| |Technology Standards for Teachers | | | |NETS | Similarities |TEXAS (TEKS) (2000) |Differences | |1. Facilitate and Inspire Student Learning and Creativity |Both focus on |Standard 1: All teachers use technology-related terms, |The Texas Standards seem | |Teachers use their knowledge of subject matter, teaching and learning, and technology to |how teachers |concepts, data input strategies, and ethical practices to |archaic compared to NETS. | |facilitate experiences that advance student learning, creativity, and innovation in both |play a role in |make informed decisions about current technologies and |There are too many | |face-to-face and virtual environments. |bringing |their applications. |standards and objectives | | |technology to | |under each standard. | | |students | | | |2. Design and Develop Digital-Age Learning Experiences and Assessments |Both are |Standard II. All teachers identify task requirements, apply|NETS are more succinct. | |Teachers design, develop, and evaluate authentic learning experiences and assessment |comprehensive |search strategies, and use current technology to | | |incorporating contemporary tools and resources to maximize content learning in context and |and cover all |efficiently acquire, analyze, and evaluate a variety of | | |to develop the knowledge, skills, and attitudes identified in the NETS•S. |areas of |electronic information. | | | |technology use | | | | |(with some | | | | |exceptions in | | | | |TEKS) | | | |3. Model Digital-Age Work and Learning | |Standard III. All teachers use task-appropriate tools to |TEKS are too specific. | |Teachers exhibit knowledge, skills, and work processes representative of an innovative | |synthesize knowledge, create and modify solutions, and |They try to cover even | |professional in a global and digital society. | |evaluate results in a way that supports the work of |minute areas of technology| | | |individuals and groups in problem-solving situations. |use. | |4. Promote and Model Digital...
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Cesarone, B. (2003). Using Technology in the Classroom to Foster Student Learning. Childhood Education, 79(5), 329+.
Gorder, L. M. (2008). A Study of Teacher Perceptions of Instructional Technology Integration in the Classroom. Delta Pi Epsilon Journal, 50(2), 63+.
Kara-Soteriou, J. (2009). Promoting Technology Integration through the Leadership of School Administrators. New England Reading Association Journal, 45(1), 91+.
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