This has been a very difficult blog post for me to write because swimming in the deep pool of standards in integrating technology in education has been where I have been living for several years. I find myself reading the NETS over and over, and just when I think I’m confortable in living with these standards, I learn about another set of standards. I have to admit that I did not know about the standards from the American Association of School Librarians. So I decided to try to make a chart to compare the two, so that I could visually see the differences. This is what I came up with:
In viewing it in this chart, I conclude that the two are very similar in basically covering the same areas, however it appears that technology and operations is omitted from the AASL. However, the skills in the AASL is a subcomponent of every standard, so in a sense it is then similar to the NETS.
One major difference between these two standards is that the AASL attempts to address the disposition of the actions, responsibilities, and self-assessment strategies of the individual learner. If someone knows how to change a teenagers disposition and attitude toward learning and promote self-motivation and assessment in a high school student, they should bottle it and sell in on E-bay. I’m sorry, but I really think this standard goes way beyond what should be included in a standard. Because if it is a standard, then it is our responsibility to make sure it is obtainable and measurable. The sub-categories of disposition of action, responsibility, and self-assessment strategies would be difficult to assess and to obtain. Our school has adopted standards that are a blend of our school-wide standards and the NETS. I am happy with this set of standards.
I enjoyed reading the article, “What Difference Might One S Make?” David Warlick talked about the difference between teaching computer applications and teaching computer application. By dropping the S, it changes the meaning entirely. By dropping the S, it emphasizes that as educators, we shouldn’t teach a specific application, but rather skills using computers so that students can later solve problems using a computer on their own from their previous experiences. The reason I teach computer skills while trying to integrate technology in education is because not all students have the skills they need to be able to produce projects easily due to a lack of background knowledge in frequently using a computer. Warlick articulated this well in the following excerpt:
On the other hand, there are also many students who have not had the benefit of convenient access and have not attained the experience necessary to continue to grow their own information and communication technology (ICT) skills. These students desperately need the opportunity to develop skills in using ICT and to gain the experience needed to be self-directed learners.
Several people in the session suggested that without a course, students could develop these skills within the context of other subjects. This has the enormous advantage of being a much more authentic way of learning. Still, it has the disadvantage of relying on teachers, who sometimes lack the confident to adapt their lessons to include ICT.
Because some teacher’s lack the confidence in using technology for specific lessons, as a technology integration facilitator, it is my job to come in to teach a lesson on occasion and to demonstrate to the teachers the technology, so that in the future the teacher will become more comfortable in teaching it themselves after having it demonstrated to them with students in the classroom- similar to a mentoring or coaching approach to teaching. My teachers feel that even though they have tried to integrate technology in their classrooms this year, they also feel that teaching skills is an important element that cannot be neglected as we integrate technology into every classroom and abandon the computer lab teaching model approach.