NETS Competency

E-portfolio’s are a great method for tracking any kind of professional development.  Teachers can use online programs like Chalk and Wire or simply set up a free website, like google sites, to feature teacher competency and professional development.  Teachers and administration can set up a page for NETS-T or NETS-A on their public sites.  They can add sub pages under that page for each competency.  On these pages they will provide a description of what the competency is, how they have met the competency and a reflection.  These sites are public so anyone at anytime can see a teachers progress.  Many school’s have already implemented e-portfolio’s for professional development.  In most cases these are only viewable by administrations within the schools district.  It would not be to difficult to add to existing portfolio’s a section for NETS competencies.  I also feel that making them viewable by the public would help parents and community members see that teachers were actively working towards addressing the needs of the students they serve.

The following is one of the NETS-T competencies:

2. 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.

a. Design or adapt relevant learning experiences that

incorporate digital tools and resources to promote

student learning and creativity

The teacher that has met this competency would write the following on her eportfolio under NETS-A Competency 2.a :

During our unit on the 1920s the students completed a webquest.   During this webquest they listened to blues, jazz, and a current song and compared the messages, tempo, and possible reasons for the differences.  They were placed into groups and read samples of literature, poems, and speeches that were created during the Harlem Renaissance.  Each group was given a specific piece and used animoto to create a short digital story relaying the message or story that they read.  Next the students participated in an online cultural investigation on an important event or topic of the 20’s.  Each group became an “expert” on their topics, and used power point, prezi’s, or any other digital story software to create a presentation for the class about their topics.  I was able to use multiple digital tools as well as address students differing learning styles.  They were able to create presentations using the tool or program that they wished and created very differing styles of presentations.