National Educational Educational Standards for Teachers & Students

Are the standards for students being met?

Standard 1 is met when elementary school students use computers to publish their written work, explore websites to elucidate science, math, and literacy concepts, and engage in types of data analysis and management.  However, these experiences are limited.  Educators should, and easily could, integrate this standard into the everyday.

Again, Standard 2 is evidenced by student publications.  However, I’ve observed peer collaboration at only the paper-and-pencil level.  There is much room for growth in reaching multiple audiences (whether geographic or demographic) and interacting with other cultures.  Educators should seize the opportunity to communicate globally through modern pen pals.  Moreover, beyond classmates proofreading, writing could be sent to other classrooms across the country for their input!

I’ve observed Standard 3 in computer labs, but not to a significant effect in the classroom.  Occasionally I’ve seen an upper primary grade center focusing on internet research, but most classrooms simply do not have the resources to allow this on a larger scale.  Educators should rally for more computers!

I have not seen much evidence of Standard 4 in elementary schools.  I hope that the situation is different at the secondary level.  However, I graduated from high school in 2006, and every English teacher discouraged our use of websites in our research projects.  We did not use technology to generate our research topics (“questions for investigation”) or during the research project.  College, of course, was the exact opposite!  All research was done via computers, databases, and the internet.  I think I checked out a total of three books in four years (and countless research papers).  While it’s important to retain traditional research methods, students should also rely on technology as a resource (let’s face it, it’s more efficient;  work smarter, not harder!)

Although each generation seems to manipulate all forms of technology with increasing ease, and to do so naturally, I do see a great deal of evidence of Standard 6 (and teacher Standard 4).  I think educators, perhaps because of the cost, are careful to explain the rules, procedures, and logistics of each source of technology in the classroom.  And because it is so tempting, teachers stress the dangers of (cut-and-paste) plagiarism.  Personally, that was instilled in me as early as grade 5.

 My limitation (or perhaps it’s a strength!) in my reaction is, as a substitute, I do not know any one classroom intimately.  I shuffle from one district to another, and my knowledge may be incomplete.  Certified classroom teachers:  do you agree with my perspective?  Or am I woefully ignorant?

Are the standards for teachers being met?

Standard 1:  That the best teachers are innovative and inventive is a truism.  However, teachers can become more innovative and inventive if they add technology to their arsenal, and I think many have.  The children, in my experience, really respond to that innovation and to the technology itself.  I do think there is room for improvement when it comes to solving authentic problems, but I think that once educators are comfortable integrating technology into the classroom, the authentic tasks will follow.

I am afraid there is a severe lack of Standard 2b.  Teachers, unfortunately, cannot allow students to direct the bulk of their learning with the emphasis our nation places on standardized testing.  Until laws change, I fear this trend will continue.  I only hope that teachers can revert to this kind of learning if/when things do change.

However, I have observed widespread evidence of Standard 2c.  Often, children with the appropriate IEPs will work towards a learning activity on the computer.  Technology is priceless when it comes to differentiation, and I firmly believe that teachers have seized the opportunity, and have done so well.

I know that when I am certified and employed, I will most certainly begin a classroom blog so parents can access information (Standard 3c).  This seems to be fairly popular and I hope the trend continues!  Not only is it important to involve parents in education, but it also saves trees and time in instances where online blogs replace weekly/monthly newsletters home.

How can educators combat the gap that may occur between those students who can afford to use technology in the home and those students that do not have access to this technology at home?  Even if most students can access the internet, some may have personal computers, and so will become technologically literate earlier on, or may be advanced.  Others, on the other hand, may have limited access to the internet/computers if they share with several family members.  Additionally, some families may restrict a child’s time on the computer.  What can we do?