ISTE

National Educational Technology

Standards (NETS•T) and Performance
Indicators for Teachers

Effective teachers model and apply the National Educational

Technology Standards for Students (NETS•S) as they design,
implement, and assess learning experiences to engage students and
improve learning; enrich professional practice; and provide positive
models for students, colleagues, and the community. All teachers
should meet the following standards and performance indicators.

Teachers:

1. Facilitate and Inspire Student 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 tools and resources

c. Promote student reflection using collaborative tools 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, and others 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

assessments incorporating contemporary tools 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

tools 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, working strategies, and abilities using digital
tools 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 professional 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 responsibilities in

an evolving 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 and 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

Essential Conditions
Necessary conditions to effectively leverage technology for
learning

Shared Vision
Proactive leadership in developing a shared vision for educational
technology among all education stakeholders including teachers and support
staff, school and district administrators, teachers , educators, students,
parents, and the community.

Empowered Leaders
Stakeholders at every level empowered to be leaders in effecting change.

Implementation Planning A systemic plan aligned with a shared vision

for school effectiveness
and student learning through the infusion of information and communication
technologies (ICT) and digital learning resources

Consistent and Adequate Funding

Ongoing funding to support technology infrastructure, personnel, digital
resources, and staff development

Equitable Access
Robust and reliable access to current and emerging technologies and digital
resources, with connectivity for all students, teachers, staff, and school
leaders

Skilled Personnel
Educators, support staff, and other leaders skilled in the selection and
effective use of appropriate ICT resources.

Ongoing Professional Learning

Technology-related professional learning plans and opportunities with
dedicated time to practice and share ideas
Technical Support
Consistent and reliable assistance for maintaining, renewing, and using ICT
and digital learning resources

Curriculum Framework
Content standards and related digital curriculum resources that are aligned
with and support digital-age learning and work

Student-Centered Learning
Planning, teaching, and assessment centered around the needs and abilities
of students

Assessment and Evaluation

Continuous assessment of teaching, learning, and leadership, and
evaluation of the use of ICT and digital resources

Engaged Communities
Partnerships and collaboration within communities to support and fund the
use of ICT and digital learning resources

Support Policies
Policies, financial plans, accountability measures, and incentive structures to
support the use of ICT and other digital resources for learning and in district
school operations

Supportive External Context

Policies and initiatives at the national, regional, and local levels to support
schools and teacher preparation programs in the effective implementation
of technology for achieving curriculum and learning technology (ICT)
standards
 Rubrics
ASSESSMENT MATRICES (RUBRICS) FOR TEACHERS IN THE DIGITAL
AGE

The NETS project additionally includes rubrics describing the related key
performance for the use of ICT’s as tools for teaching and learning, and
Scenarios describing real classroom activities that illustrate how the
standards, indicators and rubrics can be implemented. ISTE believes that all
teachers should strive to help their educational institutions go through the
transition from learning spaces of the industrial age to the learning spaces
of the digital age. Along with standards, rubrics and scenarios offer tools to
help teachers to make that transition successfully.

* The above scenarios are not quoted in this translation

Rubrics

These rubrics are based on performance criteria (or descriptors) in

the reviewed levels, rather than artificial age ranks, levels of
preparation or how many years the teachers have in professional
practice. Therefore, whether they are used along with training for the
professional development of classroom teachers or used for training
teachers in their different areas of practice, the same matrices can be
used to evaluate the improvement on the use of NETS for teachers.

Besides, this set of matrices (rubrics) provide models that might be

modified or expanded in order to fulfill national, state, provincial,
district, institutional or another teacher training programs. ISTE has
designed them to ease the understanding of the
standards and success levels associated with each one of them.
It is important to remember that matrices descriptors are
performance indicators in certain stages, during the appropriation of
these by the teachers. The success to achieve indicators is based on
the assumption that teachers have regular access to a support
system as the one described in the Essential Terms. If there is no
such support system is very difficult for teachers to reach the
transformer level of implementation.
 ASSESSMENT MATRIX FOR STUDENTS’
LEARNING AND CREATIVITY

1. To ease and Inspire Learning and Student Creativity.

Teachers use their knowledge about issues in a field / subject, about
teaching and learning and ICT to facilitate experiences that enhance
learning, creativity and innovation of students both in real and virtual
environments. Teachers:

Performance Beginner Middle Expert Transformer

Indicator

a. They promote, They They Promote They Empower They Regularly

support, and investigate and creative and students to undertake
model the discuss inventive demonstrate themselves as
creative and ways in which thinking creative leader apprentices,
innovative Students can exemplifying thinking, along with their
thinking use tools and thinking to build their students in creative
and inventive digital processes and knowledge and activities thinking
resources creating visuals develop and encourage them
to increase representation of innovative to explore complex
their creative concepts and products and issues, to generate
and innovative Troubleshooting processes. new ideas, to create
thinking Promoting and and to criticize the
and to develop supporting original works and to
and to these activities, develop and to
communicate and evaluate new
their demonstrating products and
understanding knowledge, processes
knowledge and skills and
concepts attitudes
related with
them
b. They commit They develop Teachers involve They Promote They regularly
students to activities students activities, involve students in
explore real life based on in investigating commit the learning experiences
issues and to ICT’s, real life students in required to identify
troubleshoot, engaging problems and planning and define authentic
using digital students in the situations, and and questions and
tools and critical thinking the evaluation of management of problems, They plan
resources creativity and several solutions research and manage their
genuine using digital projects investigations and
solutions to Tools and focused on real use multiple
problems Resources life events, in processes and
based on real the application Prospects to
life facts of critical discover, propose
thought to solve and evaluate
real problems plausible solutions
and the
selection of
appropriate
digital tools and
resources to
carry out the
process and
 improve it.
c. They promote They They promote They commit They involve their
the students’ demonstrate and support the their students in students in the
reflection about the use of use of reflection and examination
using Collaborative Collaborative clarify their and ongoing
Collaborative tools, promote Tools by thinking assessment of
tools to discover reflection, students, so that processes, their own thoughts,
and clarify the planning and they reflect and planning and their planning and
understanding creative gain clarity creating, in their creativity. They
concepts and thinking on their own correcting stimulate them
thought thinking, misconceptions to articulate and
processes, planning and and the use of share with others
students’ creativity metacognitive their thoughts
planning and thinking through teamwork
creation. strategies, enriched by ICT
using tools and
Collaborative
Environments
d. They model They They facilitate They model They exemplify
the Building of investigate and the knowledge building knowledge Building
the collaborative identify construction of knowledge and and creative thinking
knowledge strategies creative thinking creative in several
committing facilitating the and collaborative thinking environments and
in learning with knowledge interaction, through real and virtual
students, Building and engaging with collaborate learning situations,
colleagues and creative their students’ work with engaging in the
others, Both in thought, both colleagues’ and individuals and Troubleshooting
real and virtual in real and others’ learning, groups, along with students,
environments virtual both in real and contributing to colleagues and
environments virtual learning both in experts
environments real and virtual
ways
 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 (NETS • S). Teachers:

Performance Beginner Middle Expert Transformer

Indicator

a. They Design They Explain They Adapt They Design They engage students
or adapt how existing or create and personalize in collaborative
applicable resources learning learning learning challenges, in
learning Learning experiences experiences which they investigate
experiences could be including the enriched global problems. They
involving designed or use of ICT with ICT, guide them in the
tools and adapted in tools by committing the selection of a specific
digital resources order to include students students in the problem to explore in
to promote the use of ICT to investigate right approach order to to generate
learning and tools to and gather of research research questions to
creativity in investigate Web questions on select and use
students and to collect information topics or real strategies and identify
information so that they life problems;
online and generate a in the proposal best solutions.
create a digital report, a and evaluation Students use ICT tools
product presentation of multiple to show their
or another creative performance and
product solutions, and share information with
the a view to real world
presentation of application
a report to an
audience in
 person or online
to feedback.
b. They develop They They Select Promote the They train students
learning investigate and and use of ICT to use ICT resources
environments discuss ways in demonstrate resources independently to
enriched with which the ICT the use of allowing manage their own
ICT’s allowing resources ICT resources students to learning objectives,
all their make possible which allow explore planning learning
students for the students students to questions and strategies, and assess
satisfying their to explore explore issues they are their own progress
own curiosity interesting questions and interested in, in and results
and becoming questions and issues they order to identify
active issues, and are interested and to manage
participants planning and in and learning
in establishment managing planning, objectives,
of their own related managing record their
education researches and reflections and
objectives, the evaluating evaluate their
management their own progress and
of their own learning results
learning
process and
the assessment
of their progress
c. Apply multiple Teachers Teachers Teachers design Teachers know how to
methods of identify identify formative guide students in
evaluation to strategies for multiple and summative applying
determine assessing measures for assessment self-assessment and
students’ students’ uses assessing strategies for peerassessment
appropriate use of technology specific evaluating strategies to
of technology resources. applications appropriate evaluate a variety of
resources for of technology student use of technology products
learning, resources technology for and the processes
communication, content-area used to create those
and productivity. learning, products across
communication, content areas and
and productivity grade levels
(e.g., electronic
portfolios).

d. Apply Teachers apply Teachers Teachers Teachers collect,

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

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 Medium Expert Transformer

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

b. They They explore They They They employ a

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

c. They They They They select They evaluate and

communicate investigate and communicate and use the use a variety of
effectively ideas demonstrate the ideas and means most tools, resources
and relevant the effective information to relevant, and digital media
information to use of digital students, effective and to communicate
students, resources by parents and easy to use to information and
parents and communicating colleagues, communicate ideas to a global
colleagues, with students, using a variety specific types audience to
using a variety parents and of media and of information demonstrate
of media and colleagues digital formats and ideas to understanding of
formats of students, different cultures
digital age parents and
colleagues
d. They model They identify They They Model They use
and and discuss the demonstrate and facilitate Effectively and
facilitate the effective use of use of the use of efficiently
effective use available and digital tools effective tools available and
of available and emerging to locate, and available emerging digital
emerging tools and analyze, and emerging tools and
digital tools resources evaluate and digital resources to go in
to locate, to locate, use resources, to depth
analyze, analyze, information locate, on the abilities to
evaluate evaluate and resources analyze, handle
and use use Information In order to evaluate and information and
information resources support and use application in the
resources for research to spread information teaching and
to support the and learning. research and resources to learning; and
research and learning support sharing
learning. strategies of research and the results with
students learning, for students, parents
himself as a and colleagues
teacher and
for students.

DIGITAL CITIZENSHIP AND LIABILITY

ACHIEVEMENT RUBRIC

4. Promote and model digital citizenship and responsibility

Teachers understand social issues and, local and global responsibilities, in a
digital culture in evolution, and they demonstrate ethical and legal behavior
in their professional practice. Teachers:
Performance Beginner Medium Expert Transformer
indicator
a. They actively They research They model They promote They Engage
promote, model, and develop policies to use actively, students in
and teach the effective resources model, and developing
safe, legal and practices of ICT ICT, including teach the a system to
ethics use of the in a safe, strategies to safe, legal and promote and
digital ethical, legal attack ethical use of following , the
information and healthy technological ICT and safe use of digital
and ICT, way; as well systems, information, information and
including how to take data and including ICT legal in an
respect for: care and be information author’s rights, ethical way , as
rights responsible to security copyright well, they
author, the threats. issues engage in choose
intellectual management of privacy, cyber- a system
property bullying to confront the
and properly hardware, (cyber bulling) inadequate use of
documentation software and and security Technology
of sources. information systems, resources
resources. data and
information.
b. They confront They They put into They Facilitate They examine and
different needs investigate practice fair access to investigate
of apprentices, related cases strategies to different related topics
using strategies about equity in confront the tools and about equitable
based on access and different digital access to ICT
students and develop apprentices resources. in school,
providing strategies needs, They community
equitable to manage ICT including use strategies and home,
access to to satisfy the access to based on including
appropriate different software, learners, and identification and
digital tools learning styles hardware, put into use of special
and resources and levels of curriculum and practice support
student’s universal technologies
development. online access to satisfy students
resources assistive and needs
sensitive
technologies
to satisfy the
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 Medium Expert Transformer

Indicator
a. Participate in Explore and Develop plans They actively Help to develop
communities discuss for using participate in and maintain
Local learning attributes of communities of communities of communities
and for global the local learning Local learning Local learning and
explore communities Overall, to and Overall, for Overall, to
applications Local learning explore exchange and exchange
Creative TIC and Overall, in creative implement ideas and
in order to which teachers applications of ideas and methods
improve can explore TIC to related related with
learning of the applications improve the methods creative
students Creative TIC learning of the creative applications of
to improve students applications of TIC and
learning of the the TIC to expanding use
students improve effective these in
learning of the learning
students
b. Exhibit Identified and Demonstrate Adopt a vision Participate in the
leadership evaluated leadership to making shared development
demonstrating local visions implement appropriate of a vision for the
an Advanced and the vision of the TIC the TIC adoption in
view of the global adoption making of the learning the educational
TIC adoption, of the ICT in their environment; institution and its
participating in TIC , forms of school / work community,
making participation in district by collaboratively promote its
processes the applying that with others in adoption, facilitate
decisions decision vision into making the making
shared and making their own decisions, and shared decisions,
Building shares and the learning contribute and
community, and Building environment leadership drive the
developing the community, strategies development development of
leadership and and develop and ICT skills leadership and
TIC skills strategies ICT skills other skills ICT in other
other develop other
ICT skills
other
c. Evaluate and inquire and Develop plans Evaluate and Contribute to
reflect, in the reflect about based learning reflect effective use of
form regular on Research and Integrating in regularly on the TIC to
research professional the ITC date current improve
recent and the practice research and research teaching and
professional to use professional and implement learning,
practice to use tools and practices practices conducting
cash from tools digital promising to promising to research -
and the resources use Tools and use action, assessing
digital resources that support Resources Tools and their results and
existing and needs that support Resources local share and
emerging learning digital existing or globally
learning support students learning emerging
students students supporting
learning
students
d. They Identify Demonstrate Actively Demonstrate,
contribute to the strategies and discuss contribute discuss and
effectiveness, contribute to with effective the present to
vitality the use of effectiveness, parents, leaders
and self-renewal effectiveness, colleagues vitality and school and
both the vitality digital auto renewal community
profession and self resources and teaching extended the
teacher and the renewal teaching profession impact that
school where the teaching strategies and sharing with learning have the
they work and profession related other in the use effective
their and community learning institution digital resources
corresponding school with these education, and the continued
community resources, to profession and renewal of
improve the community professional
learning practices practice
students and promising use
the profession of ICT to
of teaching enhance
learning
students

Download the 2008 version of these standards in PDF format (295KB, 16 pages)
http://www.eduteka.org/pdfdir/EstandaresNETSDocentes2008.pdf

Download the 2000 version of these standards in PDF format (156KB, 10 pages)
http://www.eduteka.org/pdfdir/EstandaresNETSDocentes2000.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 parts of the
world, including
teachers, administrators, teacher educators and curriculum specialists in
construction.
http://www.iste.org/Content/NavigationMenu/NETS/NETSRefreshProject/NETS_
Refresh.htm

NETS 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.

Publication of this document EDUTEKA: October 01, 2008.

Last modification of this document EDUTEKA: October 01, 2008.

SEE ALSO

The following translation was generously provided by EDUTEKA to serve the

Spanish speaking education community. To see the NETS for

Teachers, as published in the National Educational Technology Standards for

Teachers, Second Edition, please visit: www.iste.org/nets/teachers.

NETS 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.