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NETS-T (2008) Collaborative Exchange by Rubric |
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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. |
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Teachers promote, support, and model creative and innovative thinking and inventiveness. |
creativity innovative thinking inventiveness lesson plan technology-rich environment face-to-face environment virtual environment |
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Teachers engage students in exploring real-world issues and solving authentic problems using digital tools and resources. |
real-world issues authentic problems digital tools technology-rich environment face-to-face environment virtual environment lesson plan |
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Teachers promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes. |
student reflection collaborative tools student's conceptual understanding thinking, planning, creative process technology-rich environment digital tools activity |
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Teachers model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments. |
collaborative knowledge construction face-to-face environment virtual environment lesson plan |
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Design and Develop Digital-Age Learning Experiences and Assessments Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. |
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Teachers design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity. |
relevant learning experiences digital tools digital resources student learning creativity lesson plan |
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Teachers 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. |
technology-rich environment individual curiosities student-driven instruction (set goals, manage learning, assess progress) authentic learning digital tools digital resources learning in context NETS-S project-based learning |
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Teachers customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources. |
personalized learning activities diverse learning styles, strategies and abilities diverse learner authentic learning digital tools digital resources learning in context NETS-S |
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Teachers 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. |
formative assessment summative assessment data-driven teaching and learning authentic learning digital tools digital resources learning in context (situated learning) NETS-S |
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Model Digital-Age Work and Learning Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. |
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Teachers demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations. |
fluency in technology systems transfer knowledge to new technology/situations innovative professional global society digital society productivity activity |
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Teachers collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation. |
digital collaboration digital collaboration tools student success student innovation digital tools [digital resources] [activity] |
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Teachers communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats. |
digital communication digital communication tools (variety media and formats) activity |
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Teachers model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning. |
information literacy (locate, analyze, evaluation,
use information resources) lesson plan |
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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. |
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Teachers 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. |
safe use legal use ethical use |
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Teachers address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources. |
diverse learner needs learner-centered strategies equitable access |
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Teachers promote and model digital etiquette and responsible social interactions related to the use of technology and information. |
digital etiquette responsible use |
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Teachers develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools. |
cultural understanding global awareness collaboration tools communication tools |
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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. |
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Teachers participate in local and global learning communities to explore creative applications of technology to improve student learning. |
learning communities global community creative application of technology student learning |
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Teachers 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. |
leadership vision of technology infusion shared decision making shared community building leadership |
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Teachers 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. |
current research professional practice |
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Teachers contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community. |
contribution (teaching, school, community) work product |
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