NETS-S, NETS-T, and Using the GAME plan process wtih students

In this digital age, student proficiency in the NETS-S indicators is vital to keep up with the demands of modern society. They also have a proven effect on student retention of learned concepts. In order to prepare our students to meet these standards of expectation, teachers are given the NETS-T. The two are so closely related that if a teacher strives to find success in each of the five strands of NETS-T, the student benefits with exposure and experience to technology resources across the curriculum.

For example, students are meant to gain proficiency in using technology communication tools to collaborate and interact with peers and professionals using a variety of media formats. The first three indicators of the NETS-T encourage the teacher to create experiences for students to meet this goal. The first NETS-T indicator – Facilitate and Inspire Student Learning and Creativity – promotes learning experiences that explore real world issues and authentic problem solving through reflection and collaboration. The third indicator – Model Digital Age Work and Learning – promotes fluency in collaboration and communication as well.

As another example of this close relationship, the third nets-s indicator requires a student to develop proficiency when using technology productivity tools. This is to be done to enhance learning, increase productivity, and promote creativity. While the first NETS-T indicator obviously ties to this, it can also be met by designing and developing digital age learning experiences and assessments for student experience, the second NETS-T indicator.

I have only one thought of caution as they relate to these student and teacher NETS. Based on research I did for another class, student achievement on the state standardized tests is sometimes impacted negatively in technology-saturated classrooms. A teacher hates thinking about these tests and wants to consider what’s better for the student in the long run; however, this information cannot be dismissed because these tests impact the school’s functional competencies. With that said, I believe students can retain more of the information from class using technology, but this method of teaching must be supplemented or coupled with traditional paper-and-pencil instruction to accommodate how the tests are actually taken.

As for the GAME plan specifically, it is perfect for students to develop proficiency in the technology standards and really in all parts of their education. It all starts with goals. Students need a purpose for learning so setting goals should always be part of the learning process. But it’s not enough to just set goals. A student must sit and plan the actions that will be necessary to reach success and achievement of the goals. For growth and development of skills throughout the entire process, students need to be taught how to monitor their progress and make necessary adjustments to their action plan. Finally, once a goal is seen as completed, it is important for students to evaluate their participation in the process and decide what the next steps should be toward possibly a new goal. The GAME plan is already something most teachers do naturally; however, I find students find more success with tasks associated with acronyms. I feel like this GAME plan can be used at the start of units of study or the beginning of each quarter to provide the student with direction. So this method of student engagement promotes self-direction, academic growth, and personal responsibility. Each of these components also allow for students to interact with technology with more creativity and curiosity as they learn content standards across the curriculum.