The Technology Leadership program standards are aligned with the six NETS for Teachers 2000 but extend the performance expectations of each standard. These increased expectations reflect preparation for serving as a director, coordinator, or technology integration specialist at the district, regional, and/or state levels, assisting teachers as well as technology facilitators in their efforts to support student learning and educator professional growth with technology.
TL-I Technology Operations and Concepts |
Educational technology leaders demonstrate an advanced understanding of technology operations and concepts. Educational technology leaders: |
A. |
Demonstrate knowledge, skills, and understanding of concepts related to technology (as described in the ISTE NETS for Teachers 2000). |
B. |
Demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies. |
|
TL-II Planning and Designing Learning Environments and Experiences |
|
Educational technology leaders plan, design, and model effective learning environments and multiple experiences supported by technology. Educational technology leaders: |
A. |
Design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners. |
B. |
Apply current research on teaching and learning with technology when planning learning environments and experiences. |
C. |
Identify and locate technology resources and evaluate them for accuracy and suitability. |
D. |
Plan for the management of technology resources within the context of learning activities. |
E. |
Plan strategies to manage student learning in a technology-enhanced environment. |
F. |
Identify and apply instructional design principles associated with the development of technology resources. |
|
TL-III Teaching, Learning, and the Curriculum |
Educational technology leaders model, design, and disseminate plans that include methods and strategies for applying technology to maximize student learning. Educational technology leaders: |
A. |
Facilitate technology-enhanced experiences that address content standards and student technology standards. |
B. |
Use technology to support learner-centered strategies that address the diverse needs of students. |
C. |
Apply technology to demonstrate students' higher-order skills and creativity. |
D. |
Manage student learning activities in a technology-enhanced environment. |
E. |
Use current research and district/state/national content and technology standards to build lessons and units of instruction. |
|
TL-IV Assessment and Evaluation |
Educational technology leaders communicate research on the use of technology to implement effective assessment and evaluation strategies. Educational technology leaders: |
A. |
Apply technology in assessing student learning of subject matter using a variety of assessment techniques. |
B. |
Use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning. |
C. |
Apply multiple methods of evaluation to determine students' appropriate use of technology resources for learning, communication, and productivity. |
|
TL-V Productivity and Professional Practice |
Educational technology leaders design, develop, evaluate and model products created using technology resources to improve and enhance their productivity and professional practice. Educational technology leaders: |
A. |
Use technology resources to engage in ongoing professional development and lifelong learning. |
B. |
Continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning. |
C. |
Apply technology to increase productivity. |
D. |
Use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning. |
|
TL-VI Social, Ethical, Legal, and Human Issues |
Educational technology leaders understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and develop programs facilitating application of that understanding in practice throughout their district/region/state. Educational technology leaders: |
A. |
Model and teach legal and ethical practice related to technology use. |
B. |
Apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities. |
C. |
Identify and use technology resources that affirm diversity. |
D. |
Promote safe and healthy use of technology resources. |
E. |
Faciltate equitable access to technology resources for all students. |
|
TL-VII Procedures, Policies, Planning, and Budgeting for Technology Environments |
|
Educational technology leaders coordinate development and direct implementation of technology infrastructure procedures, policies, plans, and budgets for PK-12 schools. Educational technology leaders: |
A. |
Use the school technology facilities and resources to implement classroom instruction. |
B. |
Follow procedures and guidelines used in planning and purchasing technology resources. |
C. |
Participate in professional development opportunities related to management of school facilities, technology resources, and purchases. |
|
TL-VIII Leadership and Vision |
|
Educational technology leaders will facilitate development of a shared vision for comprehensive integration of technology and foster an environment and culture conducive to the realization of the vision. Educational technology leaders: |
A. |
Identify and apply educational and technology-related research, the psychology of learning, and instructional design principles in guiding the use of computers and technology in education. |
B. |
Apply strategies for and knowledge of issues related to managing the change process in schools. |
C. |
Apply effective group process skills. |
D. |
Lead in the development and evaluation of district technology planning and implementation. |
E. |
Engage in supervised field-based experiences with accomplished technology facilitators and/or directors. |
|
|