ISTE National Educational Technology Standards

The basic concepts specified by the ISTE standers are not new to the field of education. Concepts are reminiscent of democratic and other ‘alternative’ approaches to pedagogy from the late 19th and early 20th centuries such as Reggio and Montessori. These theories focus on the student’s specific needs and student creativity verses the traditional approach of where a prescribed curriculum and discrete methods of assessment are at the forefront. Nonetheless, this culmination based on old ideas, ideas of John Dewy, Rudolf Steiner and Emilia Reggio (to name a few) refocuses in technology completely contemporizing their pedagogical methods—methods in their day were new and innovative.

John Dewey (1859-1952) was an innovate mind and contributed greatly to aspects of ‘informal’ education. His model focused on the student and specified that in order for learning to take place the material must relevant to the student. Like written in the ISTE Standards, customizing and personalizing learning activities to address students’ diverse learning styles, working strategies, and abilities and employing techniques that emphasize student learning through exploring real world issues are a few standards that are reminiscent of Dewey’s teach model.

Rudolf Steiner (1851-1965), the Austrian philosopher based his approaches to pedagogy in the humanistic model. The similarity is apparent in the ISTE standards that states teachers should “…promote, support, and model creative and innovative thinking…”. Similarly, his schools, (also known as Steiner-Waldorf) emphasize imagination, artistic exploration and the natural human state of curiosity. Steiner methods are repeated in the standard that states teachers should facilitate student experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments

In regards to Reggio, an ISTE standard requires teachers to engage students in exploring real-world issues and solving authentic problems. This concept of exploration and problem solving is similar to Reggio project based, student centered learning. Further, promoting student reflection collaboration to clarify students’ understanding, planning, and creative development are also suggestive of Reggio and Steiner approaches.

The ISTE National Educational Technology Standards (NETS•T) hold teachers to yet another high standard. Today, teachers must not only create an arena for student centered exploration through technology, but must also demonstrate its proper use as a catalyst of information and communication. Like other government imposed standards, this is an idealistic model. In order for it to have proper impact, the public school district and state must back their standers financially and with proper access to technological materials and ongoing training for teachers. Without proper support, such standards, like NCLB, will be ineffective.