Illinois
Technology Standards for All Teachers
Excerpted from: Illinois Content-Area Standards
"The technology
standards for all teachers will ensure that teachers are prepared
to take full advantage of the learning potential of technology and
telecommunications. The Illinois Professional Teaching Standards
and the content-area standards when adopted will guide the continuing
professional development of teachers for certificate renewal."
For more information on the Technology Standards below and Content
Area Standards, visit the ISBE
Questions and Answers web site.
There are nine
Technology Standards for teachers. Use the following links to view
individual standards.
Basic
Operations :: Professional Growth ::
Application in Instruction :: Social/Ethical
:: Productivity
Telecommunications :: Research/Problem
Solving/Products :: Information Literacy
:: Collaboration
General
Standard For All Teachers
The competent teacher will have, and continually develop, the knowledge
and skills in learning technologies to be able to appropriately
and responsibly use tools, resources, processes, and systems to
retrieve, assess and evaluate information from various media. The
competent teacher will use that knowledge, along with the necessary
skills and information to assist Illinois learners in solving problems,
communicating clearly, making informed decisions, and in constructing
new knowledge, products, or systems in diverse, engaged learning
environments.
STANDARD
1 - Basic Computer/Technology Operations and Concepts
The competent teacher will use computer systems to run software;
to access, generate, and manipulate data; and to publish results.
He or she will also evaluate performance of hardware and software
components of computer systems and apply basic troubleshooting strategies
as needed.
Knowledge Indicator:
The competent teacher
1A. Understands how to run computer software; access, generate and
manipulate data; and publish results.
Performance
Indicators: The competent teacher
1B. Operates a multimedia computer system with related peripheral
devices to successfully install and use a variety of software packages.
1C. Uses appropriate
terminology related to computers and technology in written and oral
communications.
1D. Describes
and implements basic troubleshooting techniques for multimedia computer
systems with related peripheral devices.
1E. Uses imaging
devices such as scanners, digital cameras, and/or video cameras
with computer systems and software.
1F. Demonstrates
knowledge of uses of computers and technology in education, business
and industry, and society.
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STANDARD
2 - Personal and Professional Use of Technology
The competent teacher will apply tools for enhancing his/her own
professional growth and productivity. He or she will use technology
in communicating, collaborating, conducting research, and solving
problems. In addition, he or she will promote equitable, ethical,
and legal use of computer/technology resources.
Knowledge Indicator:
The competent teacher
2A. Understands how to use technology in communicating, collaborating,
conducting research, and solving problems.
Performance
Indicators: The competent teacher
2B. Identifies computer and other related technology resources for
facilitating lifelong learning and emerging roles of the learner
and the educator in engaged, collaborative learning environments.
2C. Uses computers
and other learning technologies to support problem solving, data
collection, information management, communications, presentations,
and decision making.
2D. Uses productivity
tools for word processing, database management, and spreadsheet
applications, and basic multi-media presentations.
2E. Uses computer-based
technologies including telecommunications to access information
and enhance personal and professional productivity.
2F. Demonstrates
awareness of resources for adaptive/assistive devices for students
with special needs.
2G. Demonstrates
knowledge of ethical and legal issues concerning use of computers
and technology.
2H. Adheres
to copyright laws and guidelines in the access and use of information
from various technologies.
2I. Demonstrates
knowledge of broadcast instruction, audio/video conferencing, and
other distant learning applications.
2J. Ensures
policies and practices are in place to provide equal access to media
and technology resources for students regardless of race, ethnicity,
gender, religion or socioeconomic status.
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STANDARD
3 - Application of Technology in Instruction
The competent teacher will apply learning technologies that support
instruction in their grade level and subject areas. He or she must
plan and deliver instructional units that integrate a variety of
software, applications, and learning tools. Lessons developed must
reflect effective grouping and assessment strategies for diverse
populations.
Knowledge Indicator:
The competent teacher
3A. Understands how to apply learning technologies that support
instruction in their grade level and subject areas.
Performance
Indicators: The competent teacher
3B. Explores, evaluates, and uses computer/technology resources
including applications, tools, educational software, and associated
documentation.
3C. Describes
current instructional principles, research, and appropriate assessment
practices as related to the use of computers and technology resources
in the curriculum.
3D. Designs,
implements and assesses student learning activities that integrate
computers/technology for a variety of student grouping strategies
and for diverse student populations.
3E. Practices
socially responsible, ethical, and legal use of technology, information,
and software resources.
3F. Designs
student learning activities that foster equitable, ethical, and
legal use of technology by students.
STANDARD
4 - Social, Ethical and Human Issues
The competent teacher will apply concepts and skills in making decisions
concerning the social, ethical, and human issues related to computing
and technology. The competent teacher will understand the changes
in information technologies, their effects on workplace and society,
their potential to address lifelong learning and workplace needs,
and the consequences of misuse.
Knowledge Indicator:
The competent teacher
4A. Understands the social, ethical, and human issues related to
computing and technology.
Performance
Indicators: The competent teacher
4B. Describes the historical development and important trends affecting
the evolution of technology and its probable future roles in society.
4C. Describes
strategies for facilitating consideration of ethical, legal and
human issues involving school purchasing and policy decisions.
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STANDARD
5 - Productivity Tools
The competent teacher will integrate advanced features of technology-based
productivity tools to support instruction, extend communication
outside the classroom, enhance classroom management, perform administrative
routines more effectively, and become more productive in daily tasks.
Knowledge Indicator:
The competent teacher
5A. Knows advanced features of technology-based productivity tools.
Performance
Indicators: The competent teacher
5B. Uses advanced features of word processing, desktop publishing,
graphics programs and utilities to develop professional products.
5C. Uses spreadsheets
for analyzing, organizing and displaying numeric data graphically.
5D. Designs
and manipulates databases and generates customized reports.
5E. Uses teacher
utility and classroom management tools to design solutions for a
specific purpose.
5F. Identifies,
selects and integrates video and digital images in varying formats
for use in presentations, publications and/or other products.
5G. Applies
specific-purpose electronic devices (such as a graphing calculator,
language translator, scientific probeware, or electronic thesaurus)
in appropriate content areas.
5H. Uses features
of applications that integrate word processing, database, spreadsheet,
communication and other tools.
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STANDARD
6 - Telecommunications and Information Access:
The competent teacher will use telecommunications and information-access
resources to support instruction.
Knowledge Indicator:
The competent teacher
6A. Knows how to access telecommunications resources to support
instruction.
Performance
Indicators: The competent teacher
6B. Accesses and uses telecommunications tools and resources for
information sharing, remote information access and retrieval, and
multimedia/hypermedia publishing.
6C. Uses electronic
mail and web browser applications for communications and for research
to support instruction.
6D. Uses automated,
on-line search tools and intelligent agents to identify and index
desired information resources.
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STANDARD
7 - Research, Problem Solving, and Product Development.
The competent teacher will use computers and other technologies
in research, problem solving, and product development. The competent
teacher will appropriately use a variety of media, presentation,
and authoring packages; plan and participate in team and collaborative
projects that require critical analysis and evaluation; and present
products developed.
Knowledge Indicator:
The competent teacher
7A. Understands how to use computers and other technologies in research,
problem solving, and product development.
Performance
Indicators: The competent teacher
7B. Identifies basic principles of instructional design associated
with the development of multimedia and hypermedia learning materials.
7C. Develops
simple hypermedia and multimedia products that apply basic instructional
design principles.
7D. Selects
appropriate tools for communicating concepts, conducting research,
and solving problems for an intended audience and purpose.
7E. Identifies
examples of emerging programming, authoring, or problem solving
environments.
7F. Collaborates
in on-line workgroups to build bodies of knowledge around specific
topics.
7G. Uses a
computer projection device to support and deliver oral presentations.
7H. Designs
and publishes simple on-line documents that present information
and include links to critical resources.
7I. Develops
instructional units that involve compiling, organizing, analyzing,
and synthesizing of information, and use technology to support these
processes.
7J. Conducts
research and evaluates on-line sources of information that support
and enhance the curriculum.
7K. Makes use
of development readings and other resource materials from professional
and trade organizations to improve his/her own teaching and learning.
7L. Participates
in courses and other professional development activities to enhance
teaching and learning.
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STANDARD
8 - Information Literacy Skills:
The competent teacher will develop his/her own information literacy
skills to be able to access, evaluate and use information to improve
teaching and learning.
Knowledge Indicator:
The competent teacher
8A. Understands
how to access, evaluate and use information to improve teaching
and learning.
Performance
Indicators: The competent teacher
8B. Models
evaluation and use of information to solve problems and make decisions.
8C. Expects
students to intellectually access, evaluate, and use information
to solve problems and make decisions in all subject areas.
8D. Structures
instruction and designs learning tasks and assignments to reflect
higher level thinking skills.
8E. Structures
and/or facilitates cooperative learning groups as part of students'
tasks and assignments.
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STANDARD
9 - Collaborative Planning and Teaching:
The competent teacher will engage in collaborative planning and
teaching with other educator colleagues and the larger school community.
Knowledge Indicator:
The competent teacher
9A. Knows how to plan and teach collaboratively with other educators
and the larger school community.
Performance
Indicators: The competent teacher
9B. Collaboratively teaches with other teaching colleagues, including
library media specialists and other school community resources,
implementing planned resource-based learning experiences.
9C. Collaboratively
develops assessment strategies to measure student learning and development
in information literacy.
9D. Serves
on curriculum committees to develop single subject and cross-subject
teaching goals and objectives.
"These
standards are built upon Illinois resources, and the work of state,
national, and international groups that have developed standards
for pre-service preparation, beginning licensure, and advanced certification
in technology areas. Among these are the standards of the International
Society for Technology in Education (ISTE), the National Council
for Accreditation of Teacher Education (NCATE), the Association
for Educational Communications and Technology (AECT), the American
Association of School Librarians (AASL), as well as existing and/or
proposed technology competency guidelines from the states of Colorado,
Texas, North Carolina, and Wisconsin."
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