"NETS"

Based on my personal observation in an elementary school, some parts of the "NETS", the National Educational Technology Standards for students, are implemented fairly well. Other portions are not.

The elementary school in which I work has approximately 700 students, grades 2-5. In the past few years, I have seen an strong increase in the number of distance learning and collaboration/sharing projects within the school. This includes performing a science project with a real life scientist as well as sharing New York State projects with students from another state. This demonstrates the teachers focus on developing the communication and collaboration performance indicators put forth in the NETS.

Another set of NET standards that are in evidence within the school are those that deal with research and information fluency. From 2nd grade on, research using technology is a required part of the curriculum. At every grade level, students are expected to do a research paper on a chosen topic, building skills that will allow them internalize the steps necessary to become self motivated learners.

Where I see implementation of the NETS as being more in need of attention are the standards that deal with developing creativity and innovation, developing critical thinking problem solving and decision making, as well as developing the actual knowledge of computer systems.

There are real constraints on the ability of teachers to address these areas. Though these important standards are part of the national and state language, they are not assessed at the level that more concrete skills are and therefore, in reality, given less credence. There are real world time restrictions, the overload of requirements and content, that teachers have to fit into their lessons, and a culture that does not tend to nurture or value the learner. There is also an obvious difference in the amount of technology available at home throughout the population. Real access to new technology at school can be a great equalizer. At present, technology budgets are being reduced.

In addition, in a society that embraces technology as a integral component of the business world, technology in our schools is being woefully under funded.

As teachers, we need to focus on developing our students' higher level thinking skills, with and without the use of technology, regardless of the emphasis of state testing. Critical thinking skills will be at least as important as the content itself. We also need to advocate for a serious dedication to technology by our districts.