An investigation of educational technology standarts of physical education candidate teachers in terms of several variables

Abstract The present study was designed to evaluate physical education candidate teachers’ self-efficacy beliefs of technology usage in line with the views of physical education candidate teachers in terms of NETS*T standards and to find out whether their self-efficacy beliefs differentiate in terms of gender, time spent using computer, computer usage level, time spent using the internet and their type of using the internet. This study aims at revealing the overall state of pre-service physical education teachers in terms of educational technology standards. The survey method was applied in this study to collect the research data. The scale developed by Çoklar (2008) taking into consideration the sub-factors of NETS-T standards was used as the data gathering tool. 332 (male=203; female=129) final year undergraduate students studying at physical education department at 9 different universities participated in the study. One-way analysis of variance, one-sample independent t test and frequency, percentage from descriptive statistics were used in the analyses of the study and level of significance was set at .05. It was found that teacher candidates participated in the study had a high level of self-efficacy regarding educational technology standards. It was determined that there was not a significant difference between the time spent using computers, the time spent using the internet and  sub-level self-efficacy beliefs of educational technology standards but there was a significant difference between level of using computer, type of using the internet and sub-level self-efficacy beliefs of educational technology standards

Meeting the ISTE Challenge in the Field: An Overview of the First Six Distinguished Achievement Award Winning Programs

The 2002 National Educational Technology Standards (NETS) Distinguished Achievement Awards, sponsored by the International Society for Technology in Education (ISTE), were awarded to six teacher education programs across the United States. The awards recognize institutions that exemplify successful integration of the National Educational Technology Standards for Teachers (NETS[solid dot]T) into teacher education programs. Institutions across the country completed an extensive application process to be selected one of the first six recipients of the ISTE Distinguished Achievement award. This process included online documentation that demonstrated the program\u27s implementation of the NETS[solid dot]T models and practices. This article provides a means of uniting various programs and program developers (teacher educators and instructional technologists) by looking at the most common obstacles they face in the pursuit of appropriate infusion of technology into teacher education programs and workable solutions for overcoming those obstacles

4 Steps to Standards Integration

It is too easy for teachers and library media specialists to entangle themselves in the multiple strands of standards: State core curriculum content standards, National Educational Technology Standards for Students (NETS.S), National Educational Technology Standards for Teachers (NETS.T), and the Information Literacy Standards (ALA). To prevent teachers from drowning professionally in this vast sea of accountability, the author presents an exercise that untangles the standards and helps teachers to align their teaching style with immediately accessible instructional technologies. This exercise is a useful anchor for inservice teachers and media specialists to experiment using new media technologies to support existing curriculum or, conversely, use traditional media technologies to support new or unfamiliar curriculum standards. The author also outlines a curriculum design process that allows educators to visually assemble curriculum where standards are at the forefront of their teaching and where instructional technologies play a supporting role. The article includes a technology integration matrix showing standards, strategies, and technologies.(Contains 1 table.

Welcoming the culture of computing into the K-12 classroom: Technological fluency and lessons learned from second language acquisition and cross-cultural studies

Discusses the integration of innovative technologies into the K-12 curriculum and its impact on instructional programs for linguistically and culturally diverse students. Describes the debate over whether the culture of computing is inclusive or exclusive, examining: educational technology standards; information technology and fluency; speech registers; postulating registers of information technology fluency; and the role of automaticity in developing fluency

Perceptions of Two Educational Technology Standards;a Case Study of an Ohio Urban K-12 School District

This study investigated relationships of 42 faculty and administrators\u27 perceptions in the evaluation of educational technology in an Ohio K-12 urban school district using demographics and two national evaluation standards. The standards used were the National Center for Education Statistics (NCES) and Joint Committee Standards for Educational Evaluation (JCSEE). This study presented analysis of quantitative survey data to establish standards awareness and determine significant relationships between perceptions, demographic characteristics and standards in evaluating educational technology. The findings suggest higher levels of awareness and significant relationships for NCES standards over JCSEE standards. Statistically significant, relatively low relationships exist between perceptions of educational technology and demographics analyzed along NCES and JCSEE standards. Interesting statistically significant results were seen between individual responses on survey items for NCES and JCSEE standards towards implementation or evaluation of educational technology. Analysis of research questions are followed by links to existing research and implications for practice including use of more accurate definitions and better measurement of standards, and strengthening practitioners\u27 perceptions of educational technology policy and evaluation using multiple demographic

Research Windows: ISTE Standards in the Research

[First paragraph] When ISTE began developing educational technology standards for PK-12 students in the early 1990s, it was ahead of its time. The organization saw the need to prepare students for the future, and it invested in standards as a way to give schools a clear path to staying relevant. The future that ISTE foresaw has definitely arrived, but it\u27s not standing still. To ensure that the standards remain useful for students and educators around the world, ISTE has submitted them to a rigorous updating and revision process

Are teacher candidates able to use educational technologies effectively?

The present study aims at investigating the educational technology use of teacher candidates attending education faculties in Turkey in terms of NETS*T standards. The study employed 2.566 senior teacher candidates from 7 different universities in Turkey. As a result of the study, it was revealed that the teacher candidates considered themselves to have a high level of self-efficacy with respect to educational technology standards as a whole. Considering the factors, teacher candidates reported the highest level of self-efficacy for the factor of productivity and professional practices and the lowest level of f-self-efficacy for the factor of social, ethical, legal and human issues. Gender caused differences for certain factors. In addition, the department being attended was another variable that resulted in difference when the departments of the teacher candidates were taken into consideration. The present study aims at investigating the educational technology use of teacher candidates attending education faculties in Turkey in terms of NETS*T standards. The study employed 2.566 senior teacher candidates from 7 different universities in Turkey. As a result of the study, it was revealed that the teacher candidates considered themselves to have a high level of self-efficacy with respect to educational technology standards as a whole. Considering the factors, teacher candidates reported the highest level of self-efficacy for the factor of productivity and professional practices and the lowest level of f-self-efficacy for the factor of social, ethical, legal and human issues. Gender caused differences for certain factors. In addition, the department being attended was another variable that resulted in difference when the departments of the teacher candidates were taken into consideration. &nbsp

The Effectiveness of Face-to-Face vs. Web Camera

A major challenge of university faculty and adjunct members in teacher education is the logistics of scheduling and observing remote field experience evaluations of candidates. According to National Educational Technology Standards for Teachers (NETS.T) (2003), observations require an investment of time, scheduling logistics, and trained professionals to observe and analyze evaluation data. The authors of NETS.T (2003) state, “Put another way, observation opportunities are precious and should be designed to make every moment count” (p. 112). Technology, particularly in the form of videoconferencing, is being used to develop and improve the level of communication when observing and evaluating candidates. This mode of delivery is helping to bridge the three themes of transforming identity, collegial relationships, and cultural responsiveness

Technology integration into the elementary school curriculum

A new generation of students born after 1985 – the Net Generation or Digital Natives – is now entering public schools. Historical overview shows the picture of growing computer use by children in homes and in schools for the past 10 years. ICT (Information and Communication Technologies) literacy skills and tools help students to acquire the skills needed to use the technologies within the classroom. National Educational Technology Standards (NETS) and NETS performance indicators provide guidelines for teachers of what students should know and be able to do with technologies by the end of every grade level. This paper describes the ideas of various authors on how to integrate computer technologies into the elementary school curriculum and to overcome barriers of technology integration. The paper finishes with conclusions and recommendations for the integration of technology in schools

Integration of the Internet into the Curriculum: A Model Application Exploring the Iditarod

This manuscript is intended to serve as a model and resource for elementary teachers seeking to incorporate use of the Internet into their curriculum. A central premise of the document is that the Internet can serve as a valuable learning tool when it is part of an integrated, project based instructional program. A discussion of the rationale supporting this position is provided, as well as a review of related literature and research. Issues and considerations for those developing Internet based curricula are addressed. A sample Internet based curriculum for primary students, The Spirit of Adventure, is offered as an illustration of exemplary classroom practice. Student roles, activities, and assessment methods are described, along with their connections to core curriculum content, Washington State\u27s Essential Academic Learning Requirements, and the National Educational Technology Standards