Technology-Enhanced Instruction Digital Presentation
Implementing the NETS.S and NETS.T Standards
In the contemporary world, the major problem that the United States faces in their educational system is not the preparation of students to do extremely well in numerous important examinations. On the contrary, it is the development of up-to-date knowledge and skills in scholars in order for them to be prepared to take part in global and knowledge-based processes of the modern world. For this reason, to overcome the challenge, numerous instructors have to be involved to help understand the kind of knowledge and skills that need to be obtained to be successful in everyday activities.
National Educational Technology Standards for teachers (NETS.S) and National Education Technology Standards for students (NETS.T) are technologies that were generated by the International Society for Technology in Education (ISTE) (Polly et al., 2010). Primarily, it was meant to generate a dimensional shift in the manner in which the instructors thought about technology in the educational setting. Before these standards were released, the educational sector often focused more on how equipment could be used instead of the educational benefits of technology-mediated learning. Similarly to the reform-minded individuals, technology educators did not aim at focusing the learning process on mechanistic skills and knowledge acquisition but rather on the learning itself. These two standards of learning are essential because they require teachers to comprehend the type of knowledge they need to show exceptionally well performance in classrooms (Ravitch, 2011). Consequently, they develop affective, social and cognitive skills such as creativity, collaboration, and thinking among others.
A constructive approach is used to ensure that the NETS.S and NETS.T standards are effectively implemented. Teachers are expected to design, assess and implement a variety of learning processes in order to engage their students and allow them to improve in learning and professional practice (Gray, Thomas & Lewis, 2010). For this reason, the positive models for teachers, students and the community as a whole need to meet particular standards and performance indicators. Notably, teachers need to facilitate and inspire students’ creativity and learning. Consequently, they should use their skills of teaching and learning, technology and subject matter in order to facilitate experiences which improve scholar creativity, innovation, and learning. On the other hand, students need to ensure that they grasp the knowledge and use it for professional growth and leadership as they participate in learning.
One example of related forms of learning is the student-centered learning. Primarily, it focuses on the provision of students with all the required knowledge and skills that they may require in college, as well as for their career in the twenty-first century. It mainly focuses on the mastery of knowledge and skills, as well as on aligning everything with the current researches depending on how individuals perceive the information. Another related technology is online learning. This is where learners do not have to attend physical classrooms to learn and achieve their educational goals. All they need to do is to have the study materials and communicate with the instructor, learning new information from the places of their locations (Polly et al., 2010).
Numerous forms of technology can be used in the cross-curricular use of technology. The first one is the use of the Internet. Apparently, the Internet offers many useful sites that students can use to engage in their learning. For instance, there are numerous puzzle makers that both students and teachers can use to develop search words, cryptograms, mazes and crossword puzzles (Gray, Thomas & Lewis, 2010). In addition, there are also many brain boosters, which offer a variety of activities that can be used to assist learners to develop a higher level of thinking skills. Another tool is power point and excels presentations. They are considered as an interactive way of teaching students, which is informative and fun, as well.
Improving Professional Practice
Certain applicable legal and ethical guidelines are often have to be followed when it comes to the implementation of any technology for learning. First, there must be the assurance that the specific skills and knowledge that instructors possess are effective and that they will not manipulate students in any way. Through the credentialing of professionals and their recognition programs, the public is assured that the professionals are reliable and that they have mastered the specialized skills for effective practice. Second, arduous consensual authentication is used to distinguish the sets of skills and knowledge for each entry level in numerous specialty areas.
A technology change leader plays an essential role in the development of a learning environment, which promotes digital citizenship. First, he has to ensure implementing a systematic perspective regarding technology and predict some of the critical long-lasting ramifications of decisions (Howland, Jonassen & Marra, 2012). Second, he must possess excellence in professional practice. It is only through consistent and leveled professional development that he can acquire technological skills. Lastly, a technology change leader must be visionary, which means that he must be able to move forward when everything else is moving sideways. He should integrate technology into all aspects of learning and teaching.
Instructors need to back up model and also impart both lawful and safe usage of digital data and technology, such as appropriate documentation of sources and respect for intellectual property and copyright (Ravitch, 2011). Similarly, digital information should provide diverse needs of learners through learner-centered policies and also provide equitable access to suitable digital resources and tools. Lastly, it needs to promote responsible social interactions and etiquette linked to the use of technology.
Technology is one of the essential and effective requirements needed to implement the appropriate learning for both teachers and students. Primarily, it provides materials and resources that were not available in the past so that teachers and learners can utilize them accordingly. The main key development of technology, which is NETS.S and NETS.T, were created with the key purpose of providing students and teachers with technological learning rather than just the acquisition of knowledge and skills for no reason. For these two kinds of learning to be effective, teachers need to design, assess and implement a variety of learning processes in order to engage their students and allow them to improve in learning and professional practice. On the other hand, learners need to ensure that they master and apply whatever they are taught. Moreover, teachers need to possess social, cognitive and affective skills to implement the technological learning accordingly. Even as this technological learning takes place, certain ethical and legal practices are put in place. The key one is the assurance that the specific skills and knowledge that instructors possess are reliable and effective. It guarantees that students will not be manipulated in any way. In addition, this digital learning and presentation can help the 21st-century learners and teachers, if the technology change leaders express excellence in their professional practice, demonstrate a systematic perspective regarding technology and predict some of the critical long-lasting decisions. If all these practices can be implemented and put into practice, then the 21st-century learning can have a significant effect on both the instructors and learners.