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    ISTENATIONAL EDUCATIONAL TECHNOLOGY STANDARDS (TIC) FOR TEACHERS

    (2008) (NESTS.T)

    NETS for Teachers: National Educational Technology Standards for Teachers, SecondEdition, 2008, ISTE (International Society for Technology in Education)

    1. Facilite and Inspire Students Learning and CreativityTeachers use their knowledge of subject matter, teaching and learning, and technology

    to facilitate experiences that advance student learning, creativity, and innovation in both

    face-to-face and virtual environments. Teachers:

    a. Promote, support, and model creative and innovative thinking and inventiveness.b. Engage students in exploring real-world issues and solving authentic problems using

    digital to and resources.

    c. Promote student reflection using collaborative tolos to reveal and clarify studentsconceptual understanding and thinking, planning, and creative processes.

    d. Model collaborative knowledge construction by engaging in learning with students,colleagues other in face-to-face and virtual environments.

    2. Design and Develop Digital-Age Learning Experiences and Assessmentsteachers design, develop, and evaluate authentic learning experiences and assessment

    incorporating contemporary tolos and resources to maximize content learning in context

    and to develop the knowledge, skills, and attitudes iden tified in the NETS.S Teachers:

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    a. Design or adapt relevant learning experiences that incorporate digital tolos andresources to promote student learning and creativity.

    b. Develop technology-enriched learning environments that enable all students topursue their individual curiosities and become active participants in setting their own

    educational goals, managing their own learning, and assessing their own progress.

    c. Customize and personalize learning activities to address students diverse learningstyles, world strategies, and abilities using digital tolos and resources.

    d. Provide students with multiple and varied formative and summative assessmentsaligned with content and technology standards and use resulting data to inform

    learning and teaching.

    3. Model Digital-Age Work and LearningTeachers exhibit knowledge, skills, and work processes representative of an

    innovative

    Profesional in a global and digital society. Teachers:

    a. Demonstrate fluency in technology systems and the transfer of currentknowledge to new technologies and situations.

    b. Collaborate with students, peers, parents, and community members using digitaltools and resources to support student success and innovation.

    c. Communicate relevant information and ideas effectively to students, parents,and peers using a variety of digital-age media and formats.

    d. Model and facilitate effective use of current and emerging digital tools to locate,analyze, evaluate and use information resources to support research andlearning.

    4. Promote and model digital citizenship and responsibilityTeachers understand local and global societal issues and responsabilities in an envolving

    digital culture and exhibit legal and ethical behavior in their professional practices.

    Teachers:

    a. Advocate, model and teach safe, legal and ethical use of digital information andtechnology, including respect for copyright, intellectual property and the appropriate

    documentation of sources.

    b. Address the diverse needs of all learners by using learner-centered strategiesproviding equitable access to appropriate digital tools and resources.

    c. Promote and model digital etiquette and responsible social interactions related tothe use of technology and information.

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    d. Develop and model cultural understanding and global awareness by engaging withcolleagues and students of other cultures using digital-age communication and

    collaboration tools.

    5. Engage in Professional growth and leadershipTeachers continuously improve their professional practice, model lifelong learning,

    and exhibit leadership in their school and professional community by promoting and

    demonstrating the effective use of digital tools and resources. Teachers:

    a. Participate in local and global learning communities to explore creative applicationsof technology to improve student learning.

    b. Exhibit leadership by demonstrating a vision of technology infusion, participating inshared decision making and community building, and developing the leadership and

    technology skills of others.

    c. Evaluate and reflect on current research and professional practice on a regular basisto make effective use of existing and emerging digital tools and resources in support

    of student learning.

    d. Contribute to the effectiveness, vitality and self-renewal of the teaching professionand of their school and community.

    CONDITIONS ESSENTIAL CONDITIONS FOR EFFECTIVE USE OF ICT IN LEARNING

    PROCESSES

    Shared Vision

    Active leadership in developing a shared vision for ICT education among all stake holders

    in education, including teachers and support s taff in Educational Institutions, managers

    schools and school districts, teacher educators, students, parents and community.

    Empowered leaders

    People interested in school education, at all levels, empowered to be leaders of change.

    Implementation Plan

    A systemic plan aligned with a shared vision to ensure the effectiveness of school and

    student learning through the infusion of ICT and digital resources for learning.

    Consistent and adequate funding to support

    The permanent financing of ICT infrastructure, personnel, digital resources and faculty

    development.

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    Equal Acess

    Robust and reliable access to ICT and digital resources both current and emerging

    connectivity for all students, teachers, support staff and school leaders.

    Qualified Staff Educators

    Support staff and other leaders adequately trained in the use of ICT to perform their job

    responsabilities.

    Permanent Professional Learning

    Plans learning/vocational training and ICT-related opportunities to devote time to

    practice and share ideas.

    Technical Support

    Consistent and reliable support for the maintenance, renewal and use of ICT and digital

    resources for learning.

    Curriculum Framework

    Content Standards and related digital resources that are aligned curriculum and support

    learning and working in this digital age.

    Student Centered Learning

    Planning, teaching and assessment focused on the needs and abilities of students.

    Assessment and Evaluation

    Assessment permanent rating, both learning and assessment for learning and the use of

    ICT and digital resources.

    Engaged Communities

    Partnerships and collaboration within the community to support and fund the use of ICT

    and digital resources for learning.

    Policy Support

    Policies, financing plans, procedures, accountability and incentive structures to support

    the use of ICT in learning and education sector operations and school.

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    teacher preparation programs. ISTE designed to facilitate the understanding of the

    standards and levels of success associated with each of them.

    It is important to remember that arrays are descriptors of performance indicators at

    certain stages, over the appropriation of these by of teachers. Success in achieving

    the indicators is based on the assumption that teachers have regular access to asupport system as described in the Essential Terms. If no such support system is very

    difficult for teachers to reach the transformer level implementation.

    ASSESSMENT MATRIX LEARNING AND CREATIVITY OF STUDENTS

    1. Facilitate and Inspire learning and student creativityTeachers use their knowledge about issues in a field/subject, on teaching and

    learning and ICT to facilitate experiences that enhance learning, creativity and

    innovation of students, both face and virtual environments. Teachers:

    Performance

    indicator

    Beginner Middle Expert Transformer

    a. Theypromote, support

    and model the

    creative and

    innovative

    thinking and

    inventive

    They investigate

    and discuss ways

    in which

    Students can use

    tools and digital

    resources to

    increase their

    creative and

    innovative

    thinking and to

    develop and to

    communicate

    their

    understanding

    knowledge and

    concepts.

    They promote

    creative and

    inventive thinking

    exemplifying

    thinking processes

    and creating

    visuals

    representation of

    concepts and

    troubleshooting.

    They empower

    students to

    demonstrate

    creative thinking,

    to build their

    knowledge and

    develop

    innovative

    products and

    processes.

    Promoting and

    supporting these

    activities, and

    demonstrating

    knowledge, skills

    and attitudes

    related with

    them.

    They regularly

    undertake

    themselves as

    leader

    apprentices,

    along with their

    students in

    creative

    activities

    thinking and

    encourage them

    to explore

    complex issues,

    to generate new

    ideas, to create

    and to criticize

    the original

    works and to

    develop and to

    evaluate new

    products and

    processes.

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    b. Theycommit students

    to explore real life

    issues and to

    troubleshoot,

    using digital tools

    and resources.

    They develop

    activities based

    on ICTs,

    engaging

    students in the

    critical thinking

    creativity and

    genuine

    solutions to

    problems based

    on real life facts.

    Teachers involve

    students in

    investigating real

    life problems and

    situations, and the

    evaluation of

    several solutions

    using digital tools

    and resources.

    They promote

    activities,

    commit the

    students in

    planning and

    management of

    research projects

    focused on real

    life events, in the

    application of

    critical thought

    to solve real

    problems and

    the selection of

    appropriate

    digital tools and

    resources to

    carry out the

    process and

    improve it.

    They regularly

    involve students

    in learning

    experiences

    required to

    identify and

    define authentic

    questions and

    problems, they

    plan and

    manage their

    investigations

    and use multiple

    processes and

    prospects to

    discover,

    propose and

    evaluate

    plausible

    solutions.

    c. Theypromote the

    students

    reflection about

    using

    collaborative

    tools to discover

    and clarify the

    understanding

    concepts and

    thought

    processes,

    students

    planning andcreation.

    They

    demonstrate the

    use of

    collaborative

    tools, promote

    reflection,

    planning and

    creative thinking.

    They promote and

    support the use of

    collaborative tools

    by students, so

    that they reflect

    and gain clarity on

    their own

    thinking, planning

    and creativity.

    They commit

    their students in

    reflection and

    clarify their

    thinking

    processes,

    planning and

    creating in

    correcting

    misconceptions

    and the use of

    metacognitive

    thinking

    strategies, usingtools and

    collaborative

    environments.

    They involve

    their students in

    the examination

    and ongoing

    assessment of

    their own

    thoughts, their

    planning and

    their creativity.

    They stimulate

    them to

    articulate and

    share with

    others theirthoughts

    through

    teamwork

    enriched by ICT.

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    d. Theymodel the building

    of the

    collaborative

    knowledge

    committing in

    learning with

    students,

    colleagues and

    others, both in

    real and virtual

    environments

    They investigate

    and identify

    strategies

    facilitating the

    knowledge

    building and

    creative thought,

    both in real and

    virtual

    environments

    They facilitate the

    knowledge

    construction of

    creative thinking

    and collaborative

    interaction,

    engaging with

    their students

    colleagues and

    others learning,

    both in real and

    virtual

    environments

    They model

    building

    knowledge and

    creative thinking

    through

    collaborate work

    with individuals

    and groups,

    contributing to

    learning both in

    real and virtual

    environments

    They exemplify

    knowledge

    building and

    creative thinking

    in several

    environments

    and real and

    virtual learning

    situations,

    engaging in the

    troubleshooting

    along with

    students,

    colleagues and

    experts

    ASSESSMENT MATRIX FOR LEARNING EXPERIENCES AND EVALUATIONS IN THE DIGITAL

    AGE

    2. They design and develop learning experiences and assessments into the digital age.Teachers design, develop and evaluate authentic learning experiences and assessments

    incorporating tools and contemporary resources to optimize learning the contents

    contextually and to develop the identified knowledge, skills and attitudes in the Standard s

    for Students (NEST.S). Teachers:

    Performance

    indicator

    Beginner Middle Expert Transformer

    a. Theydesign or adapt

    applicable

    learning

    experiences

    involving tools

    and digital

    resources to

    promote learning

    and creativity in

    students.

    They explain

    how existing

    resources

    learning could be

    designed or

    adapted in order

    to include the

    use of ICT tools

    to investigate

    and to collect

    information

    online and

    They adapt or

    create learning

    experiences

    including the use

    of ICT tools by

    students to

    investigate and

    gather web

    information so

    that they generate

    a report, a

    presentation or

    They design and

    personalize

    learning

    experiences

    enriched with

    ICT, committing

    the students in

    the right

    approach of

    research

    questions on

    topics or real life

    They engage

    students in

    collaborative

    learning

    challenges, in

    which they

    investigate

    global

    problems. They

    guide them in

    the selection of

    a specific

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    create a digital

    product

    another product problems; in the

    proposal and

    evaluation of

    multiple creative

    solutions, and

    the presentation

    of a report to an

    audience in

    person or online

    to feedback

    problem to

    explore in order

    to generate

    research

    questions select

    and use

    strategies and

    identify best

    solutions.

    Students use ICT

    tools to show

    their

    performance

    and share

    information

    with a view to

    real world

    application

    b. Theydevelop learning

    environments

    enriched with

    ICTs allowing all

    their students

    satisfying their

    own curiosity and

    becoming active

    participants in

    establishment of

    their own

    education

    objectives, the

    management of

    their own learningprocess and the

    assessment of

    their progress

    They investigate

    and discuss ways

    in which the ICT

    resources make

    possible for the

    students to

    explore

    interesting

    questions and

    issues, and

    planning and

    managing

    related

    researches

    They select and

    demonstrate the

    use of ICT

    resources which

    allow students to

    explore questions

    and issues they

    are interested in

    and planning,

    managing and

    evaluating their

    own learning

    Promote the use

    of ICT resources

    allowing

    students to

    explore

    questions and

    issues they are

    interested, in

    order to identify

    and to manage

    learning

    objectives,

    record their

    reflections and

    evaluate their

    progress andresults

    They train

    students to use

    ICT resources

    independently

    to manage their

    own learning

    objectives,

    planning

    learning

    strategies, and

    assess their own

    progress and

    results

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    c. Applymultiple methods

    of evaluation to

    determine

    students

    appropriate use of

    technology

    resources for

    learning,

    communication,

    and productivity

    Teachers identify

    strategies for

    assessing

    students uses of

    technology

    resources

    Teachers identify

    multiple measures

    for assessing

    specific

    applications of

    technology

    resources

    Teachers design

    formative and

    summative

    assessment

    strategies for

    evaluating

    appropriate

    student use of

    technology for

    content-area

    learning,

    communication,

    and productivity

    Teachers know

    how to guide

    students in

    applying self-

    assessment and

    peerassessment

    strategies to

    evaluate a

    variety of

    technology

    products and

    the processes

    used to create

    those products

    across content

    areas and grade

    levels (e.g.,

    electronic

    portfolios)

    d. Applytechnology in

    assessing students

    learning of subject

    matter using a

    variety of

    assessment

    techniques

    Teachers apply

    technology for

    recordkeeping

    resources for

    student grades

    and for

    developing

    assessment

    resources such

    tests and rubrics

    Teachers select

    and use

    specialized

    software (e.g.,

    electronic

    gradebooks,

    assessment

    software, check

    sheets,

    performance

    profiler,

    performance

    rubrics) to collect

    and report data on

    student learning inthe content areas

    Teachers

    evaluate

    specialized

    software and

    applications to

    collect, analyze,

    and report data;

    create graphs of

    class and

    individual

    performance

    data; identify

    areas of

    individual

    studentstrengths and

    weaknesses in

    content-area

    learning; and use

    results to

    improve teaching

    Teachers collect,

    analyze, and

    report data on

    student

    performance

    from multiple

    measures over

    time, and apply

    strategies for

    use of data to

    improve

    planning,

    instruction, and

    management

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    strategies

    ASSESSMENT RUBRIC TO WORK AND LEARN IN THE DIGITAL AGE

    3.

    Model working and learning characteristic of the digital age.Teachers demonstrate knowledge and skills in working processes, as innovator professional

    in a global and digital society processes. Teachers:

    Performance

    indicator

    Beginner Middle Expert Transformer

    a. Theydemonstrate

    skills in ICT

    systems and the

    transfer of

    knowledge

    updated to new

    technologies and

    situations

    They select and

    use hardware

    and the most

    adequate

    software to

    experiences of

    specific learning

    and to plan for

    the students, the

    experiences of

    learning that use

    properly those

    tools

    They plan, manage

    and facilitate

    understanding and

    use of hardware

    and software that

    be more adequate

    to experiences of

    specific learning

    for the students

    They

    demonstrate and

    model the use

    efficient and

    effective in a

    variety of tools

    and digital

    resources, they

    selected tools

    and systems that

    fit best for

    teaching,

    learning and

    evaluation; andtransfer of

    knowledge to

    new situations

    and technologies

    Engage students

    in collaborative

    exploration of

    emerging

    technologies

    and investigate

    together how

    these tools can

    use in real life

    situations to

    resolve

    problems.

    Involve students

    in identifyingand

    troubleshooting

    common and

    frequent

    hardware and

    software

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    b. Theycollaborate with

    colleagues,

    students, parents

    and members of

    the community in

    the use of ICT

    resources and

    tools to

    contribute to the

    success and

    innovation of

    students

    They explore and

    demonstrate the

    use of tools and

    resources digital

    to communicate

    and collaborate

    with students

    and other

    interested

    groups to share

    information and

    establish a

    connection

    between

    environments

    school and the

    home

    The communicate

    and collaborate

    with students and

    other interested

    groups to share

    information and to

    support the

    creativity,

    innovation and

    results of

    education

    They

    communicate

    and collaborate

    effectively with

    colleagues,

    parents,

    students,

    members of

    community,

    using a variety of

    digital tools to

    support learning

    problem-solving

    and the

    production of

    original work of

    students

    They employ a

    variety of

    environments

    and digital

    media that his

    students

    collaborate with

    teams working

    on projects or

    trainees from

    other countries

    and cultures, to

    produce original

    works or solve

    problems that

    the students

    share

    c. Theycommunicate

    effectively ideas

    and relevant

    information to

    students, parents

    and colleagues,

    using a variety of

    media and

    formats of digital

    age

    The investigate

    and demonstrate

    the effective use

    of digital

    resources by

    communicating

    with students,

    parents and

    colleagues

    They

    communicate the

    ideas and

    information to

    students, parents

    and colleagues,

    using a variety of

    media and digital

    formats

    They select and

    use the means

    most relevant,

    effective and

    easy to use to

    communicate

    specific types of

    information and

    ideas to

    students,

    parents and

    colleagues

    They evaluate

    and use a

    variety of tools,

    resources and

    digital media to

    communicate

    information and

    ideas to a global

    audience to

    demonstrate

    understanding

    of different

    cultures

    d. Theymodel and

    facilitate the

    effective use of

    available and

    emerging digital

    tools to locate,

    analyze, evaluate

    and use

    information

    They identify and

    discuss the

    effective use of

    available and

    emerging tools

    and resources to

    locate, analyze,

    evaluate and use

    information

    resources for

    They demonstrate

    use of digital tools

    to locate, analyze,

    evaluate and use

    information

    resources in order

    to support and to

    spread research

    and learning

    strategies of

    They model and

    facilitate the use

    of effective tools

    and available

    and emerging

    digital resources,

    to locate,

    analyze, evaluate

    and use

    information

    They use

    effectively and

    efficiently

    available and

    emerging digital

    tools and

    resources to go

    in depth on the

    abilities to

    handle

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    resources to

    support the

    research and

    learning

    research and

    learning

    students resources to

    support research

    and learning for

    himself as a

    teacher and for

    students

    information and

    application in

    the teaching

    and learning;

    and sharing the

    results with

    students,

    parents and

    colleagues

    DIGITAL CITIZENSHIP AND LIABILITY ACHIEVEMENT RUBRIC

    4. Promote and model digital citizenship and responsibility teachers understand social issues

    and local and global responsibilities, in digital culture in evolution, and they demonstrate

    ethical and legal behavior in their professional practice. Teachers:

    Performance

    indicator

    Beginner Middle Expert Transformer

    a. Theyactively promote,

    model, and teach

    the safe, legal

    and ethics use of

    the digital

    information and

    ICT, including

    respect for:

    Rights author,

    intellectual

    property and

    properly

    documentation of

    sources

    They research

    and develop

    effective

    practices of ICT

    in a safe, ethical,

    legal and healthy

    way; as well how

    to take care and

    be responsible to

    the management

    of hardware,

    software and

    information

    resources

    They model

    policies to use

    resources ICT,

    including

    strategies to

    attack

    technological

    systems, data and

    information

    security threats

    They promote

    actively, model

    and teach the

    safe, legal and

    ethical use of ICT

    and information,

    including

    authors rights,

    copyright issues

    privacy, cyber-

    bullying (cyber

    bulling) and

    security systems,

    data and

    information

    They engage

    students in

    developing a

    system to

    promote and

    following the

    safe use of

    digital

    information and

    ICT legal in an

    ethical way, as

    well, they

    engage in

    choose a system

    to confront the

    inadequate use

    of technology

    resources

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    b. Theyconfront different

    needs of

    apprentices,

    using strategies

    based on

    students and

    providing

    equitable access

    to appropriate

    digital tools and

    resources

    They investigate

    related cases

    about equity in

    access and

    develop

    strategies to

    manage ICT to

    satisfy the

    different

    learning styles

    and levels of

    students

    development

    They put into

    practice strategies

    to confront the

    different

    apprentices

    needs, including

    access to

    software,

    hardware,

    curriculum and

    online resources

    They facilitate

    fair access to

    different tools

    and digital

    resources. They

    use strategies

    based on

    learners, and put

    into practice

    universal access

    assistive and

    sensitive

    technologies to

    satisfy the

    students needs

    *The words

    universal access

    and assistive

    technologies

    refer to an

    international

    effort to ensure

    the access to ICT

    for people with

    different

    disabilities

    They examine

    and investigate

    related topics

    about equitable

    access to ICT in

    school,

    community and

    home, including

    identification

    and use of

    special support

    technologies to

    satisfy students

    needs

    ASSESSMENT MATRIX FOR PROFESSIONAL GROWTH AND LEADERSHIP

    5. They engage in professional Growth and Leadership

    Teachers continuously improve their professional practice; they model individual learning

    permanent and exhibit leadership in their school and professional community, promoting

    and demonstrating the effective use of digital tools and resources. Teachers:

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    Performance

    indicator

    Beginner Middle Expert Transformer

    a. Participatein communities

    Local Learning

    and for globalexplore

    applications

    Creative TIC in

    order to improve

    learning of the

    students

    Explore and

    discuss

    attributes of the

    communitiesLocal learning

    and Overall, in

    which teachers

    can explore

    applications

    Creative TIC to

    improve learning

    of the students

    Develop plans for

    using communities

    of local learning

    Overall, to explorecreative

    applications of TIC

    to improve the

    learning of the

    students

    They actively

    participate in

    communities of

    Local learningand Overall, for

    exchange and

    implement ideas

    and related

    methods creative

    applications of

    the TIC to

    improve learning

    of the students

    Help to develop

    and maintain

    communities

    Local learningand Overall, to

    exchange ideas

    and methods

    related with

    creative

    applications of

    TIC and

    expanding use

    effective these

    in learning

    b. Exhibitleadership

    demonstrating an

    Advanced view of

    the TIC adoption,

    participating in

    making processes

    decisions shared

    and building

    community, and

    developing the

    leadership and

    TIC skills other

    Identified and

    evaluated local

    visions and

    global adoption

    of the TIC, forms

    of participation

    in the decision

    making shares

    and the building

    community, and

    strategies

    develop ICT skills

    other

    Demonstrate

    leadership to

    implement the

    vision of making of

    the ICT in their

    school/district by

    applying that

    vision into their

    own learning

    environment

    strategies develop

    ICT skills other

    Adopt a vision

    making shared

    appropriate of

    the TIC the

    learning

    environment;

    work

    collaboratively

    with other in

    making

    decisions, and

    contribute

    leadership

    development

    and ICT skills

    other

    Participate in

    the

    development a

    vision for the

    TIC adoption in

    the educational

    institution and

    its community,

    promote its

    adoption,

    facilitate the

    making shared

    decisions, and

    drive the

    development of

    leadership and

    skills ICT in

    other

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    c. Evaluateand reflect, in the

    form regular on

    research recent

    and the

    professional

    practice to use

    cash from tools

    and the digital

    resources existing

    and emerging

    learning support

    students

    Inquire and

    reflect about

    research and

    professional

    practice to use

    tools and digital

    resources that

    support needs

    learning students

    Develop plans

    based learning

    integrating in the

    ITC date research

    and professional

    practices

    promising to use

    tools and

    resources that

    support digital

    learning students

    Evaluate and

    reflect regularly

    on current

    research and

    implement

    practices

    promising to use

    tools and

    resources

    existing or

    emerging

    supporting

    learning students

    Contribute to

    effective use of

    the TIC to

    improve

    teaching and

    learning,

    conducting

    research-action,

    assessing their

    results and local

    share and

    globally

    d. Theycontribute to the

    effectiveness,

    vitality and self-

    renewal both the

    profession

    teacher and the

    school were they

    work and their

    corresponding

    community

    Identify

    strategies

    contribute to

    the

    effectiveness,

    vitality and self

    renewal the

    teaching

    profession and

    community

    school

    Demonstrate and

    discuss with

    effective use of

    colleagues digital

    resources and

    teaching strategies

    and related

    learning with

    these resources,

    to improve

    learning students

    and the profession

    of teaching

    Actively

    contribute the

    effectiveness,

    vitality and auto

    renewal teaching

    profession

    sharing with

    other in the

    institution

    education,

    profession and

    the community

    practices

    promising use of

    ICT to enhance

    learning students

    Demonstrate,

    discuss and

    present to

    parents, leaders

    school and

    community

    extended the

    impact that

    learning have

    the use effective

    digital resources

    and the

    continued

    renewal of

    professional

    practice

    Download the 2008 version of these standards in PDF format (295KB, 16 pages)

    http://www.eduteka.org/pdfdir/EstandaresNESTSDocentes2008.pdf

    Download the 2000 version of these standards in PDF format (156KB, 10 pages)

    http://www.eduteka.org/pdfdir/EstandaresNESTSDocentes2000.pdf

    CREDITS:

    Eduteka translation of National Standards NETS.T for education and Information

    Technologies

    Communication technology (TIC) offered by ISTE. These standards were originally published

    in 2000 and revised in 2008 by experts in the teaching of TIC as well as educators in many

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    part of the world including teachers, administrators, teachers educators and curriculum

    specialists in construction.

    http://www.iste.org/Content/NavigationMenu/NETS/NESTRefreshProjects/NETSRefresh.ht

    m

    NESTS for teachers:

    National Educational Technology Standards for Teachers, Second Edition, 2008, ISTE

    (international Society for Technology in Education), http//www.iste.org

    All rights reserved.