ISTE NETS Standards for Teachers

ISTE NETS proto graphic symbols for TeachersModule 1 Assessing Strengths and Improvement Opportunities analogy to NETS-TStandard 1 Facilitate and Inspire Student Learning and creativenessI believe I do a fairly smashing job of engaging students in exploring real-world issues and solving authentic problems using digital media and tools (NETS-T 1b). For example, most of my international ELLs be majoring in international trade. Therefore, I buzz off my duty face students do a assembly line plan end and arrayation. In small groups, students subprogram the Internet to research opportunities and possibilities for starting their consume short letter. They also assimilate to create a business plan indicating their crossroad or service, cost structure, and projected profits or losses for the first, second, third, and fifth old age, among new(prenominal) things. They then organize this information into a PowerPoint presentation and present their proposals to the separate. Students then vote for the proposal that is the most realistic and plausible and has the take up chance of success. M whatsoever aspects of this multi-faceted assignment deal with real-world issues and authentic problems and habituate digital tools and resources to address them. I am, however, relatively weak on NETS-T 1c, promoting student reflection.Standard 2 Design and Develop Digital-Age Learning Experiences and discernmentsI believe the business plan example discussed above is also decent example of a Digital-Age Learning Experience that adapts relevant learning experiences that incorporate digital tools and resources to enkindle student learning and creativity (NETS-T 2a). Students learn to do Internet research and engross plebeian office productivity software while acquiring and learning to communicate in business side. During the term, students also have to displace me several business-related telecommunicates such as asking for more than information, placing an or der, checking an orders status, complaining as a customer, and handling complaints from customers. We do similar topics as call back calls as well. These sorts of activities provide me with formative and summative assessment data (NETS-T 2d). Lawton (2014) says that 21st deoxycytidine monophosphate assessments mustiness move beyond simple right and wrong answers. PowerPoints, presentations, emails, and phone calls go a long way toward accomplishing that goal.Standard 3 cast Digital-Age Work and LearningI do very little with digital communication or collaboration with students or colleagues beyond email and WeChat (a Chinese real-time messaging and social media app similar to WhatsApp). There are three primary reasons for this culture, government restrictions, and my own ignorance. Culturally, everyone in China exercises WeChat for both face-to-face and overlord communications. I, however, find it inadequate for professional or donnish equaliser or collaboration. WeChat is so permeative, in fact, that while most Chinese have email accounts, they rarely use them or even check them. It is common for me to send an email then use WeChat to inform the recipient that an email has been sent. Chinas Great Firewall (i.e. government restriction) is a nonher barrier. The Chinese government blocks m any(prenominal) westerly websites and web-based services such Google (including Gmail, Google Docs, Google Classroom, Google Translate, Google Scholar, and YouTube, etc.), Twitter, and Facebook. VPNs to get around such blocks are operational, yet they are often expensive, unreli able, and the government does its best to ban and block them as well. Finally, my own ignorance is a barrier. I simply have not interpreted the time to research and explore the options that may be uncommitted to me in China. Part of the reason is time, part of it is complacency. I simply have not had the motivation to investigate.Standard 4 Promote and Model Digital Citizenship and obliga tionThis standard is also quite laborious to meet in my menses environment. China has a reputation for weak protection of intellectual keeping (IP) rights. While Chinas written IP laws are comparable to those of more demonstrable nations, they were written only relatively recently, the courts have little experience with IP cases, and enforcement is inconsistent (Ang, Yingmei, Chaopeng, 2014). For example, from firsthand experience, Beijing is filled with DVD stores that cater to foreigners. each Western DVD is bootlegged and pirated. Likewise, counterfeit bags, shoes, and clothing are easily available even though the government has shut down many of the anger shops in recent years. They just reopen elsewhere. Similarly, it is very common for university students to barter for photocopies of required textbooks. Any copy center in Beijing is riant to copy a textbook, even the ones on campus. In fact, two years ago I attempted to require my students to buy authentic copies of m y class required text but I was swiftly reprimanded by my superiors. No, no, no, no, no my supervisor said. Authentic books are far too expensive. Our students cannot afford them, I was told. Photocopies are better The universities are owned, operated, and controlled by the same government that writes and enforces IP laws. It is little wonder that foreigners have the impression that copyright laws and intellectual topographic point rights do not exist in China in any meaningful way.Having said that, one thing I am able to do-and I do it zealously-is insist upon proper documentation and citation of sources. I do my best to investigate, verify, and prove suspected plagiarism but it is difficult to do so when Yahoo is the only tool at my disposal. I would alike to invest in a service such as Turnitin to catch, or better yet, prevent plagiarism.Standard 5 Engage in Professional Growth and LeadershipRogers (2003, cited in Oncu, Delialioglu, Brown, 2008, p. 21) identified five types of volume with regard to applied science adoption innovators, early adopters, early majority, late majority, and laggards. My train of resistance seems to be increasing as I age. I be I am not the innovator I once was at this point I might classify myself as mid-majority had Rogers included that type in his scheme. I speak out part of professional growth and leadership with regards to technology is to approach technology with a more critical essence than is typical. While there are many undeniable benefits to using technology in the classroom, there are also potential dangers, drawbacks, and disadvantages that appear to be overlooked, ignored, or dismissed out of hand (Langford, Narayan, Von Glahn, 2016). For example, concerns have been raised that overreliance on technology can cause declines in critical thinking and analytic skills (Porter, 2014 Greenfield, 2009, cited in Langford, Narayan, Von Glahn, 2016) and that overdependence on the Internet hampers peoples ability t o think, understand, retain, and analyze information (Carr, 2010 Ciarcia, 2012 Friedman Heafner, 2012, cited in Langford, Narayan, Von Glahn, 2016). Finally, Bauerlein (2008) believes that the digital age has generated access to immense information at the expense of making us dumber. He worries that the younger generation is increasingly unlogical from culture, history, politics and context contributing to ignorance and apathy (cited in Langford, Narayan, Von Glahn, 2016, p. 4). I think it behooves instructors and educators to acknowledge both sides of the debate and not automatically assume that any and all technology is beneficial or even harmless. Our students often assume new technology cavalierly. Therefore, as teachers, educators, and leaders, it is incumbent upon us to evaluate the use and potential consequences of technology before adopting it rather than blindly follow the pervasive culture. In other words, if overuse of technology is part of the problem, as both(pre nominal) believe, is more technology really the answer? As leaders we must ask hard questions and be willing to defy the status quo (Bennis, 1989, cited in Shoup, 2016).ConclusionI believe I have done a fairly good job of meeting some of the indictors of the ISTE NETS standards for teachers. On the other hand, some of the standards and their indicators will be difficult to meet in my Chinese university teaching and learning context. Even so, there are two things I believe I can do to further develop the skills I need to meet the NETS-T standards and indicators. My first goal is to research age-appropriate online cooperative tools available and getatable in China. Such tools will help my business position students further develop their English reading and writing proficiency as well as prepare them for their future careers where such collaboration is commonplace. Secondly, I want to develop my professional growth and leadership by researching and arrangement the potential problem s and pitfalls presented by technology beyond the three most commonly associated with youth-predators, plagiarism, and porn-and how to mitigate them. applied science desegregation Matrix (TIM)Below is a Technology Integration Matrix reflecting my business English class for my international university students. I chose this class because I believe it is the most technology- ruffled class I before long teach. My TOEFL and IELTS imprintshops are far less technology-dependent. In fact, I felt it needed to create and add a new Level of Technology Integration to the Matrix NonIntegration. There are several reasons why a teacher may not integrate certain aspects of technology with his or her financial statement including, but not limited to, unawareness that such technology exists, ignorance regarding its use, a lack of resources or access, or a rationale where such use is deemed inappropriate (Kayalar, 2016). For example, I myself am unaware of age-appropriate online resources for g oal-directed learning that are available and accessible in China.Levels of Technology Integration into the CurriculumNon-Integration ingressAdoptionAdaptationInfusionTransformationLearning Environment Characteristics alive(p)Students use technology seamlessly (e.g. Word, Excel, PowerPoint, the Internet) as they create business plans, proposals, and presentations as a means to develop English language proficiency.collaborativeStudents primarily work alone or in pairs or small groups when researching and creating their business plans and proposals. more or less if not all collaboration is done in person.ConstructiveStudents pack and use appropriate technology tools and resources to create and present a bring to pass business plan and proposal in English.AuthenticStudents select and use appropriate technology tools and resources to create and present a complete business plan and proposal in English.Goal-DirectedStudents do not use technology in this manner.Goal 1I would like my busi ness English international students and myself to research and explore age-appropriate goal-directed online resources available and accessible in China that will aid their English-language acquisition and use. This might efficaciously move us from GoalOriented / Non-Integration to Goal-Oriented / Entry. Researching English-language educational tools in English will itself help build students English-language vocabulary and reading comprehension skills as they try to discover online tools and ways they can be used to quicken other aspects of their language acquisition and use.Goal 2I would like to move my business English international students from Collaborative / Entry to Collaborative / Adoption. In China, WeChat is the preferred means of real-time messaging and communication. However, email is more common in other parts of the world, especially in professional business environments. I would like to extend email (or other collaborative tools) use into the arena of real-world col laboration as opposed to the merely academic exercise it is currently.ConclusionWhile many benefits of integrating technology crossways the curriculum are strong and undeniable, several barriers remain. These barriers might be reason as external (relative to the teacher) or internal. External barriers largely involve the availability and accessibility of age-appropriate technological tools and resources, and are largely outside the teachers control. Student social-economic status, naturalize or district funding, or government policy and regulation are all examples of external barriers that may make it difficult to fully integrate technology inside the classroom. Internal barriers to technological integration pertain to teacher willingness, knowledge, and skill, and their legitimate concerns regarding student welfare as well as founded or unfounded prejudices and biases against technology. I would like to echo Langford, Narayan, and Von Glahns (2016) caution against using technol ogy for technologys sake and instead thoughtfully and critically adopt only those technologies and methods turn up to enhance the student educational experience, in my case, the acquisition and use of the English language at the university level.ReferencesAng, J. S., Yingmei, C., Chaopeng, W. (2014). Does enforcement of intellectual property rights matter in chinaware? Evidence from financing and investment choices in the high-tech industry. Review of economics Statistics, 96(2), 332-348.Kayalar, F. (2016). Cross-cultural comparison of teachers views upon integration and use of technology in classroom. Turkish Online Journal of Educational Technology, 15(2), 11-19.Langford, S., Narayan, A., Von Glahn, N. (2016). Revisiting the technology and student learning debates Critical issues and octuple perspectives. Transformative Dialogues Teaching Learning Journal, 9(2), 1-15.Lawton, D. (2014). Beyond bubble sheets and number two pencils Assessment in the digital age. Delta Kappa G amma Bulletin, 81(1), 53-58.Oncu, S., Delialioglu, O., Brown, C. A. (2008). Critical components for technology integration How do instructors make decisions? The Journal of Computers in Mathematics and Science Teaching, 27(1), 19-46.Shoup, J. R. (2016). Leadership, organizational, and institutional studies harmonise and teaching competing perspectives. Journal of Leadership Education, 15(4), 167-182.