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The International Society for Technology in Education (ISTE) is a non-profit professional association with members from all over the globe, among them educators and education leaders engaged in advancing learning and teaching using technology. The National Educational Technology Standards (NETS) are a set of standards established by the International Society for Technology in Education to enhance the use of technology in education and enable students to be productive in a digital society (International Conference on Technology Education Research, Middleton, Pavlova, Roebuck & Griffith University, 2002).

This was done mainly because of the importance of technological influence on the current education systems. Technology has many advantages to students, teachers and even those in administrative posts. For instance, technology has transformed the education system to enable learning outside the classroom setting. It has also increased motivation for learning among students who can now use technology to extract, save and practice with data.

One area where these standards are being applied is in the science curriculum. For instance among the computer science educators, these standards are used to evaluate their teaching methods and how they inspire their students to be more innovative (Starko, 2005). These standards are designed for both students and teachers of this curriculum. NETS for students comprise of six performance indicators, which serve as guidelines to student’s achievements within the curriculum as far as technological literacy is concerned. They include creativity and innovation, technology operations and concepts, research and information fluency among others. These standards as observed among students in the science curriculum are the roadmap to better learning and future professional growth. Among teachers in this curriculum, NETS has come up with standards designed to help educators acquire the best tools to implement the objectives of the curriculum and effectively engage their students. One such standard is the need to facilitate and inspire student learning and creativity (Twomey, Shamburg, Zieger, & International Society for Technology in Education, 2006).

An educational evaluation plan seeks to establish whether the objectives of the curriculum are being met. It examines the extent to which certain educational standards or programs have been successfully implemented. This plan is specifically designed for colleges that have incorporated the ISTE/NETS standards in their curriculums. A college has many curriculums under its docket thus the great need for educational standards and putting the needs of its students first. There are various measurable objectives to ascertain the achievement of these standards such as the students’ motivation and their performance trends and the technological tools available for education stakeholders at the colleges. This will be found out through qualitative research using the stakeholders at the school as respondents and physical examination of the technological tools in the college. A number of respondents will be selected and each given a questionnaire to fill to gauge their satisfaction.

A follow up to the first survey will be conducted to assert whether the issues brought put in the first one have been taken into account. This is to assess the impact of the research activity. The period for the evaluation plan is two weeks of the subsequent semester after the standards were first rolled out with the follow up in a month’s time. The data collected will be subject to review by the program’s subcommittee from the ISTE organization after which they will make their recommendations (Carroll, Witherspoon, & International Society for Technology in Education, 2002).

The collection of data would be enhanced through the participation of teachers, students, parents, education support employees and administrators who will act as respondents in the survey. Administrators would be tasked with helping in the physical assessment of technical apparatus available for use at the institution. Business and community leaders would form part of the committee responsible for reviewing the data collected other than encouraging the respondents to provide credible information.

References

Carroll, J., Witherspoon, T. L., & International Society for Technology in Education. (2002). Linking technology and curriculum: Integrating the ISTE NETS standards into teaching and learning. Upper Saddle River, N.J: Merrill Prentice Hall.

International Conference on Technology Education Research, Middleton, H., Pavlova, M., Roebuck, D., & Griffith University. (2002). Learning in technology education: Challenges for the 21st century. Nathan, Qld: Centre for Technology Education Research, Griffith University.

Starko, A. J. (2005). Creativity in the classroom: Schools of curious delight. Mahwah, NJ: L. Erlbaum Associates.

Twomey, C. R., Shamburg, C., Zieger, L. B., & International Society for Technology in Education. (2006). Teachers as technology leaders: A guide to ISTE technology facilitation and technology leadership accreditation. Eugene Or: International Society for Technology in Education.

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