ISTE

NATIONAL EDUCATIONAL TECHNOLOGY STANDARDS (TIC) FOR TEACHERS

(2008) (NESTS.T)

NETS for Teachers: National Educational Technology Standards for Teachers, Second
Edition, © 2008, ISTE® (International Society for Technology in Education)

1. Facilite and Inspire Students Learning and Creativity

Teachers use their knowledge of subject matter, teaching and learning, and technology
to facilitate experiences that advance student learning, creativity, and innovation in both
face-to-face and virtual environments. Teachers:

a. Promote, support, and model creative and innovative thinking and inventiveness.
b. Engage students in exploring real-world issues and solving authentic problems using
digital to and resources.
c. Promote student reflection using collaborative tolos to reveal and clarify students’
conceptual understanding and thinking, planning, and creative processes.
d. Model collaborative knowledge construction by engaging in learning with students,
colleagues other in face-to-face and virtual environments.

2. Design and Develop Digital-Age Learning Experiences and Assessments

teachers design, develop, and evaluate authentic learning experiences and assessment
incorporating contemporary tolos and resources to maximize content learning in context
and to develop the knowledge, skills, and attitudes identified in the NETS.S Teachers:
a. Design or adapt relevant learning experiences that incorporate digital tolos and
resources to promote student learning and creativity.
b. Develop technology-enriched learning environments that enable all students to
pursue their individual curiosities and become active participants in setting their own
educational goals, managing their own learning, and assessing their own progress.
c. Customize and personalize learning activities to address students’ diverse learning
styles, world strategies, and abilities using digital tolos and resources.
d. Provide students with multiple and varied formative and summative assessments
aligned with content and technology standards and use resulting data to inform
learning and teaching.

3. Model Digital-Age Work and Learning

Teachers exhibit knowledge, skills, and work processes representative of an

innovative
Profesional in a global and digital society. Teachers:

a. Demonstrate fluency in technology systems and the transfer of current

knowledge to new technologies and situations.
b. Collaborate with students, peers, parents, and community members using digital
tools and resources to support student success and innovation.
c. Communicate relevant information and ideas effectively to students, parents, and
peers using a variety of digital-age media and formats.
d. Model and facilitate effective use of current and emerging digital tools to locate,
analyze, evaluate and use information resources to support research and
learning.

4. Promote and model digital citizenship and responsibility

Teachers understand local and global societal issues and responsabilities in an envolving
digital culture and exhibit legal and ethical behavior in their professional practices.
Teachers:

a. Advocate, model and teach safe, legal and ethical use of digital information and
technology, including respect for copyright, intellectual property and the appropriate
documentation of sources.
b. Address the diverse needs of all learners by using learner-centered strategies
providing equitable access to appropriate digital tools and resources.
c. Promote and model digital etiquette and responsible social interactions related to
the use of technology and information.
d. Develop and model cultural understanding and global awareness by engaging with
colleagues and students of other cultures using digital-age communication and
collaboration tools.

5. Engage in Professional growth and leadership

Teachers continuously improve their professional practice, model lifelong learning,

and exhibit leadership in their school and professional community by promoting and
demonstrating the effective use of digital tools and resources. Teachers:

a. Participate in local and global learning communities to explore creative applications

of technology to improve student learning.
b. Exhibit leadership by demonstrating a vision of technology infusion, participating in
shared decision making and community building, and developing the leadership and
technology skills of others.
c. Evaluate and reflect on current research and professional practice on a regular basis
to make effective use of existing and emerging digital tools and resources in support
of student learning.
d. Contribute to the effectiveness, vitality and self-renewal of the teaching profession
and of their school and community.

CONDITIONS ESSENTIAL CONDITIONS FOR EFFECTIVE USE OF ICT IN LEARNING

PROCESSES

Shared Vision

Active leadership in developing a shared vision for ICT education among all stake holders
in education, including teachers and support staff in Educational Institutions, managers
schools and school districts, teacher educators, students, parents and community.

Empowered leaders

People interested in school education, at all levels, empowered to be leaders of change.

Implementation Plan

A systemic plan aligned with a shared vision to ensure the effectiveness of school and
student learning through the infusion of ICT and digital resources for learning.

Consistent and adequate funding to support

The permanent financing of ICT infrastructure, personnel, digital resources and faculty
development.
Equal Acess

Robust and reliable access to ICT and digital resources both current and emerging
connectivity for all students, teachers, support staff and school leaders.

Qualified Staff Educators

Support staff and other leaders adequately trained in the use of ICT to perform their job
responsabilities.

Permanent Professional Learning

Plans learning/vocational training and ICT-related opportunities to devote time to

practice and share ideas.

Technical Support

Consistent and reliable support for the maintenance, renewal and use of ICT and digital
resources for learning.

Curriculum Framework

Content Standards and related digital resources that are aligned curriculum and support
learning and working in this digital age.

Student Centered Learning

Planning, teaching and assessment focused on the needs and abilities of students.

Assessment and Evaluation

Assessment permanent rating, both learning and assessment for learning and the use of
ICT and digital resources.

Engaged Communities

Partnerships and collaboration within the community to support and fund the use of ICT
and digital resources for learning.

Policy Support

Policies, financing plans, procedures, accountability and incentive structures to support

the use of ICT in learning and education sector operations and school.
External Context Support

Policies and initiatives at national, regional and local levels to support educational
institutions and training programs for teachers in effective implementation of ICT to
meet the curriculum standards and ICT.

Rubrics (rubrics) FOR TEACHERS IN THE DIGITAL AGE

Additionally includes NETS project rubrics (rubrics) that describe key performance
relating to the use of ICTs as tools for teaching and learning, and scenarios that describe
activities* authentic classroom examples of how to put into practice the standards,
indicators and rubrics (rubrics). ISTE believes that all teachers should strive to help
educational institutions make the transition from learning spaces of the industrial age to
learning spaces of the digital age. Along with standards, rubrics (rubrics) and scenarios
offer tools to help teachers to make that transition successfully.

RUBRICS (RUBRICS)

The rubrics (rubrics) are intended to provide examples of performance criteria for
incremental levels of achievement that can be used to establish the success of teachers
of teachers and teachers in training in full compliance with each standard:

 Level Beginner, describes expected performance of students in teacher training

programs, or practice teachers who are new to the use of ICT to enhance teaching
and learning.
 Middle Level (in development) describes expected behaviors of teachers who are
gaining more expertise and flexibility in their use of ICT in an educational
environment.
 Level Expert describes behavior to show that teachers are using ICT efficiently
and effectively to improve student learning.
 Level Transformer describes behaviors involving explore, adapt and apply ICT in
ways that fundamentally change the teaching and learning and serving the needs
of an increasingly global and digital.

Rubrics (rubrics) are based on criteria (or descriptors) performance levels outlined,
rather than artificial age ranges, levels of preparation and years of professional
teachers. Therefore, whether used in conjunction with professional development
training for classroom teachers or used for training teachers in their various areas of
practice, these matrices can be used to evaluate the improvement in the use of
standards NETS for teachers.

Additionally, this set of matrices (rubrics) are models that can be modified or
expanded in order to meet national, state, provincial, district, institutional or other
teacher preparation programs. ISTE designed to facilitate the understanding of the
standards and levels of success associated with each of them.

It is important to remember that arrays are descriptors of performance indicators at

certain stages, over the appropriation of these by of teachers. Success in achieving
the indicators is based on the assumption that teachers have regular access to a
support system as described in the Essential Terms. If no such support system is very
difficult for teachers to reach the transformer level implementation.

ASSESSMENT MATRIX LEARNING AND CREATIVITY OF STUDENTS

1. Facilitate and Inspire learning and student creativity

Teachers use their knowledge about issues in a field/subject, on teaching and

learning and ICT to facilitate experiences that enhance learning, creativity and
innovation of students, both face and virtual environments. Teachers:

Performance Beginner Middle Expert Transformer

indicator
a. They They investigate They promote They empower They regularly
promote, support and discuss ways creative and students to undertake
and model the in which inventive thinking demonstrate themselves as
creative and Students can use exemplifying creative thinking,leader
innovative tools and digital thinking processes to build their apprentices,
thinking and resources to and creating knowledge and along with their
inventive increase their visuals develop students in
creative and representation of innovative creative
innovative concepts and products and activities
thinking and to troubleshooting. processes. thinking and
develop and to encourage them
Promoting and
communicate to explore
supporting these
their complex issues,
activities, and
understanding to generate new
demonstrating
knowledge and ideas, to create
knowledge, skills
concepts. and to criticize
and attitudes
the original
related with
works and to
them.
develop and to
evaluate new
products and
processes.
b. They They develop Teachers involve They promote They regularly
commit students activities based students in activities, involve students
to explore real life on ICT’s, investigating real commit the in learning
issues and to engaging life problems and students in experiences
troubleshoot, students in the situations, and the planning and required to
using digital tools critical thinking evaluation of management of identify and
and resources. creativity and several solutions research projects define authentic
genuine using digital tools focused on real questions and
solutions to and resources. life events, in the problems, they
problems based application of plan and
on real life facts. critical thought manage their
to solve real investigations
problems and and use multiple
the selection of processes and
appropriate prospects to
digital tools and discover,
resources to propose and
carry out the evaluate
process and plausible
improve it. solutions.

c. They They They promote and They commit They involve

promote the demonstrate the support the use of their students in their students in
students’ use of collaborative tools reflection and the examination
reflection about collaborative by students, so clarify their and ongoing
using tools, promote that they reflect thinking assessment of
collaborative reflection, and gain clarity on processes, their own
tools to discover planning and their own planning and thoughts, their
and clarify the creative thinking. thinking, planning creating in planning and
understanding and creativity. correcting their creativity.
concepts and misconceptions They stimulate
thought and the use of them to
processes, metacognitive articulate and
students’ thinking share with
planning and strategies, using others their
creation. tools and thoughts
collaborative through
environments. teamwork
enriched by ICT.
d. They They investigate They facilitate the They model They exemplify
model the building and identify knowledge building knowledge
of the strategies construction of knowledge and building and
collaborative facilitating the creative thinking creative thinking creative thinking
knowledge knowledge and collaborative through in several
committing in building and interaction, collaborate work environments
learning with creative thought, engaging with with individuals and real and
students, both in real and their students’ and groups, virtual learning
colleagues and virtual colleagues’ and contributing to situations,
others, both in environments others’ learning, learning both in engaging in the
real and virtual both in real and real and virtual troubleshooting
environments virtual environments along with
environments students,
colleagues and
experts

ASSESSMENT MATRIX FOR LEARNING EXPERIENCES AND EVALUATIONS IN THE DIGITAL

AGE

2. They design and develop learning experiences and assessments into the digital age.
Teachers design, develop and evaluate authentic learning experiences and assessments
incorporating tools and contemporary resources to optimize learning the contents
contextually and to develop the identified knowledge, skills and attitudes in the Standards
for Students (NEST.S). Teachers:

Performance Beginner Middle Expert Transformer

indicator
a. They They explain They adapt or They design and They engage
design or adapt how existing create learning personalize students in
applicable resources experiences learning collaborative
learning learning could be including the use experiences learning
experiences designed or of ICT tools by enriched with challenges, in
involving tools adapted in order students to ICT, committing which they
and digital to include the investigate and the students in investigate
resources to use of ICT tools gather web the right global
promote learning to investigate information so approach of problems. They
and creativity in and to collect that they generate research guide them in
students. information a report, a questions on the selection of
online and presentation or topics or real life a specific
create a digital another product problems; in the problem to
product proposal and explore in order
evaluation of to generate
multiple creative research
solutions, and questions select
the presentation and use
of a report to an strategies and
audience in identify best
person or online solutions.
to feedback Students use ICT
tools to show
their
performance
and share
information
with a view to
real world
application

b. They They investigate They select and Promote the use They train
develop learning and discuss ways demonstrate the of ICT resources students to use
environments in which the ICT use of ICT allowing ICT resources
enriched with resources make resources which students to independently
ICT’s allowing all possible for the allow students to explore to manage their
their students students to explore questions questions and own learning
satisfying their explore and issues they issues they are objectives,
own curiosity and interesting are interested in interested, in planning
becoming active questions and and planning, order to identify learning
participants in issues, and managing and and to manage strategies, and
establishment of planning and evaluating their learning assess their own
their own managing own learning objectives, progress and
education related record their results
objectives, the researches reflections and
management of evaluate their
their own learning progress and
process and the results
assessment of
their progress
c. Apply Teachers identify Teachers identify Teachers design Teachers know
multiple methods strategies for multiple measures formative and how to guide
of evaluation to assessing for assessing summative students in
determine students’ uses of specific assessment applying self-
students’ technology applications of strategies for assessment and
appropriate use of resources technology evaluating peerassessment
technology resources appropriate strategies to
resources for student use of evaluate a
learning, technology for variety of
communication, content-area technology
and productivity learning, products and
communication, the processes
and productivity used to create
those products
across content
areas and grade
levels (e.g.,
electronic
portfolios)

d. Apply Teachers apply Teachers select Teachers Teachers collect,

technology in technology for and use evaluate analyze, and
assessing students recordkeeping specialized specialized report data on
learning of subject resources for software (e.g., software and student
matter using a student grades electronic applications to performance
variety of and for gradebooks, collect, analyze, from multiple
assessment developing assessment and report data; measures over
techniques assessment software, check create graphs of time, and apply
resources such sheets, class and strategies for
tests and rubrics performance individual use of data to
profiler, performance improve
performance data; identify planning,
rubrics) to collect areas of instruction, and
and report data on individual management
student learning in student
the content areas strengths and
weaknesses in
content-area
learning; and use
results to
improve teaching
strategies

ASSESSMENT RUBRIC TO WORK AND LEARN IN THE DIGITAL AGE

3. Model working and learning characteristic of the digital age.

Teachers demonstrate knowledge and skills in working processes, as innovator professional
in a global and digital society processes. Teachers:

Performance Beginner Middle Expert Transformer

indicator
a. They They select and They plan, manage They Engage students
demonstrate use hardware and facilitate demonstrate and in collaborative
skills in ICT and the most understanding and model the use exploration of
systems and the adequate use of hardware efficient and emerging
transfer of software to and software that effective in a technologies
knowledge experiences of be more adequate variety of tools and investigate
updated to new specific learning to experiences of and digital together how
technologies and and to plan for specific learning resources, they these tools can
situations the students, the for the students selected tools use in real life
experiences of and systems that situations to
learning that use fit best for resolve
properly those teaching, problems.
tools learning and Involve students
evaluation; and in identifying
transfer of and
knowledge to troubleshooting
new situations common and
and technologies frequent
hardware and
software

b. They They explore and The communicate They They employ a

collaborate with demonstrate the and collaborate communicate variety of
colleagues, use of tools and with students and and collaborate environments
students, parents resources digital other interested effectively with and digital
and members of to communicate groups to share colleagues, media that his
the community in and collaborate information and to parents, students
the use of ICT with students support the students, collaborate with
resources and and other creativity, members of teams working
tools to interested innovation and community, on projects or
contribute to the groups to share results of using a variety of trainees from
success and information and education digital tools to other countries
innovation of establish a support learning and cultures, to
students connection problem-solving produce original
between and the works or solve
environments production of problems that
school and the original work of the students
home students share

c. They The investigate They They select and They evaluate

communicate and demonstrate communicate the use the means and use a
effectively ideas the effective use ideas and most relevant, variety of tools,
and relevant of digital information to effective and resources and
information to resources by students, parents easy to use to digital media to
students, parents communicating and colleagues, communicate communicate
and colleagues, with students, using a variety of specific types of information and
using a variety of parents and media and digital information and ideas to a global
media and colleagues formats ideas to audience to
formats of digital students, demonstrate
age parents and understanding
colleagues of different
cultures

d. They They identify and They demonstrate They model and They use
model and discuss the use of digital tools facilitate the use effectively and
facilitate the effective use of to locate, analyze, of effective tools efficiently
effective use of available and evaluate and use and available available and
available and emerging tools information and emerging emerging digital
emerging digital and resources to resources in order digital resources, tools and
tools to locate, locate, analyze, to support and to to locate, resources to go
analyze, evaluate evaluate and use spread research analyze, evaluate in depth on the
and use information and learning and use abilities to
information resources for strategies of information handle
resources to research and students resources to information and
support the learning support research application in
research and and learning for the teaching
learning himself as a and learning;
teacher and for and sharing the
students results with
students,
parents and
colleagues
DIGITAL CITIZENSHIP AND LIABILITY ACHIEVEMENT RUBRIC

4. Promote and model digital citizenship and responsibility teachers understand social issues
and local and global responsibilities, in digital culture in evolution, and they demonstrate
ethical and legal behavior in their professional practice. Teachers:

Performance Beginner Middle Expert Transformer

indicator
a. They They research They model They promote They engage
actively promote, and develop policies to use actively, model students in
model, and teach effective resources ICT, and teach the developing a
the safe, legal practices of ICT including safe, legal and system to
and ethics use of in a safe, ethical, strategies to ethical use of ICT promote and
the digital legal and healthy attack and information, following the
information and way; as well how technological including safe use of
ICT, including to take care and systems, data and author’s rights, digital
respect for: be responsible to information copyright issues information and
Rights author, the management security threats privacy, cyber- ICT legal in an
intellectual of hardware, bullying (cyber ethical way, as
property and software and bulling) and well, they
properly information security systems, engage in
documentation of resources data and choose a system
sources information to confront the
inadequate use
of technology
resources

b. They They investigate They put into They facilitate They examine
confront different related cases practice strategies fair access to and investigate
needs of about equity in to confront the different tools related topics
apprentices, access and different and digital about equitable
using strategies develop apprentices needs, resources. They access to ICT in
based on strategies to including access to use strategies school,
students and manage ICT to software, based on community and
providing satisfy the hardware, learners, and put home, including
equitable access different learning curriculum and into practice identification
to appropriate styles and levels online resources universal access and use of
digital tools and of student’s assistive and special support
resources development sensitive technologies to
technologies to satisfy students
satisfy the needs
students needs
*The words
“universal access
and assistive
technologies
“refer to an
international
effort to ensure
the access to ICT
for people with
different
disabilities

ASSESSMENT MATRIX FOR PROFESSIONAL GROWTH AND LEADERSHIP

5. They engage in professional Growth and Leadership

Teachers continuously improve their professional practice; they model individual learning
permanent and exhibit leadership in their school and professional community, promoting
and demonstrating the effective use of digital tools and resources. Teachers:

Performance Beginner Middle Expert Transformer

indicator
a. Participate Explore and Develop plans for They actively Help to develop
in communities discuss attributes using communities participate in and maintain
Local Learning of the of local learning communities of communities
and for global communities Overall, to explore Local learning Local learning
explore Local learning creative and Overall, for and Overall, to
applications and Overall, in applications of TIC exchange and exchange ideas
Creative TIC in which teachers to improve the implement ideas and methods
order to improve can explore learning of the and related related with
learning of the applications students methods creative creative
students Creative TIC to applications of applications of
improve learning the TIC to TIC and
of the students improve learning expanding use
of the students effective these
in learning
b. Exhibit Identified and Demonstrate Adopt a vision Participate in
leadership evaluated local leadership to making shared the
demonstrating an visions and implement the appropriate of development a
Advanced view of global adoption vision of making of the TIC the vision for the
the TIC adoption, of the TIC, forms the ICT in their learning TIC adoption in
participating in of participation school/district by environment; the educational
making processes in the decision applying that work institution and
decisions shared making shares vision into their collaboratively its community,
and building and the building own learning with other in promote its
community, and community, and environment making adoption,
developing the strategies strategies develop decisions, and facilitate the
leadership and develop ICT skills ICT skills other contribute making shared
TIC skills other other leadership decisions, and
development drive the
and ICT skills development of
other leadership and
skills ICT in
other

c. Evaluate Inquire and Develop plans Evaluate and Contribute to

and reflect, in the reflect about based learning reflect regularly effective use of
form regular on research and integrating in the on current the TIC to
research recent professional ITC date research research and improve
and the practice to use and professional implement teaching and
professional tools and digital practices practices learning,
practice to use resources that promising to use promising to use conducting
cash from tools support needs tools and tools and research-action,
and the digital learning students resources that resources assessing their
resources existing support digital existing or results and local
and emerging learning students emerging share and
learning support supporting globally
students learning students

d. They Identify Demonstrate and Actively Demonstrate,

contribute to the strategies discuss with contribute the discuss and
effectiveness, contribute to effective use of effectiveness, present to
vitality and self- the colleagues digital vitality and auto parents, leaders
renewal both the effectiveness, resources and renewal teaching school and
profession vitality and self teaching strategies profession community
teacher and the renewal the and related sharing with extended the
school were they teaching learning with other in the impact that
work and their profession and these resources, institution learning have
corresponding community to improve education, the use effective
community school learning students profession and digital resources
and the profession the community and the
of teaching practices continued
promising use of renewal of
ICT to enhance professional
learning students practice

Download the 2008 version of these standards in PDF format (295KB, 16 pages)
http://www.eduteka.org/pdfdir/EstandaresNESTSDocentes2008.pdf

Download the 2000 version of these standards in PDF format (156KB, 10 pages)
http://www.eduteka.org/pdfdir/EstandaresNESTSDocentes2000.pdf

CREDITS:
Eduteka translation of National Standards NETS.T for education and Information
Technologies
Communication technology (TIC) offered by ISTE. These standards were originally published
in 2000 and revised in 2008 by experts in the teaching of TIC as well as educators in many
part of the world including teachers, administrators, teachers educators and curriculum
specialists in construction.
http://www.iste.org/Content/NavigationMenu/NETS/NESTRefreshProjects/NETSRefresh.ht
m

NESTS for teachers:

National Educational Technology Standards for Teachers, Second Edition, 2008, ISTE
(international Society for Technology in Education), http//www.iste.org
All rights reserved.