The document outlines standards for an educational technology endorsement. It provides examples of how a teacher has demonstrated various standards through technology-enhanced lesson plans, projects, and other artifacts. These include creating a webquest, digital presentations, using spreadsheet and word processing software for educational purposes, exploring educational blogs and wikis, and maintaining an online portfolio for professional development. The teacher also developed assessments using technology and collaborated with other educators through various online platforms.
The document provides a technology action plan for a campus that includes strategies for integrating technology into curriculum, instruction, and assessment through professional development. The plan outlines strategies such as providing new teacher orientation on technology, utilizing existing district resources, and continuous improvement through integrating technology into classroom professional development and research on technology usage. Key parties responsible for implementing the strategies include the principal, instructional technology specialists, department leaders, and teachers. The sources of funding are the campus and district budgets. The evaluation process involves qualitative feedback, surveys, administrative observations, and student performance data.
The document discusses the process of developing e-learning courses through rapid e-learning models. It describes traditional e-learning development which takes a long time through extensive planning, design, production, and evaluation stages involving various roles. In contrast, rapid e-learning aims to reduce development time through simplified processes like scoping content quickly, using techniques like short modules and the 80/20 rule, and creating courses from outlines and interactive elements. The rapid development process involves template creation, quality assurance testing, and evaluation.
This document summarizes a project meeting for the "Every Trainee Matters" pilot training program. The meeting took place in Athens on April 26-27, 2012 and evaluated the training process. Key topics discussed included the target group analysis, learning objectives, training models used, roles in the training process, training activities, and trainee evaluations of the training process. The training program aimed to help adult learners acquire knowledge on vocational education, training, and e-team management through various training methods and activities.
The document outlines a technology integration action plan with the following key points:
1) It defines the roles and responsibilities of various stakeholders from the Board of Trustees to campus instructional staff in supporting technology integration.
2) It describes the need to provide professional development opportunities to help teachers integrate technology into teaching and learning based on an analysis of campus data.
3) It proposes a set of basic technology courses ranging from Microsoft Word to Photo Story to be offered to teachers to improve technology proficiency.
The document proposes a technology action plan for Columbia High School with the goal of fully integrating technology into the curriculum and providing daily computer/internet access for all students. Key elements of the plan include acquiring mobile computer labs for classroom use, establishing an after-school computer lab, providing teacher professional development on topics like data analysis and using Web 2.0 tools, and revising technology policies. Progress will be evaluated using tools like lesson plans, assessment scores, teacher websites, observations, and student/parent feedback to determine if technology goals are being effectively achieved.
Technology professional development action planlanadon
The document outlines the roles and responsibilities of various individuals involved in implementing and monitoring technology at the elementary school level, including principals, teachers, and support staff. It discusses how principals oversee technology integration based on policies set by the Board of Trustees, and how they develop technology goals and professional development plans with input from teams like the Site Based Decision Making committee. The professional development plan focuses on training teachers to integrate technology into instruction through tools like the STaR chart, web 2.0, and emerging technologies.
Information Literacy Instruction in Zero Gravity: Online Learning in Academic...Mary McMillan
Presentation California Library Association annual conference on 11/4/12 in San Jose, CA. Panel speakers: Mary McMillan, Katherine Bevcar, Beth Wren-Estes, Lesley Farmer
The document provides a technology action plan for a campus that includes strategies for integrating technology into curriculum, instruction, and assessment through professional development. The plan outlines strategies such as providing new teacher orientation on technology, utilizing existing district resources, and continuous improvement through integrating technology into classroom professional development and research on technology usage. Key parties responsible for implementing the strategies include the principal, instructional technology specialists, department leaders, and teachers. The sources of funding are the campus and district budgets. The evaluation process involves qualitative feedback, surveys, administrative observations, and student performance data.
The document discusses the process of developing e-learning courses through rapid e-learning models. It describes traditional e-learning development which takes a long time through extensive planning, design, production, and evaluation stages involving various roles. In contrast, rapid e-learning aims to reduce development time through simplified processes like scoping content quickly, using techniques like short modules and the 80/20 rule, and creating courses from outlines and interactive elements. The rapid development process involves template creation, quality assurance testing, and evaluation.
This document summarizes a project meeting for the "Every Trainee Matters" pilot training program. The meeting took place in Athens on April 26-27, 2012 and evaluated the training process. Key topics discussed included the target group analysis, learning objectives, training models used, roles in the training process, training activities, and trainee evaluations of the training process. The training program aimed to help adult learners acquire knowledge on vocational education, training, and e-team management through various training methods and activities.
The document outlines a technology integration action plan with the following key points:
1) It defines the roles and responsibilities of various stakeholders from the Board of Trustees to campus instructional staff in supporting technology integration.
2) It describes the need to provide professional development opportunities to help teachers integrate technology into teaching and learning based on an analysis of campus data.
3) It proposes a set of basic technology courses ranging from Microsoft Word to Photo Story to be offered to teachers to improve technology proficiency.
The document proposes a technology action plan for Columbia High School with the goal of fully integrating technology into the curriculum and providing daily computer/internet access for all students. Key elements of the plan include acquiring mobile computer labs for classroom use, establishing an after-school computer lab, providing teacher professional development on topics like data analysis and using Web 2.0 tools, and revising technology policies. Progress will be evaluated using tools like lesson plans, assessment scores, teacher websites, observations, and student/parent feedback to determine if technology goals are being effectively achieved.
Technology professional development action planlanadon
The document outlines the roles and responsibilities of various individuals involved in implementing and monitoring technology at the elementary school level, including principals, teachers, and support staff. It discusses how principals oversee technology integration based on policies set by the Board of Trustees, and how they develop technology goals and professional development plans with input from teams like the Site Based Decision Making committee. The professional development plan focuses on training teachers to integrate technology into instruction through tools like the STaR chart, web 2.0, and emerging technologies.
Information Literacy Instruction in Zero Gravity: Online Learning in Academic...Mary McMillan
Presentation California Library Association annual conference on 11/4/12 in San Jose, CA. Panel speakers: Mary McMillan, Katherine Bevcar, Beth Wren-Estes, Lesley Farmer
Technology Flow Chart, Professional Development, And Action PlanBianca Darley
This document outlines an action plan for a continual professional development program at Franklin Elementary School aimed at increasing teacher proficiency with educational technology. The plan involves teachers exploring district-provided websites and databases in computer lab sessions each 9 weeks. Teachers will be expected to integrate the resources into lessons and create products demonstrating their understanding. Progress will be evaluated through surveys, participation tracking, lesson plans, and student work. The goal is for teachers to accumulate technology skills aligned with certification standards and increase campus technology integration levels over the school year.
MISD Technology Professional Development Action Planashleycoffman
The MISD Technology Professional Development Action Plan outlines goals and activities to support teachers in effectively implementing iPads and flipped classrooms at the district's four high schools. Surveys and assessments will evaluate teachers' technology skills and instructional needs. Experts in flipped instruction will provide professional development in August. Teachers will receive basic iPad training over four days in June. The plan aims to equip teachers to integrate technology into project-based learning and help students improve subject area performance.
This document provides an organizational chart for integrating technology into a school district. Key positions include the Superintendent, Assistant Superintendents of Technology and Teaching/Learning, Directors of various departments, Campus Instructional Technologists, Principals, and Teachers. The Principal plays a central role in overseeing technology purchases, staff training, and classroom integration on each campus. The chart also outlines a professional development plan to help teachers achieve higher levels of technology proficiency and develop lessons integrating technology.
This document provides guidance on creating an electronic technology portfolio for teachers. It discusses standards for teacher accountability and assessment, and how a digital portfolio can demonstrate skills in these areas. Teachers are instructed to include artifacts linked to standards, along with reflections, to document competencies over time. The portfolio should evolve from a working collection of artifacts to a reflective and connected portfolio presenting the best evidence for each standard. Formatting suggestions are provided, along with frameworks for developing technology, pedagogy, and content knowledge.
This document outlines the technology organization chart for a school district. It shows the director of technology oversees various departments including data networks, computer repair, instructional technology, and communications. It then lists the roles and responsibilities of the positions within these departments which include network engineers, help desk technicians, and instructional technology coaches who support teachers and students.
Educ1751 assignment one: Using Blogs in the Classroommsheaney
Blogs can be used effectively in the classroom to engage students and encourage higher-order thinking. Blogger allows students to create online diaries to document their learning process and reflections. This helps teachers facilitate deep learning through feedback and encouragement. Blogs also teach students important skills like time management, multimedia creation, and use of contemporary technology. While blogs provide benefits, some students may face access limitations and blogs require privacy protections.
This document discusses how assistive technology can help special needs students in 7 key ways: 1) organization, 2) note-taking, 3) writing assistance, 4) productivity, 5) access to reference materials, 6) cognitive assistance, and 7) material modification. It provides examples of both high-tech and low-tech tools that can aid students with disabilities in areas like structuring ideas, taking notes, writing, calculating, finding information, reading materials, and customizing instruction. The document emphasizes that while some assistive technology can be expensive, low-cost adaptations can also be effective.
The document outlines Sherrilleta Foster's action research plan to improve student achievement at her school by training English teachers on advanced technology usage in the classroom, presenting this plan to staff, getting input from students on interactive lessons, researching supplemental online resources and materials, and evaluating the outcomes of incorporating new technologies into the curriculum compared to traditional teaching methods. The overall goal is to use modern technology like SMART phones and interactive whiteboards to make learning more relevant and prepare students for life after high school.
Digital portfolios can be used to demonstrate teacher accountability to standards, authentic assessment of teaching and student learning, and development of technology skills. They allow teachers to provide evidence of competencies over time in a way that is easy to manage and share. Effective digital portfolios are reflective and make clear connections between artifacts, standards, and the teacher's growth. Teachers should select the best artifacts that demonstrate their proficiency with each technology standard and use reflections to explain the purpose and value of artifacts in meeting standards. The digital portfolio process involves defining the portfolio purpose, collecting and reflecting on artifacts weekly, refining the portfolio, linking artifacts to standards, and presenting the final portfolio for assessment.
VSB education committee - philosophy and strategy for technologyBrian Kuhn
This document discusses strategies for education, work, and technology. It notes that exponential technological change is occurring and strategies are needed for infrastructure, equity, learning/work systems, and governance. Professional conversation and learning are important for adapting work and practice to changes. Communication must be timely, concise, relevant and transparent. Infrastructure strategies include upgrading bandwidth and wireless networks. Equity strategies focus on ensuring fair access to technology for students and staff. Learning/work systems should leverage platforms and allow personal technology use.
Handouts New and Emerging Models for Work-based LearninNAFCareerAcads
This document defines Career Practicum as a type of work-based learning experience intended to bridge Career Exploration and Career Preparation. Career Practicum experiences provide students with practical experience interacting with industry professionals to deepen classroom learning and develop college and career readiness skills. Key aspects of Career Practicum include having clearly defined student learning outcomes, being integrated into students' academic programs, and involving direct supervision from teachers and industry professionals. The document outlines student learning outcomes supported by Career Practicum experiences and criteria for designing and assessing Career Practicum to ensure rigor and support of intended outcomes.
The document summarizes a meeting for lead technology teachers in the Sun West School Division. The goals of the meeting were to introduce the teachers to each other, review their roles and responsibilities, discuss technology goals and budgets, and make plans to support staff and students. Key topics included determining needs, setting goals at both the division and school level, strategies for communication and training, and developing collaborative partnerships.
The document outlines an intermediate induction program for an e-learning project, including introductions, mentor training, using learning repositories, and workshop dates. It provides an overview of the program planning process and requirements such as draft delivery templates. Potential delivery strategies, tools, and a communication model are also presented.
This document provides information about several professional development workshops on project-based learning (PBL) offered by the Educational Service Center of Central Ohio. The workshops include:
1. PBL 101, which provides an introduction to designing standards-based PBL projects and receiving feedback on a project.
2. PBL 201 for those who have taken PBL 101, to discuss experiences implementing PBL and improving the quality of projects.
3. PBL instructional coaching for sustained support developing PBL skills beyond the workshops.
4. Mini-PBL workshops for school leaders to support PBL implementation in their schools. Dates, locations, costs, and registration information are provided for each workshop.
The document outlines the roles and responsibilities of various stakeholders in a school district's technology integration plan. It then provides an action plan and evaluation materials for a professional development program on integrating SmartBoard technology in the classrooms. The program includes beginner and advanced training sessions for teachers, as well as follow up evaluations to assess the effectiveness and success of the program.
The document outlines the roles and responsibilities of various stakeholders in a school district's technology integration plan. It then provides an action plan and evaluation tools for a professional development program on integrating SmartBoard technology in the classrooms. The program includes beginner and advanced training sessions for teachers, as well as follow up evaluations to assess the effectiveness of the training.
The document outlines the organizational chart and roles for a school district's technology action plan. It shows that the Chief Technology Officer oversees the entire technology program, while the Director of Technology focuses on instructional technology initiatives. Other roles include campus technology staff who support hardware and provide teacher training, and teachers who are expected to integrate technology into lessons. The principal will manage the technology budget and ensure resources align with improving student achievement.
A second section provides a sample professional development action plan for a school principal. It identifies needs like integrating technology into lessons and utilizing available tools. The plan includes staff training sessions to be led by technology staff on using technology in the classroom. Teachers will also analyze student performance data to identify areas to address
The document outlines the organizational chart and roles for a school district's technology action plan. It shows that the Chief Technology Officer oversees the entire technology program, while the Director of Technology focuses on instructional technology initiatives. Other roles include supporting technology at the elementary, campus, and classroom levels. The principal will manage the technology budget and ensure campus resources align with improving student achievement.
The second section describes a professional development plan to increase teachers' technology integration. Teachers will receive training from the Campus Technology Integration Specialist and textbook representatives on tools for lesson planning and enhancing instruction. Data days will help teachers identify areas to address using technology. Progress will be evaluated through lesson plans, observations, surveys and test scores.
The document outlines an organizational chart for integrating technology at the district and campus levels. Key roles include the Superintendent, District Technology Coordinator, District Network Administrator, Campus Technology Leader, Principal, Media Specialist, Campus Lab Facilitator, Model Classroom Instructor, and Teachers. The principal is responsible for implementing the organizational chart, revising budgets to fund technology, analyzing data to determine instructional needs, and monitoring implementation through observations and meetings. Professional development activities will address improving data analysis and use, as well as integrating technology into instructional and organizational leadership to meet goals from technology needs assessments.
The document discusses the importance of integrating information and communication technology (ICT) into elementary school classrooms. It defines several 21st century learning competencies like technological literacy, visual literacy, and information literacy that are important for students to develop. It also summarizes research showing that effective ICT integration requires systemic inclusion in lesson plans, basic student proficiency, using technology to support core curricula, and school plans detailing how technology supports learning. The document provides models for ICT-enhanced lesson plans, including specifying learning objectives, materials, instructional procedures, and assessment. It emphasizes using ICT tools to foster higher-order thinking skills like analysis, evaluation, and designing projects.
The document discusses e-learning, including its definition, benefits, elements, instructional strategies, challenges, types, industry, and models. Specifically, it defines e-learning as the delivery of learning through electronic means using computers or mobile devices. It outlines benefits like flexibility, accessibility to resources, and cost savings. The document also notes challenges like high initial costs and need for innovative teaching strategies when using technologies.
This document discusses developing e-content as an alternative to a traditional learning management system (LMS). It outlines a process for developing e-content that includes analyzing learning objectives, designing instructional strategies, scripting content, developing prototypes, adding audio/video, testing, and revising. The content is structured into weekly topics like e-learning, content authoring tools, and online video creation. The goal is to understand e-content standards and help design digital resources for effective teaching and learning.
Technology Flow Chart, Professional Development, And Action PlanBianca Darley
This document outlines an action plan for a continual professional development program at Franklin Elementary School aimed at increasing teacher proficiency with educational technology. The plan involves teachers exploring district-provided websites and databases in computer lab sessions each 9 weeks. Teachers will be expected to integrate the resources into lessons and create products demonstrating their understanding. Progress will be evaluated through surveys, participation tracking, lesson plans, and student work. The goal is for teachers to accumulate technology skills aligned with certification standards and increase campus technology integration levels over the school year.
MISD Technology Professional Development Action Planashleycoffman
The MISD Technology Professional Development Action Plan outlines goals and activities to support teachers in effectively implementing iPads and flipped classrooms at the district's four high schools. Surveys and assessments will evaluate teachers' technology skills and instructional needs. Experts in flipped instruction will provide professional development in August. Teachers will receive basic iPad training over four days in June. The plan aims to equip teachers to integrate technology into project-based learning and help students improve subject area performance.
This document provides an organizational chart for integrating technology into a school district. Key positions include the Superintendent, Assistant Superintendents of Technology and Teaching/Learning, Directors of various departments, Campus Instructional Technologists, Principals, and Teachers. The Principal plays a central role in overseeing technology purchases, staff training, and classroom integration on each campus. The chart also outlines a professional development plan to help teachers achieve higher levels of technology proficiency and develop lessons integrating technology.
This document provides guidance on creating an electronic technology portfolio for teachers. It discusses standards for teacher accountability and assessment, and how a digital portfolio can demonstrate skills in these areas. Teachers are instructed to include artifacts linked to standards, along with reflections, to document competencies over time. The portfolio should evolve from a working collection of artifacts to a reflective and connected portfolio presenting the best evidence for each standard. Formatting suggestions are provided, along with frameworks for developing technology, pedagogy, and content knowledge.
This document outlines the technology organization chart for a school district. It shows the director of technology oversees various departments including data networks, computer repair, instructional technology, and communications. It then lists the roles and responsibilities of the positions within these departments which include network engineers, help desk technicians, and instructional technology coaches who support teachers and students.
Educ1751 assignment one: Using Blogs in the Classroommsheaney
Blogs can be used effectively in the classroom to engage students and encourage higher-order thinking. Blogger allows students to create online diaries to document their learning process and reflections. This helps teachers facilitate deep learning through feedback and encouragement. Blogs also teach students important skills like time management, multimedia creation, and use of contemporary technology. While blogs provide benefits, some students may face access limitations and blogs require privacy protections.
This document discusses how assistive technology can help special needs students in 7 key ways: 1) organization, 2) note-taking, 3) writing assistance, 4) productivity, 5) access to reference materials, 6) cognitive assistance, and 7) material modification. It provides examples of both high-tech and low-tech tools that can aid students with disabilities in areas like structuring ideas, taking notes, writing, calculating, finding information, reading materials, and customizing instruction. The document emphasizes that while some assistive technology can be expensive, low-cost adaptations can also be effective.
The document outlines Sherrilleta Foster's action research plan to improve student achievement at her school by training English teachers on advanced technology usage in the classroom, presenting this plan to staff, getting input from students on interactive lessons, researching supplemental online resources and materials, and evaluating the outcomes of incorporating new technologies into the curriculum compared to traditional teaching methods. The overall goal is to use modern technology like SMART phones and interactive whiteboards to make learning more relevant and prepare students for life after high school.
Digital portfolios can be used to demonstrate teacher accountability to standards, authentic assessment of teaching and student learning, and development of technology skills. They allow teachers to provide evidence of competencies over time in a way that is easy to manage and share. Effective digital portfolios are reflective and make clear connections between artifacts, standards, and the teacher's growth. Teachers should select the best artifacts that demonstrate their proficiency with each technology standard and use reflections to explain the purpose and value of artifacts in meeting standards. The digital portfolio process involves defining the portfolio purpose, collecting and reflecting on artifacts weekly, refining the portfolio, linking artifacts to standards, and presenting the final portfolio for assessment.
VSB education committee - philosophy and strategy for technologyBrian Kuhn
This document discusses strategies for education, work, and technology. It notes that exponential technological change is occurring and strategies are needed for infrastructure, equity, learning/work systems, and governance. Professional conversation and learning are important for adapting work and practice to changes. Communication must be timely, concise, relevant and transparent. Infrastructure strategies include upgrading bandwidth and wireless networks. Equity strategies focus on ensuring fair access to technology for students and staff. Learning/work systems should leverage platforms and allow personal technology use.
Handouts New and Emerging Models for Work-based LearninNAFCareerAcads
This document defines Career Practicum as a type of work-based learning experience intended to bridge Career Exploration and Career Preparation. Career Practicum experiences provide students with practical experience interacting with industry professionals to deepen classroom learning and develop college and career readiness skills. Key aspects of Career Practicum include having clearly defined student learning outcomes, being integrated into students' academic programs, and involving direct supervision from teachers and industry professionals. The document outlines student learning outcomes supported by Career Practicum experiences and criteria for designing and assessing Career Practicum to ensure rigor and support of intended outcomes.
The document summarizes a meeting for lead technology teachers in the Sun West School Division. The goals of the meeting were to introduce the teachers to each other, review their roles and responsibilities, discuss technology goals and budgets, and make plans to support staff and students. Key topics included determining needs, setting goals at both the division and school level, strategies for communication and training, and developing collaborative partnerships.
The document outlines an intermediate induction program for an e-learning project, including introductions, mentor training, using learning repositories, and workshop dates. It provides an overview of the program planning process and requirements such as draft delivery templates. Potential delivery strategies, tools, and a communication model are also presented.
This document provides information about several professional development workshops on project-based learning (PBL) offered by the Educational Service Center of Central Ohio. The workshops include:
1. PBL 101, which provides an introduction to designing standards-based PBL projects and receiving feedback on a project.
2. PBL 201 for those who have taken PBL 101, to discuss experiences implementing PBL and improving the quality of projects.
3. PBL instructional coaching for sustained support developing PBL skills beyond the workshops.
4. Mini-PBL workshops for school leaders to support PBL implementation in their schools. Dates, locations, costs, and registration information are provided for each workshop.
The document outlines the roles and responsibilities of various stakeholders in a school district's technology integration plan. It then provides an action plan and evaluation materials for a professional development program on integrating SmartBoard technology in the classrooms. The program includes beginner and advanced training sessions for teachers, as well as follow up evaluations to assess the effectiveness and success of the program.
The document outlines the roles and responsibilities of various stakeholders in a school district's technology integration plan. It then provides an action plan and evaluation tools for a professional development program on integrating SmartBoard technology in the classrooms. The program includes beginner and advanced training sessions for teachers, as well as follow up evaluations to assess the effectiveness of the training.
The document outlines the organizational chart and roles for a school district's technology action plan. It shows that the Chief Technology Officer oversees the entire technology program, while the Director of Technology focuses on instructional technology initiatives. Other roles include campus technology staff who support hardware and provide teacher training, and teachers who are expected to integrate technology into lessons. The principal will manage the technology budget and ensure resources align with improving student achievement.
A second section provides a sample professional development action plan for a school principal. It identifies needs like integrating technology into lessons and utilizing available tools. The plan includes staff training sessions to be led by technology staff on using technology in the classroom. Teachers will also analyze student performance data to identify areas to address
The document outlines the organizational chart and roles for a school district's technology action plan. It shows that the Chief Technology Officer oversees the entire technology program, while the Director of Technology focuses on instructional technology initiatives. Other roles include supporting technology at the elementary, campus, and classroom levels. The principal will manage the technology budget and ensure campus resources align with improving student achievement.
The second section describes a professional development plan to increase teachers' technology integration. Teachers will receive training from the Campus Technology Integration Specialist and textbook representatives on tools for lesson planning and enhancing instruction. Data days will help teachers identify areas to address using technology. Progress will be evaluated through lesson plans, observations, surveys and test scores.
The document outlines an organizational chart for integrating technology at the district and campus levels. Key roles include the Superintendent, District Technology Coordinator, District Network Administrator, Campus Technology Leader, Principal, Media Specialist, Campus Lab Facilitator, Model Classroom Instructor, and Teachers. The principal is responsible for implementing the organizational chart, revising budgets to fund technology, analyzing data to determine instructional needs, and monitoring implementation through observations and meetings. Professional development activities will address improving data analysis and use, as well as integrating technology into instructional and organizational leadership to meet goals from technology needs assessments.
The document discusses the importance of integrating information and communication technology (ICT) into elementary school classrooms. It defines several 21st century learning competencies like technological literacy, visual literacy, and information literacy that are important for students to develop. It also summarizes research showing that effective ICT integration requires systemic inclusion in lesson plans, basic student proficiency, using technology to support core curricula, and school plans detailing how technology supports learning. The document provides models for ICT-enhanced lesson plans, including specifying learning objectives, materials, instructional procedures, and assessment. It emphasizes using ICT tools to foster higher-order thinking skills like analysis, evaluation, and designing projects.
The document discusses e-learning, including its definition, benefits, elements, instructional strategies, challenges, types, industry, and models. Specifically, it defines e-learning as the delivery of learning through electronic means using computers or mobile devices. It outlines benefits like flexibility, accessibility to resources, and cost savings. The document also notes challenges like high initial costs and need for innovative teaching strategies when using technologies.
This document discusses developing e-content as an alternative to a traditional learning management system (LMS). It outlines a process for developing e-content that includes analyzing learning objectives, designing instructional strategies, scripting content, developing prototypes, adding audio/video, testing, and revising. The content is structured into weekly topics like e-learning, content authoring tools, and online video creation. The goal is to understand e-content standards and help design digital resources for effective teaching and learning.
This document discusses developing e-content as an alternative to a traditional learning management system (LMS). It outlines a process for developing e-content that includes analyzing learning objectives, designing instructional strategies, scripting content, developing prototypes, adding audio/video, testing, and revising. The content is structured into weekly topics like e-learning, content authoring tools, and online video creation. The goal is to understand e-content standards and help design digital resources for effective teaching and learning.
To develop an effective e-learning course, several key elements must be considered:
1. Understanding the development process and resources required such as instructional design models, technology tools, and multimedia elements.
2. Course components like lessons and media can be reused to deliver content to different learners, though lesson plans may need modification for different teaching contexts.
3. The main characteristics of online activities are guidance through instructional design, good planning and design, and creation of structured reusable materials.
This document discusses e-content and online e-learning platforms. It defines e-content as digital content delivered electronically for educational purposes. It describes various forms of e-content including text, videos, assessments, and resources. The document outlines the ADDIE model for designing e-content which includes analysis, design, development, implementation, and evaluation phases. It provides details on developing e-content scripts and using a four quadrant approach. Finally, it discusses online e-learning platforms like MOOCs, their features, assessments, and how they can provide credentials or credit.
Next Steps for Excellence in the Quality of e-LearningJon Rosewell
The development of e-learning has progressed to a stage where it is becoming part of mainstream provision in higher education. Therefore the issue of assessing and sustaining the quality of e-learning must now come to the fore. Quality assessment in higher education is well-established in relation to learning and teaching generally, but what methods can be used to establish quality in the domain of e-learning?
The E-xcellence methodology for assessing quality in e-learning (EADTU 2009) is securing recognition by European and international learning organisations. It was designed to be applied to the design and delivery of e-learning in both distance learning and blended learning contexts. It supports a range of uses, from accreditation by external agencies to process improvement through internal review.
The methodology presents principles of good practice in six domains of e-learning: strategic management; curriculum design; course design; course delivery; student support; and staff support. A total of 33 benchmark statements cover these domains, and are supported by a handbook for practitioners and guidance for assessors. The handbook includes principles for quality e-learning and exemplars of good practice. Amongst the tools is an online ‘QuickScan’ self-evaluation questionnaire based on the E-xcellence benchmarks which is highly valued as a focus for collaborative review of e-learning programmes.
The e-learning landscape has changed since the E-xcellence methodology was first developed. In particular, the use of Open Education Resources (OECD 2007) and the application of social networking tools (Mason & Rennie 2008) were not explicitly considered in the original benchmarks. Accordingly, the E-xcellence NEXT project was instigated to produce and evaluate a revision of the benchmark criteria, associated handbook and exemplars. This paper describes the project process and initial recommendations.
A consultation exercise was carried out among E-xcellence participants. Feedback from this was brought to participatory workshops at a European Seminar on QA in e-learning in June 2011. Following this exercise, the benchmark statements were revised and are now available in beta version.
The project resources (Quickscan and manual) are being used for a series of self-evaluation and assessment seminars held at European higher education institutions. Feedback from these assessment seminars will be used to finalise materials for publication late in 2012. At that point the E-xcellence Next project will offer to the higher education community a set of self-evaluation and quality assessment tools which are fully updated to encompass social networking, Open Educational Resources and other recent developments in e-learning.
This document outlines a technology action plan and organizational chart for a school district. The plan aims to improve instructional technology use through professional development initiatives for teachers. Key roles in the technology department include the Chief Technology Officer, Director of Technology, campus technicians, and teachers. The principal will oversee campus-level technology implementation and budgeting. Proposed professional development includes training teachers to integrate technology into lessons, use available campus tools, and leverage online textbook resources. Progress will be evaluated through lesson plan reviews, observations, and student performance data.
This document discusses instructional design for web-based learning environments. It outlines typical phases of instructional design models including analysis, design, production, implementation and maintenance. It emphasizes the importance of learner analysis and front-end analysis when designing for the web. Key steps in the design process include defining objectives, content, teaching approaches, and technical and user requirements. The document also discusses selecting appropriate media and formats, and designing interactive components like tutorials, assessments, and support tools for the learning environment. Formative evaluation involving expert review and student tryouts is recommended during the development process.
This technology plan outlines a 3-year vision and strategy for integrating technology at a school district. It establishes a planning team to assess current technology use, needs, and resources. The team will develop goals and objectives, conduct a needs assessment survey, provide ongoing staff training, and continually evaluate and update the plan. The overall goal is to create technology-rich learning environments that support 21st century skills and prepare students for the future.
The document discusses the use of electronic portfolios to demonstrate teacher competencies based on standards. It outlines how electronic portfolios allow teachers to provide evidence of their knowledge, skills, and dispositions through artifacts linked to standards. The document also discusses the stages of developing an electronic portfolio, including defining the purpose, collecting artifacts, reflecting, and presenting the portfolio. Finally, it provides examples of artifacts and standards that could be included in a teacher's electronic portfolio.
The document outlines the organizational chart and roles for a school district's technology action plan. It shows that the Chief Technology Officer oversees the entire technology program, while the Director of Technology focuses on instructional technology initiatives. Other roles include supporting technology at the elementary, campus, and classroom levels. The principal will manage the technology budget and ensure campus resources align with improving student achievement.
The second section describes a professional development plan to increase teachers' technology integration. Teachers will receive training from the Campus Technology Integration Specialist and textbook representatives on using available tools. Data days will help teachers identify areas to address using technology. Progress will be evaluated through lesson plans, observations, surveys and test scores.
This document outlines a final project using wikis to teach critical thinking skills. Students will collaborate in groups on a wiki to create a legislative proposal for a recycling program. They will conduct research, write the proposal, review each other's work, and publish their final product. The goals are for students to learn collaboration, knowledge construction, and design of their own learning community through this wiki activity. Teachers will be trained on using specific wiki tools and implementing a problem-based learning model for the project.
The technology action plan outlines a professional development plan to train teachers on using AEIS-IT for data analysis and CSCOPE for lesson planning. Key aspects include:
1) Training district specialists who will then train campus support staff and department leaders.
2) Department leaders will train teachers, customizing for their proficiency levels.
3) Specialists will assist teachers with benchmark data analysis using AEIS-IT.
4) Lesson plans will be required to use CSCOPE and monitored for follow-up training needs.
The plan's success will be evaluated through surveys, interviews, participation records, and observing improved data analysis and technology integration in lessons.
Presentation to Boston Public Schools Principals & Headmasters at the 2012 School Leader Institute on selecting technology tools to support diverse learning needs of students.
This document discusses ePortfolios and their value for student learning and professional development. It outlines how ePortfolios can be used to showcase student work and reflect on learning processes. Desire2Learn ePortfolios and OneNote are recommended as they allow students to easily create websites and integrate multimedia. Best practices for ePortfolio use include designing courses around meaningful portfolio activities and providing feedback. EPortfolios enhance job searches by demonstrating skills and accomplishments to employers.
Technology Flow Chart, Professional Development, And Action PlanBianca Darley
This document outlines an action plan for a continuous professional development program on technology integration at Franklin Elementary School. The plan aims to increase teachers' proficiency with digital tools and resources by having them explore one district-provided website or database each nine weeks. Teachers will meet at the start of each period in the computer lab to be guided through one resource by specialists. They will then have nine weeks to practice with it and produce a student-focused end product. Completing this rotation over the school year will provide teachers four opportunities to strengthen their technology skills while supporting the campus improvement goal of increasing integration levels. Initial surveys and assessment data will help evaluate baseline skills and monitor progress.
This document outlines the course objectives, schedule, assignments, and requirements for the course EDU 749 "Emerging Trends in Technology" at Touro University-California. The course will explore emerging technologies that are reshaping education, including online learning environments, Web 2.0 services, and mobile devices. Students will research and present on an emerging technology topic, build an online teaching presence, and complete their Masters portfolio website documenting their work. The course involves six sessions held at American Canyon High School between September and December, with student presentations, discussions of educational technologies, and workshops to complete assignments.
Similar to Standards Matrix For Educational Technology (20)
Lisa Mulka reflects on her experience in an educational technology summer cohort. She discusses three key areas of learning: understanding understanding, the TPACK model of integrating technology, pedagogy and content, and student motivation. She reflects on how these areas have impacted her teaching approach and will influence her future teaching practices.
The document summarizes Lisa Mulka's experience creating a STAIR (Skills, Tasks, and Issues in Argumentative Reading and Writing) project for an argumentative writing class at Lansing Community College. She struggled with how to improve upon the STAIRs currently used at Jackson Community College, which students view as busywork. Her new STAIR includes interactive quiz questions and end practices to submit for accountability. While stronger than JCC's model, she remains unsure if college students will view it as anything other than busywork and wants to do more research on effective STAIR design in college composition courses.
This stand-alone instructional resource aims to teach Composition II college students how to write effective arguments. It will guide students through examining argument components and techniques, and mastering MLA documentation. The resource uses examples, inductive and deductive pedagogy, and interactive activities to help students learn how to identify appropriate topics, incorporate evidence and address counterclaims. Students will demonstrate their understanding through embedded quizzes and writing assignments, and receive immediate feedback on quizzes and later feedback from the instructor on assignments.
This document provides an overview of argumentative writing elements and structures for students in a WRIT 122 college course. It defines key elements like claims, reasons, evidence and addressing opposition. It also explains the structures of Toulmin, classical and Rogerian arguments, highlighting their different components and approaches. The document aims to help students learn and apply these concepts in their own argumentative writing.
Lisa Mulka, a composition teacher at Jackson Community College, outlines her personal technology plan. She aims to incorporate more technology like instant messaging, blogs, and advanced features in Moodle to prepare students for digital citizenship. Over the past few years, she has successfully used wikis for student research projects and class discussions. Going forward, she will research new tools and refine existing uses of technology to support constructivist pedagogy and address educational needs.
technology. While I was able to get a small glimpse of how it could
The document discusses using instant messaging as a tool for communication and collaboration between teachers and students in a college composition classroom. It outlines the educational need for more one-on-one time between instructors and students. The author proposes that instant messaging conferences could allow teachers to engage with more students outside of class time and continue guiding them through the writing process. After a brief trial implementation, the author believes that with earlier introduction, instant messaging shows promise for enhancing teacher-student discussions of writing. In the future, they plan a full implementation and survey of student technology preferences to better facilitate online communication.
Analysis Of Technology Innovation In The Classroomlisamulka
The document proposes using blogs as a tool in first-year composition classrooms to address the need to integrate digital literacy and writing skills. Blogs allow students to write for an audience beyond the classroom, fostering community and citizenship. Benefits include developing audience awareness, building community through linking blogs, and strengthening citizenship through public discourse. While blogs effectively meet learning objectives, instructors must dedicate time to reading blogs and linking them to class discussions to fully realize benefits. The solution foreshadows new media becoming increasingly integrated into writing instruction in the future.
This document summarizes a lesson plan for evaluating website design that was implemented in a college freshman composition class. The lesson had students: 1) Evaluate the college homepage in groups, discussing likes/dislikes; 2) Learn five elements of effective web design; 3) Re-evaluate the college homepage using those elements; 4) Evaluate another website of their choosing in the same way. The benefits were active learning through hands-on website analysis and collaboration. The main challenge was a technology issue that disrupted guidance between groups. In the future, the teacher will choose the second website and assign personal analysis as homework.
This document provides a personal introduction of the author as a teacher and learner. As a teacher, they enjoy daily conversations and sharing their passion for writing through teaching college students. Their approach focuses on communication, collaboration, and considering students' own ideas. Their goal is to prepare students for the digital world through strong writing skills. As a learner, the author learns best through actively discussing ideas with others. They value group work and individual contemplation to fully understand subjects, though learning to respond in a timely manner depending on the situation.
The document summarizes an instructional handout developed by the author, a writing teacher, to guide students through the research process using the resources at Jackson Community College (JCC) following a presentation by a reference librarian. The handout contains a series of questions and prompts to engage students in small groups to navigate databases and build confidence in research skills. Students' understanding will be assessed based on correctly answering the handout questions and demonstrating a research skill from the handout.
1. Establish a consistent visual theme using colors, fonts, and layout to give the wiki a coherent look and feel.
2. Keep visual elements simple and uncomplicated to ensure the site is user-friendly and loads quickly.
3. Make text highly readable with an appropriate font size, white space, and avoidance of dark backgrounds.
4. Use the sidebar effectively for navigation between wiki pages and back to the home page.
5. Determine an organizational structure and navigation scheme to allow readers to easily move through wiki content.
The document discusses operating system market shares and analyzes the security of different operating systems. It notes that while Windows has the largest market share, it is also the least secure due to its design which allows unrestricted administrator access by default. In contrast, Mac and Linux operating systems are more secure as they require administrator passwords and use restricted user accounts by default. The document argues that the huge market share of Windows means there is little pressure on Microsoft to make their system more secure. It provides checklists for users to better secure their Windows system and steps Mac and Linux users can take to increase security.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
1. Standards Matrix for Educational Technology
(NP)Endorsement
Lisa Mulka
1.0 Foundations
[back to top]
Narrative Explaining how teacher has
Guideline/Standard demonstrated the standard with links to
products and exhibits
Foundations
Professional studies culminating in the educational technology endorsement prepare
candidates to use computers and related information technologies in educational
settings in an exemplary way in alignment with the “Seventh Standard” of the Entry-
Level Standards for Michigan Teachers. All candidates seeking this endorsement
would have opportunities to meet these educational technology foundation standards
and to surpass the basic requirements of the “Seventh Standard.”
1.1 Educational Technology Operations and Concepts
Teachers demonstrate a sound understanding of educational technology
operations and concepts.
Performance Indicators
1.1.1. demonstrate at least CEP 810: Personal Introduction Document
introductory knowledge, skills, in Word
and understanding of concepts
related to learning and • Stated my teaching philosophy and
educational technology as learning philosophy
required by the ISTE National • Used borders, uploaded images, and
Educational Technology various text fonts and sizes
Standards for Students (and • Utilized sound clips and textboxes
reflected in the Michigan
Curriculum Framework). CEP 810: Educational Application of Word
• Created a research seek-and-find using
Word to encourage writing students to
become familiar with their library's
research databases.
2. Narrative Explaining how teacher has
Guideline/Standard demonstrated the standard with links to
products and exhibits
• Document includes tables for student to
record results and fill-in-the-blank lines
for students to write answers
• Different color texts used to emphasize
important points
CEP 810: Educational Application of
PowerPoint
• PowerPoint that instructs on visual
design when authoring on the Web.
• Includes colorful images to support
lesson
• Includes writing prompts to engage and
interact
• Includes teacher notes for explanation
CEP 810: Educational Application of Excel
• Excel was used as a gradebook to
organize, catalogue and calculate final
grades in several writing courses
• Categories, automatic sum and other
advanced features of Excel were used
1.1.2. demonstrate continual CEP 812: Personal Technology Plan
growth in educational technology
knowledge and skills to stay • A well-organized Word Document that
abreast of current and emerging highlights my current uses of
technologies. technology including wikis, blogs,
podcasts and other Web 2.0 tools
• Explains and outlines future uses of
technology
• Includes appropriate research and
sources on effective technology use
Outlines a timeline for further
•
technology practices
1.2 Planning and Designing Learning Environments and Experiences
Candidates plan and design effective learning environments and experiences
3. Narrative Explaining how teacher has
Guideline/Standard demonstrated the standard with links to
products and exhibits
supported by educational technology.
Performance Indicators
1.2.1. design developmentally CEP 811: Creation of Webquest
appropriate learning opportunities
that apply educational • A Webquest designed for college
technology-enhanced creative writing students who travel
instructional strategies to support through the process of literary
the diverse needs of learners. publication
• Includes readings, web resources, and
tutorials on how to approach the
publication process
• Utilizes graphics, images and
navigational schemes to successfully
move students through each step of the
quest
• Utilizes the Web to facilitate both group
work and individual instruction
1.2.2. apply current research on CEP 812: TechQuest Project
teaching and learning with
educational technology when • Exploration into instant messaging as a
planning learning environments conference tool for college composition
and experiences. classrooms.
• Current literature in the field on
computer mediated communication is
used to address the educational need of
writing conferences
• Outlines a clear plan for technology
integration, positives and negatives of
instant messaging, and future plans for
implementation.
Includes appropriate graphics, images
•
and organization to appeal to other
educators
1.2.3. identify and locate CEP 811: Exploring Web-Based
educational technology resources Applications (please be sure to include the
and evaluate them for accuracy application you reviewed.)
and suitability.
• Reviewed Google Notebook
• Presented the benefits of Google
4. Narrative Explaining how teacher has
Guideline/Standard demonstrated the standard with links to
products and exhibits
Notebook for various purposes with an
emphasis on research
•After exploring Google Notebook, I
presented it to my writing classes who
have now been using it to house their
internet research.
1.2.4. plan for the management of CEP 811: Creation of Webquest
educational technology resources
within the context of learning • Organized different Web pages for each
activities. step of the quest process
• Anticipate student navigational needs
and address navigational problems to
ensure the webquest ran smoothly
CEP 811: StAIR Project
• The STAIR required clear management
of resources in order to design a lesson
that provided students with immediate
feedback
• A home page was developed in the
STAIR where students could link to
different areas to work through the
STAIR at their own pace and preference
*will also be covered in 800 and 801
1.2.5. plan strategies to manage CEP 811: Creation of Webquest
student learning in an educational
technology-enhanced • The Webquest managed student
environment. learning in a technology environment
by guiding students step-by-step
through the process and online
resources
CEP 811: StAIR Project
• The STAIR provided management of
student learning by organizing
informative slides followed by slides
that assessed students learning and
5. Narrative Explaining how teacher has
Guideline/Standard demonstrated the standard with links to
products and exhibits
provided immediate feedback
In order to provide immediate feedback,
•
each slide had to be carefully organized
to guide students through the slides in
the correct order
1.3 Teaching, Learning, and the Curriculum
In alignment with the Michigan Curriculum Framework, candidates implement
curriculum plans that include methods and strategies for applying educational
technology to maximize student learning.
Performance Indicators
1.3.1. use, and foster the use of, CEP 811: Creation of Webquest
educational technology-enhanced
experiences to address state • The webquest addresses state content by
content and technology standards utilizing research and resources on the
set forth in the Michigan Web to enhance students understanding
Curriculum Framework. of the publication process
CEP 811: StAIR Project
• The STAIR aligns with 1.3.1 by
maximizing student learning through
self-driven exercises where the teacher
acts at the guide-on-the-side
1.3.2. apply educational CEP 811: Creation of Webquest
technology to develop students'
higher order skills and creativity, • The Webquest encourages higher order
including critical thinking and the skills and creativity as students must
learning skills set forth in the work through the quest first on their
Michigan Curriculum Framework. own then collaborate with peers to
create a successful query letter for
publication
*will also be covered in 800, 801, and 822
1.3.3. use educational technology CEP 811: StAIR Project
to support learner-centered
strategies that address the • The STAIR promotes self-directed,
diverse needs of students, collaborative, and holistic learning as it
including addressing the combines individual instruction and
individual needs of each student, activities followed by writing exercises
6. Narrative Explaining how teacher has
Guideline/Standard demonstrated the standard with links to
products and exhibits
and fostering collaborative,
holistic, and self-directed learning. that are designed to be shared in groups
in class and by the teacher
*will also be covered in 800, 801, and 822
1.3.4. manage student-learning CEP 810: Implementing a Model Lesson
activities in an educational Plan
technology-enhanced
environment. • Model lesson plan was created as a
collaborative activity where students
evaluate the credibility of Web pages
and other online sources such as blogs
and wikis
• Students then use their knowledge on
credibility to conduct their own research
for a current writing project
• Small group discussion is conducted
followed by a whole-class discussion on
crediblity and reliable internet sources
CEP 811: Creation of WebQuest
• Student-learning activities are managed
by strong organization in the layout and
design of the quest
• Student-learning activities are also
managed by checking in with peer
review groups as they work on
completing their query letters
CEP 811: StAIR Project
• The STAIR manages student-learning
activities by providing a suggested pace
as students move through the activities.
Additionally, immediate feedback is
given to questions on content to further
help magange student learning
CEP 812: TechQuest Project
• Project utilizes the management of
student-learning by guiding students
7. Narrative Explaining how teacher has
Guideline/Standard demonstrated the standard with links to
products and exhibits
through the use of instant messaging to
discuss the revision process
1.4 Assessment and Evaluation
Candidates apply educational technology to facilitate a variety of effective
assessment and evaluation strategies.
Performance Indicators
1.4.1. apply educational Will be covered in 822
technology in assessing student
learning of subject matter using a
variety of assessment techniques,
including focusing on the
assessment of each student.
1.4.2. use educational technology CEP 810: Educational Application of Excel
resources to collect and analyze
data, interpret results, and • Excel was used to organize and
communicate findings to improve calculate final grades in several writing
instructional practice and courses
maximize student learning, • Graphs and tables of collected data
including focusing on the were used to see which assignments
assessment of each student. yielded the highest and lowest scores
• The results of the analysis data allowed
for assessment of specific assignments
*will also be covered in 822
1.4.3. apply multiple methods of CEP 810: Analysis of Technology Innovation
evaluation to determine students' in the Classroom
appropriate use of educational
technology resources for learning, • A thorough examination and analysis
communication, and productivity, of blogs as rhetorical devices in the
including focusing on the composition classroom
assessment of each student. • Several uses of blogs are analyzed to
demonstrate how and in what situations
or contexts blogs become powerful
rhetorical tools
*will also be covered in 822
1.5 Productivity and Professional Practice
Candidates use educational technology to enhance their productivity and
professional practice.
8. Narrative Explaining how teacher has
Guideline/Standard demonstrated the standard with links to
products and exhibits
Performance Indicators
1.5.1. use educational technology CEP 810: Maintaining a NetVibes Page
resources to engage in ongoing
professional development and • NetVibes page housed crucial
lifelong learning. information for professional
development
• Organized NetVibes Page into several
categories to include writing and
educational technology
CEP 810: Personal Learning/Growth
Document
• A document which serves to reflect,
analyze, and interpret personal growth
and learning in an effort to further
understand and engage successful use of
technology
CEP 812: Special Interest Group
• SIG provided a platform to share,
communicate and collaborate with other
educators on specific areas of
technology
• As a result of SIG participation new
technologies were learned, discussed
and explored
*will also be covered in 800, 801, and 822
1.5.2. continually evaluate and CEP 812: Personal Technology Plan
reflect on professional practice to
make informed decisions • A document outlining personal uses,
regarding the use of educational goals and commentary on technology
technology in support of student • Provided an opportunity to reflect and
learning. evalute current practices with
technology while outlining a clear path
for future practices
*will also be covered in 822
1.5.3. apply educational CEP 810: Educational Application of Word
technology to increase
9. Narrative Explaining how teacher has
Guideline/Standard demonstrated the standard with links to
products and exhibits
productivity.
• Productivity was increased by having
students experience first hand how to
navigate research databases versus
being only a sage-on-the-stage.
CEP 810: Educational Application of Excel
• Dramatically decreased time spent
organizing and calculating final grades
• Discovered the ease in developing
graphs and tables to represent statistical
data which was previously all done by
long hand
CEP 810: Educational Application of
PowerPoint
• Rather than informing students on
visual design as they worked, a concrete
and well organized PowerPoint lesson
that engages students allows for
increased productivity by both teacher
and students
CEP 810: Analysis of Technology Innovation
in the Classroom
• Aided in articulating how to effectively
use blogs in the writing classrom as
rhetorical devices
•Clarfied my understanding of blog use
and outlined through relevent research
and literature different aspects of blog
implementation
1.5.4. use educational technology CEP 811: Development of Edublog site
to communicate and collaborate
with peers, parents, and the • Edublog provided a platform to
larger community in order to communicate with other educators and
nurture student learning. instructor to foster learning, growth and
understanding of technology as it
applied to my educational setting and
10. Narrative Explaining how teacher has
Guideline/Standard demonstrated the standard with links to
products and exhibits
beyond
• Blog comments were helpful in
collaborating with peers and fostering
communication
CEP 812: Multiple Page Website
• Multiple Website allows for a central
location to house important documents
and resources that other educators may
find helpful
• Includes contact information for further
enhanced communication opportunities
• *will also be covered in 800, 801, and
822
1.5.5. use educational technology CEP 810: Maintaining a Netvibes Page
to collaborate with other teachers
and foster collaboration among • Netvibes allowed me to follow and
other teachers, schools, and track other educator's blogs and
districts to share best practices in continue to stay connected and
alignment with the State Board of communicated with a community of
Education’s Policy Framework on educators
Virtual Schools.
CEP 811: Creation and Use of a Reflection
Blog
• Reflection blog allowed for comments
to be exchanged to increase
communication but it also provided a
venue to reflect, share and thoughtfully
critique my uses of technology, which
in turn could benefit other teachers
CEP 811: Contribute to Idea Exchange Wiki
• Participated in a large group sharing
space on different technologies where
ideas were shared and articulated with a
large group of educators
CEP 812: Creation of a Podcast
11. Narrative Explaining how teacher has
Guideline/Standard demonstrated the standard with links to
products and exhibits
• The Podcast allowed for a personal
form of communication as listeners
were able to hear my voice versus
reading entries on my blog.
• Podcast engaged a connected and
personable approach to communication
CEP 810-812: Sharing Tips and Tricks in
Discussion Forum
• Tips and Tricks provided a central and
reliable place to share and inform other
educators about current and possible
technologies
•Very useful softwares and Web 2.0
tools were exposed to me during the
Tips and Tricks and have subsequently
been integrated into my own research
and classroom (one such technology
was the use of Whiteboards which
evolved into my area of interest in the
SIG project)
1.6 Social, Ethical, Legal, and Human Issues
Candidates understand the social, ethical, legal, and human issues
surrounding the use of educational technology in K-12 schools and apply
those principles in practice.
Performance Indicators
1.6.1. model and teach legal and CEP 811: Web 2.0 Addressing Multiple
ethical practice related to Perspectives
educational technology use.
• My role was to see blogs from a student
perspective which I had never attempted
to do before. This exercise was one of
the most benefical points of the class as
I truly had to immerse myself in a
student context in order to undertand
their perspective
12. Narrative Explaining how teacher has
Guideline/Standard demonstrated the standard with links to
products and exhibits
• Learned how to see different
perspectives by reading other posts
from the parent, administrator and
teacher perspective
CEP 812: A Matter of Ethics Lesson Plan
• Models and teaches legal and ethical
standards in technology by using
multimedia sources (videos), web
resources (readings) and small and large
group discussion
*will also be covered in 800 and 801
1.6.2. apply educational *will be covered in 800 and 801
technology resources to enable
and empower learners with
diverse backgrounds,
characteristics, and abilities.
1.6.3. identify and use *will be covered in 800 and 801
educational technology resources
that affirm diversity.
1.6.4. promote safe and healthy *will be covered in 800 and 801
use of educational technology
resources.
1.6.5. facilitate equitable access *will be covered in 800 and 801
to educational technology
resources for all students.
2.0 Specialty Content Preparation for Educational
Computing and Educational Technology
[back to top]
Narrative Explaining how
teacher has demonstrated
Guideline/Standard
the standard with links to
products and exhibits
13. Narrative Explaining how
teacher has demonstrated
Guideline/Standard
the standard with links to
products and exhibits
Specialty Content Preparation for Educational Computing and Educational
Technology
Professional studies in educational computing and educational technology prepare
candidates to exhibit leadership in the identification, selection, and management of
hardware and software and the uses of computers and related technologies
appropriate to the candidate's teaching field(s).
2.1 Social, Ethical, and Human Issues
Candidates will apply concepts and skills in making decisions concerning social,
ethical, and human issues related to computing and educational technology.
Performance Indicators
2.1.1 describe the historical development and *will be covered in 800 and 801
important trends affecting the evolution of
educational technology and its probable
future roles in society.
2.1.2 describe strategies for facilitating *will be covered in 800, 801,
consideration of ethical, legal, and human and 822
issues involving school purchasing and
policy decisions.
2.2 Productivity Tools
Candidates integrate advanced features of educational technology-based
productivity tools to support instruction.
Performance Indicators
2.2.1 use advanced features of word processing, CEP 812: TechQuest Project
desktop publishing, graphics programs, and
utilities to develop professional products. • Used a newletter
template with headings,
graphics, images and
textboxes to display
project in a visually
engaging way
2.2.2 use spreadsheets for analyzing, organizing, CEP 810: Educational
and displaying numeric data graphically. Application of Excel
• Developed graphs and
tables to visually show
14. Narrative Explaining how
teacher has demonstrated
Guideline/Standard
the standard with links to
products and exhibits
statistical data
2.2.3 design and manipulate databases and CEP 810: Educational
generate customized reports. Application of Excel (if used as
a database)
• Tables and graphs were
customized to collect
data from three different
writing courses to
compare and contrast the
assessment in each
course
*will be covered in 800 and 801
2.2.4 use teacher utility and classroom *will be covered in 800 and 801
management tools to design solutions for a
specific purpose.
2.2.5 identify, select, and integrate video and CEP 811: StAIR Project
digital images in varying formats for use in
presentations, publications, and/or other • Because the STAIR is
products. designed for students to
work through
individually, graphical
images were crucial to
engage and capture
student attention.
Images were used to
enhance instructional
material and were placed
throughout the project
CEP 811: Creation of
WebQuest
• Color choice, image
choice, videos and
graphics used for
naviagation were all
considered when
designing the WebQuest
15. Narrative Explaining how
teacher has demonstrated
Guideline/Standard
the standard with links to
products and exhibits
• A strong and attractive
visual publication was
achieved to engage and
motivate students
CEP 812: Multiple Page
Website
• To create a polished and
professional Website,
colors and images were
chosen carefully to align
with one another and
support visual asthetics
2.2.6 create multimedia presentations using CEP 811: StAIR Project
advanced features of a presentation tool
and deliver them using computer projection • Set up project as a
systems. PowerPoint show rather
than a PowerPoint that
can be edited by the user
2.2.7 apply specific-purpose electronic devices *will be covered in 800 and 801
(such as a graphing calculator, language
translator, scientific probe ware, or
electronic thesaurus) in appropriate content
areas.
2.2.8 use features of applications that integrate *will be covered in 822
word processing, database, spreadsheet,
communication, and other tools.
2.3 Telecommunications and Information Access
Candidates will use telecommunications and information access resources to
support instruction.
Performance Indicators
2.3.1 access and use telecommunications tools CEP 811: FTP Tutorial
and resources for information sharing,
remote information access and retrieval, • Learned how to
and multimedia/hypermedia publishing. successfully upload filed
to FTP and post to
Website
16. Narrative Explaining how
teacher has demonstrated
Guideline/Standard
the standard with links to
products and exhibits
CEP 811: Creation of
WebQuest
• Successfully learned
how to publish a
WebQuest on the Web
with multiple pages,
graphics and links to
outside sources
CEP 812: Multiple Page
Website
• Website houses all
documents generated in
certificate courses and
demonstrates the ability
to access and publish
information online
(you can also include an
explanation of submitting all the
assignments online)
2.3.2 use electronic mail and web browser CEP 810-812: Describe use of
applications for communications and for email and Angel
research to support instruction.
• Angel and email served
as powerful and
necessary tools to
support instruction by
increasing
communication between
the teacher and fellow
students
• Angel messages became
frequent ways to engage
in quick responses and
feedback with instructor
17. Narrative Explaining how
teacher has demonstrated
Guideline/Standard
the standard with links to
products and exhibits
and other students
*will be also covered in 800,
801, and 822
2.3.3 use automated on-line search tools and CEP 810-812: Describe use of
intelligent agents to identify and index search tools such as Google or
desired information resources. Yahoo and use of the
electronic library databases at
MSU
• Google Scholar was used
to define search terms
and locate suitable
journals, authors and
scholors for further
research
• Once search parameters
were defined by the use
of Google Scholar,
MSU's database and
electronic library was
used to search for the
specific authors, scholors
and journal articles
• A combination of
databases and Google
searches yielded high
results in identifying and
indexing desired
information
*will be also covered in 800,
801, and 822
2.3.4 identify and use information access and CEP 812: TechQuest Project
telecommunication tools to support
research and instruction throughout the • In order to understand
curriculum. how instant messaging
aligned with an
educational need,
research through Google
Scholar and MSU library
18. Narrative Explaining how
teacher has demonstrated
Guideline/Standard
the standard with links to
products and exhibits
databases was conducted
to locate current
literature on instant
messaging in the
composition classroom
*will be also covered in 800,
801, and 822
2.3.5 use local mass storage devices and media CEP 810-812: Describe use of
to store and retrieve information and MSU AFS space, personal
resources. storage area in Portfolio
system, and use of electronic
media to store and retrieve
resources
• MSU AFS space and
personal storage area in
the Portfolio system
were used to help
organize and store
resources
• In addition to MSU AFS,
I utilized Google
Notebook to house
internet research for
various projects such as
the TechQuest, SIG
Project and Analysis of
Technology Innovation
*will be also covered in 800,
801, and 822
2.4 Software/Hardware Selection
Candidates will demonstrate knowledge of selection and management of the
educational technology infrastructure in a classroom setting. Candidates will
identify and implement software in classroom environments. They will
investigate issues related to educational technology integration.
Performance Indicators
19. Narrative Explaining how
teacher has demonstrated
Guideline/Standard
the standard with links to
products and exhibits
2.4.1 develop plans to configure computer/ *will becovered in 800 and 801
educational technology systems and
related peripherals appropriate to the
candidate's teaching field(s) in laboratory,
classroom cluster, and other instructional
arrangements.
2.4.2 research, evaluate, and develop *will becovered in 800 and 801
recommendations for purchasing
instructional software to support and
enhance the school curriculum.
2.4.3 research, evaluate, and develop *will becovered in 800 and 801
recommendations for purchasing
educational technology systems.
2.4.4 design and recommend procedures for the *will becovered in 800 and 801
organization, management, and security of
hardware and software.
2.4.5 identify and describe network software *will becovered in 800, 801 and
packages used to operate a computer 822
network system.
2.4.6 configure a computer system and one or *will becovered in 800, 801 and
more software packages. 822
2.4.7 identify and describe software used in *will becovered in 800, 801 and
classroom settings, including productivity 822
tools,
information access/telecommunications
tools, multimedia/ hypermedia tools,
evaluation/portfolio tools, and computer-
based instruction.
2.4.8 describe evaluation criteria for software and *will becovered in 800, 801 and
identify reliable sources of software 822
evaluations.
2.4.9 identify and classify adaptive assistive *will becovered in 800, 801 and
hardware and software for students and 822
teachers with special needs and locate
sources to assist in procurement and
implementation.
2.5 Research and Theories
Candidates will identify and apply educational and educational technology-
related research, the psychology of learning, and instructional design principles
20. Narrative Explaining how
teacher has demonstrated
Guideline/Standard
the standard with links to
products and exhibits
in guiding use of computers and educational technology in education.
Performance Indicators
2.5.1 summarize and apply principles and *will becovered in 822
practices of educational research in
educational technology.
2.5.2 summarize major research findings and *will becovered in 800, 801 and
trends related to the use of educational 822
technology in education to support
integration of educational technology in a
K-12 environment.
2.5.3 apply theories of learning, teaching, and *will becovered in 800 and 801
instructional design and their relationship to
meaningful and appropriate ways of using
educational technology in instruction.
2.5.4 describe social and historical foundations of *will becovered in 800 and 801
education and how they relate to the use of
educational technology in schools.
2.5.5 identify research related to human and *will becovered in 800 and 801
equity issues concerning the use of
computers and related technologies in
education.
2.5.6 conduct research and evaluate on-line *will becovered in 800, 801 and
sources of information that support and 822
enhance the curriculum.
2.5.7 design a research project that includes *will becovered in 800, 801 and
evaluating the use of a specific educational 822
technology in a K-12 environment.
2.6 Problem Solving, Instructional Design, and Product Development
Candidates will use computers and other technologies in research, problem
solving, and product development. Candidates use a variety of media,
presentation, and authoring packages; plan and participate in team and
collaborative projects that require critical analysis and evaluation; and present
products developed. Candidates will evaluate authoring and programming
environments for use in the classroom. They will apply instructional design
principles to develop, implement, and test interactive multimedia instructional
products using authoring environments.
Performance Indicators
21. Narrative Explaining how
teacher has demonstrated
Guideline/Standard
the standard with links to
products and exhibits
2.6.1 identify basic principles of instructional CEP 811: StAIR Project
design associated with the development of
multimedia and hypermedia learning • Instructional design was
materials. considered and
implemented in the
development of the
STAIR Project in order
to create a self-driven
resource organized so
students could work
through it individually
*will also becovered in 800, 801
and 822
2.6.2 develop simple hypermedia and multimedia CEP 811: StAIR Project
products that apply basic instructional
design principles. • Hypermedia and
multimedia were
presented in the STAIR
Project by connecting
pages together in the
quiz sections and
including graphical
designs to enhance visual
appearance and content
comprehension
*will also becovered in 800, 801
and 822
2.6.3 select appropriate tools for communicating CEP 811: Creation of
concepts, conducting research, and solving WebQuest
problems for an intended audience and
purpose. • Appropriate resources
(both multimedia and
print) were selected to
communicate concepts
of literary publication
*will also becovered in 800, 801
and 822
2.6.4 participate in collaborative projects and CEP 810: Point/Counterpoint
22. Narrative Explaining how
teacher has demonstrated
Guideline/Standard
the standard with links to
products and exhibits
team activities. on Technology in Education
• Point/Counterpoint
allowed for group
collaboration in threats
against the use of
technology
• Developing ideas
through collaborative
brainstorming sessions,
connecting collaborative
ideas to one another, and
creating a successful and
cohesive presentation of
joint ideas were achieved
through this project
CEP 811: Exploring Web-
Based Applications
• Group members used
Google Documents to
organize collaborated
information and
resources
• Successful participation
and communication was
achieved in order to
create a joint web-based
application highlighting
Google tools
CEP 812: Special Interest
Group
• Our SIG developed a
collaborative wiki where
each member contributed
to the proposal and
gathering of research and
data to support specific
areas of interest
23. Narrative Explaining how
teacher has demonstrated
Guideline/Standard
the standard with links to
products and exhibits
concerning asynchronous
and synchronous
communication in hybrid
learning environments
*will also becovered in 800, 801
and 822
2.6.5 identify examples of emerging, authoring, CEP 811: Creation of
or problem solving environments. WebQuest
• WebQuest represents an
emerging environment as
students utilize a wide
variety of tools from
Web readings to videos
to internet links
• It also represents an
emerging environment
for myself as a teacher
because before this
assignment I had never
considered creating a
quest that students
worked through with
peers entirely online
CEP 811: Creating a
Reflection Blog
• Reflection blog allowed
for a new and emerging
technology to develop
professionally as an
educator and take new
ideas back to the
classroom
• Provided a platform to
problem solve
frustrations and
experiences with
24. Narrative Explaining how
teacher has demonstrated
Guideline/Standard
the standard with links to
products and exhibits
technology
CEP 812: Multiple Page
Website
• Website demonstrates
ability to author in online
environments and
display information in a
successful technology
• Problem solving and
authoring of emerging
environments is
demonstrated through
the use of Kompozer and
using it to create a
professional website
(include an explanation of using
NVU, Dreamweaver or
Frontpage as an authoring tool
*will also becovered in 800, 801
and 822
2.6.6 collaborate in on-line workgroups to build CEP 811: Contribute to Idea
bodies of knowledge around specific topics. Exchange Wiki
• Authored entry on Idea
Exchange Wiki with
other educators
• Read through previous
wiki entries and analyzed
the different
technologies
CEP 811: Exploring Web-
Based Applications
• Worked closely with
three members of a
group to develop a clear
25. Narrative Explaining how
teacher has demonstrated
Guideline/Standard
the standard with links to
products and exhibits
analysis of Google Tools
CEP 812: Special Interest
Group
• Worked together with
three group members to
establish a special
interest group wiki on
communication and
collaboration tools in
online or hybrid
environments
*will also becovered in 800, 801
and 822
2.6.7 use a computer projection device to *will be covered in 801
support and deliver oral presentations.
2.6.8 design and publish simple on-line CEP 811: Creation of
documents that present information and WebQuest
include links to critical resources.
• WebQuest contains
multiple links to pages
representing the steps of
the quest, links to
internet resources, links
to readings and videos
CEP 812: Multiple Page
Website
• Website demonstrates a
clear purpose of design
and publication with a
unified theme, links and
resources
CEP 812: SIG Annotated
Links Page
26. Narrative Explaining how
teacher has demonstrated
Guideline/Standard
the standard with links to
products and exhibits
• A wiki that provides
resources and links to
articles on
communication and
collaboration in online
environments
• Tutorial video from
YouTube is utilized to
demonstrate how to use
Google Documents
2.6.9 develop instructional units that involve CEP 810: Implementing a
compiling, organizing, analyzing, and Model Lesson Plan
synthesizing of information and use
educational technology to support these • Instructional units of
processes. Model Lesson Plan
outline the use of
internet sites for students
to analyze and evaluate
the credibility and
reliability of sources to
apply to their own
internet research
methods
CEP 811: Creation of
WebQuest
• Each step of the quest
represents a clear and
organized instructional
unit where directions are
articulated and explained
thoroughly
• WebQuest is designed to
encourage students to
analyze and synthesize
information on literary
publications an apply it
27. Narrative Explaining how
teacher has demonstrated
Guideline/Standard
the standard with links to
products and exhibits
to their own writing
CEP 811: StAIR Project
• STAIR Project
incorporates an
instructional unit on
argumentative writing
that walks students
through critical elements
of writing an argument
CEP 812: TechQuest Project
• TechQuest Project
required a compilation of
ideas, research and
explanation of
experiences to articulate
the integration of instant
messaging as
conferencing tools in the
writing classroom
2.6.10 use and apply more than one computer CEP 811: Creation of
authoring and/or programming WebQuest
environment.
• WebQuest utilizes more
than one computer
authoring or
programming
environment by
presenting information
through internet
readings, video tutorials
and website pages
CEP 812: Multiple Page
Website
• Website provides storage
28. Narrative Explaining how
teacher has demonstrated
Guideline/Standard
the standard with links to
products and exhibits
for documents composed
in PowerPoint, Word and
other web pages
• Internal page links are
provided for easy
navigation in the
Website
(describe advance use of
features such as rollover links
and internal page links)
2.6.11 describe the characteristics and uses of CEP 811: Exploring Web-
current authoring environments and Based Applications
evaluate their appropriateness for
classroom applications. • Google Notebook was
explored, analyzed and
evaluated thoroughly by
examining its practical
uses in the classroom
• Exploration into Google
Notebook confirmed its
use as an effective
research tool for
students
*may also covered in 800 and
801
2.6.12 describe the characteristics and uses of *will be covered in 800 and 801
current programming and scripting
environments and evaluate their
appropriateness for classroom use.
2.6.13 apply instructional design principles to the CEP 811: StAIR Project
design of screens, text, graphics, audio,
and video in instructional products under • STAIR Project used
development. numerous instructional
design principles from
text, graphics, and video
CEP 811: Creation of
WebQuest
29. Narrative Explaining how
teacher has demonstrated
Guideline/Standard
the standard with links to
products and exhibits
• WebQuest demonstrates
instructional design
through well-mapped out
pages and navigation that
include video tutorials,
images and links
CEP 812: Multiple Page
Website
• Website represents
instructional design
through the use of
coherent design
principles, images, color
coordination and links
2.6.14 describe and practice strategies for testing *will be covered in 822
and evaluating instructional products
designed.
2.6.15 apply instructional design principles to CEP 811: StAIR Project
develop substantive interactive multimedia
computer-based instructional products. • Instructional design
principles were
integrated into the
STAIR to help facilitate
computer-based
instruction and guide the
student through the
project smoothly
3.0 Professional Preparation in Educational Computing and
Educational Technology
[back to top]
Narrative Explaining how teacher
Guideline/Standard has demonstrated the standard with
links to products and exhibits
30. Narrative Explaining how teacher
Guideline/Standard has demonstrated the standard with
links to products and exhibits
Professional Preparation in Educational Computing and Educational
Technology
Professional studies in educational computing and educational technology require
knowledge about use of computers and related technologies to support teaching and
learning. Advanced programs preparing educators for a specialty in educational
computing and educational technology require studies of, and experiences with,
concepts and skills related to use of educational technology-based systems in K-12
education.
3.1 Instructional Program Development
Candidates will develop curricular plans based on local, state, and national
standards for the use of computers and other associated technologies.
Performance Indicators
3.1.1 describe and analyze *will be covered in 800 and 801
accepted principles of
strategic planning to facilitate
curriculum design for
teaching with computers and
related technologies.
*3.1.2 identify and use national, *will be covered in 800, 801 and 822
state, and local guidelines to
develop curriculum plans for
integrating educational
technology in the K-12
environment.
3.1.3 plan strategies to mentor *will be covered in 800, 801 and 822
other educators and
demonstrate leadership
regarding Information Age
learning practices and
techniques.
3.2 Teaching Methodology
Candidates will effectively plan, deliver, and assess concepts and skills
relevant to educational technology across the curriculum. Candidates will
apply effective methods and strategies for teaching the use of educational
technology tools.
Performance Indicators
31. Narrative Explaining how teacher
Guideline/Standard has demonstrated the standard with
links to products and exhibits
3.2.1 design and practice methods *will be covered in 800, 801 and 822
and strategies for teaching
concepts and skills related to
computers and related
technologies including
keyboarding.
3.2.2 design and practice methods *will be covered in 800, 801 and 822
and strategies for teaching
concepts and skills for
applying productivity tools.
3.2.3 design and practice methods *will be covered in 800, 801 and 822
and strategies for teaching
concepts and skills for
applying information access
and delivery tools.
3.2.4 design and practice methods *will be covered in 800 and 801
and strategies for teaching
problem solving principles
and skills using educational
technology resources.
3.2.5 design and implement *will be covered in 800, 801 and 822
integrated educational
technology classroom
activities that involve
teaming and/or small group
collaboration.
3.2.6 identify activities and *will be covered in 800 and 801
resources to support regular
professional growth related
to educational technology.
3.2.7 identify professional *will be covered in 800 and 801
organizations and groups
that support the field of
educational computing and
educational technology.
3.2.8 design a set of evaluation *will be covered in 800, 801, and 822
strategies and methods that
will assess the effectiveness
of instructional units that
integrate computers/
educational technology.
32. Narrative Explaining how teacher
Guideline/Standard has demonstrated the standard with
links to products and exhibits
3.2.9 demonstrate methods for *will be covered in 800 and 801
teaching hypermedia
development, scripting, and/
or computer programming in
a problem-solving context in
K-12 schools.
3.2.10 demonstrate methods for *will be covered in 800 and 801
teaching at least one modern
authoring tool to students.
3.2.11 demonstrate methods for *will be covered in 800, 801 and 822
teaching uses of media-
based tools, such as
television, audio, print
media, and graphics.
3.2.12 demonstrate methods for CEP 812: A Matter of Ethics Lesson
teaching social, ethical, and Plan
legal issues and responsible
use of educational • A Matter of Ethics Lesson Plan
technology. demonstrates crucial methods by
using a combination of current and
engaging resources from videos to
literature
*will be covered in 800 and 801
3.3 Field Experiences
Candidates will participate in field experiences that allow them to (1) observe
the use of educational technology to support instruction, and the evaluation of
effectiveness of educational technology resources for teaching and learning;
and (2) apply educational technology resources to support instruction in
classroom settings.
Performance Indicators - Candidates Will:
3.3.1 observe and compare Describe any observations or
methods and strategies used comparisons you made during these
in educational technology in courses of methods and strategies used
a variety of authentic in educational technology
educational settings (i.e.,
elementary, middle, • One central observation that
secondary, adaptive continues to repeat itself when
assistive classrooms, labs). using educational technology is the
role of the teacher acting as a guide-
33. Narrative Explaining how teacher
Guideline/Standard has demonstrated the standard with
links to products and exhibits
on-the-side available to assist and
help but allows students to engage
and learn through the process on
their own.
• Additionally, allowing students to
construct their own knowledge
through the exposure to educational
technology is important
•Another common theme presented
in the certificate classes is the
emphasis on designing educational
technology with a clear purpose or
problem of practice in mind
3.3.2 develop and teach a series CEP 811: StAIR Project
of lessons that apply
educational technology • STAIR was developed and
resources to support presented to an argumentative
instruction. writing class to help instruct and
inform on basic terminology in
argumentative writing
CEP 811: Creation of WebQuest
• WebQuest was designed and
implemented in a Creative Writing I
& II distance learning class to
engage students in the literary
publication process
CEP 812: TechQuest Project
• TechQuest Project explored instant
messaging in a composition
classroom and was integrated as a
tool for communication and
conferencing on student writing
*will be covered in 822