Standards

The Instructional Technology program is based on the foundation of the conceptual framework and state and national standards. Candidates will know and demonstrate the content knowledge, pedagogical content knowledge and skills, pedagogical and professional knowledge and skills, and professional dispositions necessary to help all students learn.
Standard 11
Technology
11.a. Candidates use technology and technology based resources to facilitate developmentally appropriate student learning.

Supporting Explanation
Candidates use technology resources to guide classroom decisions regarding student learning. They integrate instructional technology to facilitate interdisciplinary teaching and learning in their classrooms, to supplement instructional strategies, to design instructional materials, and to enhance hands-on experiences and problem solving activities. Candidates select and use grade-level and content-specific technology resources, including assistive technology, to increase student participation in the total curriculum. They apply technology to analyze assessment data and to target individual student learning needs.

11.b. Candidates use technology to enhance their professional growth and productivity.

Supporting Explanation
Candidates use technology in their own learning process and to change their current educational practice. They use technology to gather, sort and analyze information needed for their own research projects and to communicate and collaborate effectively with other professionals. Candidates use tools such as databases and spreadsheets for sorting, compiling, and analyzing data gathered from a variety of sources. They use presentation tools in a networked environment for sharing information in multiple professional formats.

11.c. Candidates effectively use and manage all technology available to them and explore uses of emerging resources. They promote the equitable, ethical and legal use of technology resources.

Supporting Explanation
Candidates design effective environments for using and managing technology in the classroom. They are able to perform minor trouble-shooting operations. When planning units of instruction, candidates address software purchasing agreements, copyright laws, issues related to intellectual property, the importance of virus protection, and policies for acceptable use of Internet resources. Candidates seek information from technical manuals and journals as well as on-line resources to learn about emerging technologies and to explore their possible educational applications. They model the legal and ethical use of technology resources.


NETS for Teachers National Standards

Educational Technology Standards and Performance Indicators for All Teachers

Building on the NETS for Students, the ISTE NETS for Teachers (NETS.T), which focus on preservice teacher education, define the fundamental concepts, knowledge, skills, and attitudes for applying technology in educational settings. All candidates seeking certification or endorsements in teacher preparation should meet these educational technology standards. It is the responsibility of faculty across the university and at cooperating schools to provide opportunities for teacher candidates to meet these standards.

The six standards areas with performance indicators listed below are designed to be general enough to be customized to fit state, university, or district guidelines and yet specific enough to define the scope of the topic. Performance indicators for each standard provide specific outcomes to be measured when developing a set of assessment tools. The standards and the performance indicators also provide guidelines for teachers currently in the classroom.

1.   TECHNOLOGY OPERATIONS and CONCEPTS.
Teachers demonstrate a sound understanding of technology operations and concepts.
Teachers:
  • demonstrate introductory knowledge, skills, and understanding of concepts releated to technology (as described in the ISTE National Education Technology Standards for Students)
  • demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies.
2.   PLANNING and DESIGNING LEARNING ENVIRONMENTS and EXPERIENCES.
Teachers plan and design effective learning environments and experiences supported by technology.
Teachers:
  • design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.
  • apply current research on teaching and learning with technology when planning learning environments and experiences.
  • identify and locate technology resources and evaluate them for accuracy and suitability.
  • plan for the management of technology resources within the context of learning activities.
  • plan strategies to manage student learning in a technology-enhanced environment.
3.   TEACHING, LEARNING, and THE CURRICULUM.
Teachers implement curriculum plans that include methods and strategies for applying technology to maximize student learning.
Teachers:
  • facilitate technology-enhanced experiences that address content standards and student technology standards.
  • use technology to support learner-centered strategies that address the diverse needs of students.
  • apply technology to develop students' higher order skills and creativity
  • manage student learning activities in a technology-enhanced environment.
4.   ASSESSMENT and EVALUATION
Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies.
Teachers:
  • apply technology in assessing student learning of subject matter using a variety of assessment techniques.
  • use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning.
  • apply multiple methods of evaluation to determine students' appropriate use of technology resources for learning, communication, and productivity.
5.   PRODUCTIVITY and PROFESSIONAL PRACTICE.
Teachers use technology to enhance their productivity and professional practice.
Teachers:
  • use technology resources to engage in ongoing professional development and lifelong learning.
  • continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning.
  • apply technology to increase productivity.
  • use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning.
6.   SOCIAL, ETHICAL, LEGAL and HUMAN ISSUES.
Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and apply those principles in practice.
Teachers:
  • model and teach legal and ethical practice related to technology use.
  • apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.
  • identify and use technology resources that affirm diversity.
  • promote safe and healthy use of technology resources.
  • facilitate equitable access to technology resources for all students.


National Board Standards
I: Knowledge of Standards
II: Knowledge of Subject Matter
III: Learning Environment
IV: Diversity
V: Advancing Knowledge of Career and Technical Subject Matter
VI: Assessment
VII: Workplace Readiness
VIII: Managing and Balancing Multiple Life Roles
IX: Reflective Practice
X: Collaborative Partnerships
XI: Contributions to the Education Profession