability to responsibly use appropriate technology to communicate, solve problems, and access, manage, integrate, evaluate, and create information to improve learning in all subject areas and to acquire lifelong knowledge and skills in the 21st century.

NETS-S 2007 In contrast, "these new student standards focus on skills and knowledge that students need to learn effectively and live productively in an increasingly digital society... Cognitive and learning skills, as well as creativity and innovation, are the focus now--and information and media literacy are also elevated [in importance]."

The Shift (ISTE CEO) Don Knezek described the changes as a shift away from a focus on "competency with [technology] tools" and toward a focus on the "skills required in a digital world to produce and innovate" using technology. eSchool News ISTE releases draft of new tech standards By Laura Devaney, Associate Editor, eSchool News news/index.cfm?i=44849&CFID=224190&CFTOKEN=

Category Comparison NETS-S - OldNETS-S - New 1.Basic operations and concepts1. Creativity and Innovation 2. Social, ethical, and human issues2. Communication and Collaboration 3. Technology productivity tools3. Research and Information Fluency 4. Technology communications tools 4. Critical Thinking, Problem- Solving & Decision-Making 5. Technology research tools5. Digital Citizenship 6. Technology problem-solving and decision-making tools 6. Technology Operations and Concepts

Is there any Alignment? NETS-S - OldNETS-S - New 1.Basic operations and concepts o Students demonstrate a sound understanding of the nature and operation of technology systems. o Students are proficient in the use of technology. 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems and operations. Students:  understand and use technology systems.  select and use applications effectively and productively.  troubleshoot systems and applications.  transfer current knowledge to learning of new technologies.

Alignment continued 2. Social, ethical, and human issues  Students understand the ethical, cultural, and societal issues related to technology.  Students practice responsible use of technology systems, information, and software.  Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity. 5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: o advocate and practice safe, legal, and responsible use of information and technology. o exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. o demonstrate personal responsibility for lifelong learning. o exhibit leadership for digital citizenship

Alignment continued 3. Technology productivity tools o Students use technology tools to enhance learning, increase productivity, and promote creativity. o Students use productivity tools to collaborate in constructing technology- enhanced models, prepare publications, and produce other creative works. No Apparent direct Alignment – except possibly Technology Operations & Concepts. Appears to be embedded in others including Technology Operations & Concepts.

Alignment continued 4. Technology communications tools o Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences. o Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences. 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:  interact, collaborate, and publish with peers, experts or others employing a variety of digital environments and media.  communicate information and ideas effectively to multiple audiences using a variety of media and formats.  develop cultural understanding and global awareness by engaging with learners of other cultures.  contribute to project teams to produce original works or solve problems.

Alignment continued 5. Technology research tools o Students use technology to locate, evaluate, and collect information from a variety of sources. o Students use technology tools to process data and report results. o Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks. 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: o plan strategies to guide inquiry. o locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. o evaluate and select information sources and digital tools based on the appropriateness to specific tasks. o process data and report results.

Alignment continued 6. Technology problem-solving and decision making tools  Students use technology resources for solving problems and making informed decisions.  Students employ technology in the development of strategies for solving problems in the real world. 4. Critical Thinking, Problem-Solving & Decision-Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources. Students:  identify and define authentic problems and significant questions for investigation.  plan and manage activities to develop a solution or complete a project.  collect and analyze data to identify solutions and/or make informed decisions.  use multiple processes and diverse perspectives to explore alternative solutions.

Alignment continued No Apparent Alignment to Old NETS-S 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: o apply existing knowledge to generate new ideas, products, or processes. o create original works as a means of personal or group expression. o use models and simulations to explore complex systems and issues. o identify trends and forecast possibilities.

The Problems "The devil is in the details," he says. "How do we implement these standards?" (Alan) November cites the vagueness of the term digital media, for instance. "That could mean PowerPoint to one person or designing a Moodle course to share online to another," he says. Moreover, he decries the time and effort it will take for all 49 states to go back and "undo implementation" of the original standards. techLEARNING

The Question What are the implications of the “Refreshed NETS-S” for Vermont educators?