Student Profile
(Reference: http://nces.ed.gov/pubs2003/tech_schools/chapter7.asp)
The goal of placing technology in the classroom is to provide new ways for students to learn. Proper integration of technology will make the technology support these new ways of learning transparently. When students are able to choose and use technology tools to help themselves obtain information, analyze, synthesize, and assimilate it, and then present it in an acceptable manner, then technology integration has taken place.
Establishing and implementing technology literacy standards for students can help guide teacher efforts to integrate technology. In particular, lists of competencies such as those provided in the examples below define expectations for student performance and can help guide teacher activities in the context of the curriculum.
The ISTE National Educational Technology Standards (NETS) project has produced technology foundation standards for students. There are six categories:
Another basis of assessment comes from the Nonprint Media and Technology Literacy Standards developed by the National Research Center on English Learning & Achievement, which has divided technology competencies for grades K-12 into three skill areas: basic, critical, and construction skills.
The construction skills students should have by completion of elementary school are presented in the list that follows. They build upon the basic and critical skills found in the Nonprint Media and Technology Literacy Standards. Construction skills are competencies involving the creation and use of nonprint texts for developing ideas and opinions, for communicating and collaborating with others, and for enhancing problem solving and personal fulfillment. Construction skills include capabilities for composing, developing, integrating, and presenting.
Construction skill competencies (for elementary school students):
The goal of placing technology in the classroom is to provide new ways for students to learn. Proper integration of technology will make the technology support these new ways of learning transparently. When students are able to choose and use technology tools to help themselves obtain information, analyze, synthesize, and assimilate it, and then present it in an acceptable manner, then technology integration has taken place.
Establishing and implementing technology literacy standards for students can help guide teacher efforts to integrate technology. In particular, lists of competencies such as those provided in the examples below define expectations for student performance and can help guide teacher activities in the context of the curriculum.
The ISTE National Educational Technology Standards (NETS) project has produced technology foundation standards for students. There are six categories:
- Basic operations and concepts.
- Social, ethical, and human issues.
- Technology productivity tools.
- Technology communications tools.
- Technology research tools.
- Technology problem-solving and decision-making tools.
Another basis of assessment comes from the Nonprint Media and Technology Literacy Standards developed by the National Research Center on English Learning & Achievement, which has divided technology competencies for grades K-12 into three skill areas: basic, critical, and construction skills.
The construction skills students should have by completion of elementary school are presented in the list that follows. They build upon the basic and critical skills found in the Nonprint Media and Technology Literacy Standards. Construction skills are competencies involving the creation and use of nonprint texts for developing ideas and opinions, for communicating and collaborating with others, and for enhancing problem solving and personal fulfillment. Construction skills include capabilities for composing, developing, integrating, and presenting.
Construction skill competencies (for elementary school students):
- Use computer-based writing tools to communicate thoughts, ideas, and stories.
- Use computer-based drawing tools to illustrate thoughts, ideas, and stories.
- Use digital cameras to illustrate thoughts, ideas, and stories.
- Use multimedia authoring tools in the creation of knowledge products.
- Use presentation software in the creation of knowledge products.
- Use WWW authoring tools in the creation of knowledge products.
- Use audio tapes for self-directed and/or extended learning.
- Use videos for self-directed and/or extended learning.
- Use technology resources for self-directed and/or extended learning.
- Use technology resources for problem solving.
- Create nonprint media for personal fulfillment.
- Explain basic strategies for revising, improving and updating nonprint media.
- Use telecommunications technologies to participate in collaborative projects.
- Work collaboratively to seek and/or communicate information in nonprint formats.
