Course Objectives
This course is designed to meet and/or exceed the educational technology standards for teachers as defined by the National Council for Accreditation of Teacher Education (NCATE) and the International Society for Technology in Education (ISTE). Course objectives are derived from the ISTE National Educational Technology Standards for Teachers (NETS•T). For more information about the ISTE Educational Technology Standards and Performance Indicators for all teachers, go to http://cnets.iste.org/teachers/t_stands.html
NETS•T are defined for four teaching profiles. To successfully earn credit for this course, you will be expected to provide evidence of competency for each of the performance indicators in the STUDENT TEACHING / INTERNSHIP PERFORMANCE PROFILE. For more information about this profile, go to http://cnets.iste.org/teachers/t_profile-stu.html To see definitions of each of the four technology performance profiles and and associated lists of performance indicators, go to http://cnets.iste.org/teachers/t_profiles.html
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ISTE Educational Technology Standards Categories |
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| ISTE Educational Technology
Standards and Performance Indicators for each of the four technology
performance profiles are divided into six general standards categories.
Numbers in parentheses after the Course Objective refer to the
Educational Technology Standard category to which a particular objective
is linked. For more information about the ISTE Educational Technology
Standards and Performance Indicators, go to
http://cnets.iste.org/teachers/t_stands.html |
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| I. | Technology Operations and Concepts |
| II. | Planning and Designing Learning Environments and Experiences |
| III. | Teaching, Learning, and the curriculum |
| IV. | Assessment and Evaluation |
| V. | Productivity and Professional Practice |
| VI. | Social, Ethical, Legal, and Human Issues |
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Course Objectives |
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| Objectives 1-15 are taken directly from the performance indicators in the NETS•T Student Teaching/Internship Performance Profile. Numbers in parentheses after these course objectives refer to the Educational Technology Standards category (listed above) to which the objective is linked. Objectives 16-20 are designed by the course instructor specifically for this course. | |
| Students who successfully complete this course will be able to | |
| 1. |
apply troubleshooting strategies for solving routine hardware and
software problems that occur in the classroom. (I) |
| 2. |
identify, evaluate, and select specific technology resources available
at the school site and district level to support a coherent lesson
sequence. (II, III) |
| 3. |
design, manage, and facilitate learning experiences using technology
that affirm diversity and provide equitable access to resources. (II,
VI) |
| 4. |
create and implement a well-organized plan to manage available
technology resources, provide equitable access for all students, and
enhance learning outcomes. (II, III) |
| 5. |
design and facilitate learning experiences that use assistive
technologies to meet the special physical needs of students. (II, III) |
| 6. |
design and teach a coherent sequence of learning activities that
integrates appropriate use of technology resources to enhance student
academic achievement and technology proficiency by connecting district,
state, and national curriculum standards with student technology
standards (as defined in the ISTE National Educational Technology
Standards for Students). (II, III) |
| 7. |
design, implement, and assess learner-centered lessons that are based on
the current best practices on teaching and learning with technology and
that engage, motivate, and encourage self-directed student learning.
(II, III, IV, V) |
| 8. |
guide collaborative learning activities in which students use technology
resources to solve authentic problems in the subject area(s). (III) |
| 9. |
develop and use criteria for ongoing assessment of technology-based
student products and the processes used to create those products. (IV) |
| 10. |
design an evaluation plan that applies multiple measures and flexible
assessment strategies to determine students' technology proficiency and
content area learning. (IV) |
| 11. |
use multiple measures to analyze instructional practices that employ
technology to improve planning, instruction, and management. (II, III,
IV) |
| 12. |
apply technology productivity tools and resources to collect, analyze,
and interpret data and to report results to parents and students. (III,
IV) |
| 13. |
select and apply suitable productivity tools to complete educational and
professional tasks. (II, III, V) |
| 14. |
model safe and responsible use of technology and develop classroom
procedures to implement school and district technology acceptable use
policies and data security plans. (V, VI) |
| 15. |
participate in online professional collaboration with peers and experts
as part of a personally designed plan, based on self-assessment, for
professional growth in technology. (V) |
| 16. | use the computer as a
"guide" to communication and research by successfully searching (versus
surfing) the Internet for pre-determined information, constructing
bookmarks of selected sites, using/constructing tool(s) that offer
interactive assistance, evaluating websites, and constructing a rubric
for differentiating good sites from bad ones |
| 17. | use the computer as an
"organizer" for the presentation of knowledge by using tools to organize
and present multimedia information (PowerPoint, FrontPage, Excel,
Inspiration). |
| 18. | use the computer to "mediate" in the construction of knowledge by using and constructing computer-assisted instruction, participating in electronic dialogue, and authoring a coherent website. |
| 19. | experience computer-based
environments as an "assessor" in the teaching/learning process, reflect
on its implication for education, and construct a computer-based
environment to assess teaching/learning. |
| 20. | design a coherent website that allows a target
educational audience to "guide", "organize", "mediate", and "assess"
their own learning in a technology-based teaching/learning environment
designed to achieve a set of unified authentic educational goals |
| 21. | present a course webfolio that achieves a set of unified course objectives |