Read at least one tech-related article and 1) identify and summarize the article, 2) respond to it, and 3) develop a Writing Response prompt that grows from your reading.


I chose to review three down-loadable documents published by The International Society for Technology in Education: "Educational Technology Standards for Students," "Essential Conditions for Implementing the NETS for Students in 2007," and "NETS for Students 2007 Profiles." Each of these documents may benefit educators in the K-12 setting who are working to improve the teaching of technology and critical thinking skills. Together, the documents provide a language and framework for creating a school-wide technology plan. I believe they would be helpful as a beginning point in a professional development series related to writing/thinking and technology. In addition, the organization has a wiki site, "NETS• 2007 Implementation Wiki" that correlates technology standards with grade level appropriate lessons.

The first document, Educational Technology Standards, defines six standards for students: Creativity and Innovation, Communication and Collaboration, Research and Information Fluency, Critical Thinking, Problem-Solving and Decision-Making, Digital Citizenship, Technology Operations and Concepts. Each of these standards contains a subset of student proficiencies that outline what students should know and be able to do. The standards are set high, and describe the creative, collaborative work environment that we strive for in our Tech Institute. Their implementation would require commitment from all stake holders in the school environment, not just one teacher with a good idea.

The second document, "Essential Conditions for Implementing the NETS for Students 2007," identifies the conditions that would promote effective implementation of the standards. Among the conditions are: a shared vision, a systematic plan, ongoing funding, access to technology, community partnerships, assessments, curriculum guides, and technical support. The list is bigger than life, but might provide fortification for someone like Vicki, who is trying to justify technology access to administrators at a school site.

"NETS For Students 2007 Profiles," the third document, correlates the standards with specific grade level examples of what students might be doing if a particular standard is implemented. It is organized by standard and by grade level and resembles an abbreviated curriculum guide or framework. Profiles for Students

Compiled by a professional development organization, these frameworks look and sound familiar. I suspect membership in this organization may be useful in the same way that a membership in NCTE is useful. The organization follows innovation, advocacy, and provides resources and conference opportunities for teachers interested in technology. Rather than pose philosophical questions about the value of technology, it assumes technology will be a feature of the future educational landscape. It is an organization worth knowing about, and may help those who wish to avoid "re-inventing the wheel." It presents technology use as a complex literacy: as a critical thinking, communicating, publishing tool; rather than as a series of tricks, programs, or games. It is no substitute though, for doing the work, struggling with the tools, and defining a technological literacy for oneself. (For example, I clearly need help with some formatting issues here! I'm still learning how to embed links in a text properly. Anyone care to gently guide me? I hope you don't mind if I look it up later.)

Writing Prompt:

Are technology frameworks and standards useful in designing professional development? If so, why? Describe how you might use these tools effectively when working with a school on a professional development plan. If not, why? What alternatives would be more useful?

Mielke's Response:

I have been familiar with ISTE and your synopsis has convinced me that along with Computer Using Educators this would be a good organization to belly up to. Other Library/tech organizations have similar information literacy/ technology standards. They are useful to know about when defining how this literacy will work for you and your students. It is also helpful language when expressing concerns and needs to admin. However, I am always skeptical of who is behind such standards and what is their working knowledge of the teaching craft. Your description of Profiles makes me think that this group is trying to proof their worthiness.

Hi Catherine: I appreciated the line above about how this organization simply "assumes technology will be a feature of the future educational landscape." It's so true. Teachers and administrators can debate all day about the uses or evils of technology. They can argue and censor until Sunday night, yet here it is. And it certainly isn't going away, so deal with it in a manner that reflects a professional framework and standards that suit us as educators. I have a strong bias that when representing a school, any school, we should not come across as half-wits. The key word, I guess, is professional. But as Marsha points out, who is behind these standards? Are THEY half-wits? Ahh, another issue. I guess it's the same old tattoo--check out everything on your own, then follow the standards you know to be excellent because you're already so well informed. Laurie

The above comments relate directly to the article that I (ahem) summarized. That article's main focus is that teachers need to be in charge of developing the curriculum, therefore, in charge of how technology will be used.in the classroom. Authors making that argument are certainly not half-wits.
LL