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美國(guó)國(guó)家教育技術(shù)標(biāo)準(zhǔn)（教師版）

B.不斷掌握新技術(shù)和新知識(shí),與時(shí)俱進(jìn)。
2、規(guī)劃并設(shè)計(jì)學(xué)習(xí)環(huán)境與學(xué)習(xí)經(jīng)驗(yàn)。
    教師應(yīng)依靠技術(shù)的支持來(lái)規(guī)劃和設(shè)計(jì)有效的學(xué)習(xí)環(huán)境與學(xué)習(xí)經(jīng)驗(yàn)：
    A.教師應(yīng)逐步創(chuàng)設(shè)出恰當(dāng)?shù)膶W(xué)習(xí)機(jī)會(huì),運(yùn)用技術(shù)來(lái)增強(qiáng)教學(xué)策略,以滿(mǎn)足學(xué)習(xí)者多樣化的學(xué)習(xí)需求。
    B.在設(shè)計(jì)學(xué)習(xí)環(huán)境與學(xué)習(xí)經(jīng)驗(yàn)時(shí),要運(yùn)用當(dāng)前基于技術(shù)的教與學(xué)的研究。
    C.鑒定并尋找技術(shù)資源,并對(duì)其正確性和適用性進(jìn)行評(píng)估。
    D. 計(jì)劃和管理在學(xué)習(xí)活動(dòng)過(guò)程中的技術(shù)資源。
    E. 在信息技術(shù)環(huán)境中, 設(shè)計(jì)策略來(lái)管理學(xué)生的學(xué)習(xí)。
3、教學(xué)、學(xué)習(xí)、和課程
    教師執(zhí)行的課程計(jì)劃要包括應(yīng)用技術(shù)來(lái)促進(jìn)教學(xué)最優(yōu)化的方法和策略，教師應(yīng)該：
    A. 根據(jù)課程內(nèi)容標(biāo)準(zhǔn)和學(xué)生技術(shù)標(biāo)準(zhǔn)，運(yùn)用技術(shù)來(lái)增強(qiáng)學(xué)生的學(xué)習(xí)體驗(yàn)。
    B. 根據(jù)學(xué)生的不同的學(xué)習(xí)需求，運(yùn)用技術(shù)來(lái)支持以學(xué)習(xí)者為中心的教學(xué)策略。
    C. 運(yùn)用技術(shù)來(lái)發(fā)展學(xué)生高級(jí)技能與創(chuàng)造力。
    D. 在加強(qiáng)了技術(shù)的學(xué)習(xí)環(huán)境中，管理學(xué)生的學(xué)習(xí)活動(dòng)。
4、評(píng)估與評(píng)價(jià)
    教師運(yùn)用技術(shù)來(lái)促進(jìn)各種更有效的評(píng)估與評(píng)價(jià)策略:
    A. 用各種評(píng)估方法評(píng)價(jià)學(xué)生的學(xué)科學(xué)習(xí)時(shí),把技術(shù)運(yùn)用于評(píng)估之中。
    B. 利用技術(shù)資源來(lái)搜集和分析數(shù)據(jù),解釋結(jié)果,并交流成果,來(lái)改進(jìn)教學(xué)實(shí)踐,使學(xué)生學(xué)習(xí)達(dá)到最優(yōu)化。
    C. 運(yùn)用多種評(píng)估方法，判斷學(xué)生是否恰當(dāng)?shù)剡\(yùn)用技術(shù)資源來(lái)進(jìn)行學(xué)習(xí)、交流和提高工作效率。
5、工作效率和專(zhuān)業(yè)實(shí)踐
    教師要使用技術(shù)來(lái)增強(qiáng)他們的工作效率與專(zhuān)業(yè)實(shí)踐，教師應(yīng)該：
    A. 運(yùn)用技術(shù)資源去促進(jìn)專(zhuān)業(yè)發(fā)展與終身學(xué)習(xí)。
    B. 不斷地進(jìn)行評(píng)價(jià)和反思,以便對(duì)使用技術(shù)來(lái)支持學(xué)生學(xué)習(xí)有更好的決策。
    C. 運(yùn)用技術(shù)來(lái)提高工作效率。
    D. 運(yùn)用技術(shù)來(lái)和同伴、家長(zhǎng)和更大的共同體進(jìn)行溝通與合作,以關(guān)照學(xué)生的學(xué)習(xí)。
6、社會(huì)、民族、法律以及人類(lèi)問(wèn)題
    在PK-12年級(jí)學(xué)校中，教師要理解圍繞技術(shù)使用中的社會(huì)、種族、法律和人類(lèi)問(wèn)題,并根據(jù)理解進(jìn)行教學(xué)實(shí)踐，教師應(yīng)該:
    A. 要教授學(xué)生合法的使用技術(shù)和遵守倫理,并成為表率。
    B. 運(yùn)用技術(shù)資源使有著不同背景、個(gè)性與才能的學(xué)習(xí)者能夠或增強(qiáng)學(xué)習(xí)。
    C. 鑒定和使用技術(shù)資源來(lái)肯定學(xué)生的多樣性。
    D. 促進(jìn)安全與健康地使用技術(shù)資源。
    E. 幫助全體學(xué)生能夠平等地利用技術(shù)資源。

原文如下：

Educational Technology Standards
and Performance Indicators
for All Teachers

Building on the NETS for Students, the ISTE NETS for Teachers (NETS•T), which focus on preservice teacher education, define the fundamental concepts, knowledge, skills, and attitudes for applying technology in educational settings. All candidates seeking certification or endorsements in teacher preparation should meet these educational technology standards. It is the responsibility of faculty across the university and at cooperating schools to provide opportunities for teacher candidates to meet these standards.

The six standards areas with performance indicators listed below are designed to be general enough to be customized to fit state, university, or district guidelines and yet specific enough to define the scope of the topic. Performance indicators for each standard provide specific outcomes to be measured when developing a set of assessment tools.The standards and the performance indicators also provide guidelines for teachers currently in the classroom .

1. TECHNOLOGY OPERATIONS AND CONCEPTS.
   Teachers demonstrate a sound understanding of technology operations and concepts. Teachers:
   1. demonstrate introductory knowledge, skills, and understanding of concepts related to technology (as described in the ISTE National Education Technology Standards for Students)
   2. demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies.
      
      
2. PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES.
   Teachers plan and design effective learning environments and experiences supported by technology. Teachers:
   1. design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.
   2. apply current research on teaching and learning with technology when planning learning environments and experiences.
   3. identify and locate technology resources and evaluate them for accuracy and suitability.
   4. plan for the management of technology resources within the context of learning activities.
   5. plan strategies to manage student learning in a technology-enhanced environment.
      
      
3. TEACHING, LEARNING, AND THE CURRICULUM.
   Teachers implement curriculum plans, that include methods and strategies for applying technology to maximize student learning. Teachers:
   1. facilitate technology-enhanced experiences that address content standards and student technology standards.
   2. use technology to support learner-centered strategies that address the diverse needs of students.
   3. apply technology to develop students' higher order skills and creativity.
   4. manage student learning activities in a technology-enhanced environment.
      
      
4. ASSESSMENT AND EVALUATION.
   Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies. Teachers:
   1. apply technology in assessing student learning of subject matter using a variety of assessment techniques.
   2. use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning.
   3. apply multiple methods of evaluation to determine students' appropriate use of technology resources for learning,communication,and productivity.
      
      
5. PRODUCTIVITY AND PROFESSIONAL PRACTICE.
   Teachers use technology to enhance their productivity and professional practice. Teachers:
   1. use technology resources to engage in ongoing professional development and lifelong learning.
   2. continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning.
   3. apply technology to increase productivity.
   4. use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning.
      
      
6. SOCIAL, ETHICAL, LEGAL, AND HUMAN ISSUES.
   Teachers understand the social,ethical,legal,and human issues surrounding the use of technology in PK-12 schools and apply those principles in practice. Teachers:
   1. model and teach legal and ethical practice related to technology use.
   2. apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.
   3. identify and use technology resources that affirm diversity
   4. promote safe and healthy use of technology resources.
   5. facilitate equitable access to technology resources for all students.

——資料來(lái)源：http://cnets.iste.org/teachers/t_book.html