Nonprint Media and Technology Literacy Standards for Assessing Technology Integration

Abstract

This article suggests a set of cumulative standards for assessing the use of nonprint media and electronic technologies in elementary, middle, and high school classrooms. The proposed standards are culled from existing standards created for educational technologies, information literacy, and the English language arts, and are offered as a starting point for thinking about expanding our notions of literacy and literacy instruction in the schools. Most importantly, from this perspective, the standards are categorized as addressing three types of literacies—basic skills, critical literacies, and construction skills—to encourage teachers to incorporate all three when integrating technology use in teaching and learning.