MARSHALL UNIVERSITY
Curriculum and Content Standards for Technology in the Teacher Education Program
ISTE Content Standard / Learning Opportunity / AssessmentI. Technology Operations and Concepts.
Teachers demonstrate a sound understanding of technology operations and concepts. Teachers:
A. demonstrate introductory knowledge, skills, and understanding of concepts related to technology (as described in the ISTE National Education Technology Standards for Students.
B. demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies. /
CI 102 students learn basic operations for technology and begin an electronic portfolio. They learn both productivity and presentation software.
CI 350 students continue to learn basic operations and how those integrate into teaching. Students work with CSOs in Technology. These standards align with the ISTE Standards
Students continue to demonstrate growth through lesson plan and unit construction in various classes, through the Lesson Plan with Technology Performance Task in CI 350, through meeting Standard 4: Instructional Strategies in the Standards for Teacher Certification in the two major field experiences and student teaching.
Three computer labs and a distance-learning classroom are available for students in Jenkins Hall, the education building. Additional computer labs are available in South Charleston and Beckley.
The university gives students access to high-speed internet connections in various places across campus. Wireless access is available in many locations and is constantly expanding.
Students are required to take a course delivered on an online platform. Navigation of WebCT VISTA is required.
Students are required to evaluate the ISTE standards and identify their own strengths and weaknesses within the standards. Further, students devise a plan to address missing competencies. / Candidates’ work is evaluated through course assignments.
Candidates’ performance is evaluated by evaluation forms and rubrics.
Technology equipment is evaluated by the Instructional Technologist, by current hardware and software, and by faculty requests.
Completion of assessment module.
Evaluation by professor through rubric.
II. Planning and Designing Learning Environments and Experiences.
Teachers plan and design effective learning environments and experiences supported by technology. Teachers:
A. design developmentally appropriate learning activities that apply technology-enhanced instructional strategies to support the diverse needs of learners.
B. apply current research on teaching and learning with technology when planning learning environments and experiences.
C. identify and locate technology resources and evaluate them for accuracy and suitability.
D. plan for the management of technology resources within the context of learning activities.
E. plan strategies to manage student learning in a technology-enhanced environment. /
Lesson Plan with Technology Performance Task is part of CI 350. Technology is selected to enhance learning, diversity, and development of learners.
Lesson plans and units in other classes use many instructional strategies including technology. This is Standard for Teacher Certification 4: Instructional Strategies.
CI 350 applies current research in planning environments as do all methods classes and field and clinical experiences for elementary and secondary students. Careful attention is given the Content Standards and Objectives (CSOs) for West Virginia.
CI 350 has an assignment to locate and evaluate technology sources. Other assignments include personal web sites, electronic grade books, powerpoint, and unit plan.
CI 321 has an objective that asks candidates to examine, apply, adapt, and evaluate strategies including technology.
CI 442 and 449 are classroom management courses that include the planning of technology resources within learning activities.
CISP 421 and 422 assist students in planning for assistive devices for diverse learners.
Technology Resources are available for candidate use in the Learning Resource Center. These resources include video cams, computers, projectors, overheads, printing, and a computer lab.
Candidates have the opportunity to take electronic courses in history and in professional education—EDF 435. They also use Vista and distance learning for classes.
Candidates communicate with professors and other professionals through the use of e-mail.
Students are required to develop learning activities that are developmentally appropriate using a variety of technologies such as powerpoint.
Students are required to evaluate the ISTE standards and identify their own strengths and weaknesses within the standards. Further, students devise a plan to address missing competencies. / Candidates’ work is evaluated through course assignments.
Candidates’ work is evaluated by assignments. Candidates’ performance is evaluated by evaluation forms and rubrics.
Candidates’ work is evaluated through course assignments.
Evaluation by professor through rubric.
Evaluation by professor through rubric.
III. Teaching, Learning, and the Curriculum.
Teachers implement curriculum plans, that include methods and strategies for applying technology to maximize student learning. Teachers:
A. facilitate technology-enhanced experiences that address content standards and student technology standards.
B. use technology to support learner –centered strategies that address the diverse needs of students.
C. apply technology to develop students’ higher order skills and creativity.
D. manage student learning activities in a technology-enhanced environment. /
All lesson and unit plans must address the CSOs of West Virginia.
Special education courses, CISP 421 and 422, discuss the use of technology to support diverse needs of students. All candidates engage in Performance Task Diversity Tutoring Project.
Standards for Teacher Certification: Instructional Strategies includes technology as an important strategy to use in teaching and learning.
Lesson and unit plans include technology assignments in field and clinical experiences.
Candidates have continued to participate in Performance Tasks that have become part of an electronic portfolio. The tasks demonstrate learner centered strategies and technology use.
Candidates use technology in presentations to students including powerpoint and web quests. Candidates encourage students to engage in these technology activities also. Syllabi for field and clinical experiences require the use of existing technology in schools.
Content areas use content appropriate technology; examples would be mathematics courses, science courses, computer courses, etc.
Course objectives include development of critical thinking skills with problem-solving strategies including the use of technology.
Science methods integrates the use of Inspiration software and other technology resources.
Students are required to evaluate the ISTE standards and identify their own strengths and weaknesses within the standards. Further, students devise a plan to address missing competencies. / Candidates’ work is evaluated through course assignments.
Performance Tasks are connected to professional education courses and evaluated by the course professor.
Candidates’ performance is evaluated through evaluation forms and rubrics.
Candidates receive information regarding the portfolio from professors.
Candidates’ lesson plans and unit plans are evaluated in field and clinical experiences by public school and university supervisors in addition to professors.
Evaluation by professor through rubric.
IV. Assessment and Evaluation.
Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies. Teachers:
A. use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning.
B. apply multiple methods of evaluation to determine students’ appropriate use of technology resources for learning, communication, and productivity. / The portfolio that candidates prepare during student teaching collects assessment data from students, analyzes the data, and interprets the results. These findings are presented to a committee in an oral capstone presentation.
Candidates gather assessment data in all field and clinical experiences. Through reflection in all field and clinical placements, the candidates begin to improve their practice
Candidates learn multiple methods to determine student use of technology in CI 350.
Several professional education courses require the collection, analysis, and interpretation of educational data.
Students are required to evaluate the ISTE standards and identify their own strengths and weaknesses within the standards. Further, students devise a plan to address missing competencies. / Candidates’ work is evaluated through course assignments.
Performance Tasks are connected to professional education courses and evaluated by the course professor.
Candidates’ performance is evaluated through evaluation forms and rubrics.
Candidates receive information regarding the portfolio from professors. The portfolio and the oral capstone are evaluated by a panel of educators.
Candidates’ lesson plans and unit plans are evaluated in field and clinical experiences by public school and university supervisors in addition to professors.
Evaluation by professor through rubric.
V. Productivity and Professional Practice.
Teachers use technology to enhance their productivity and professional practice. Teachers:
A. use technology resources to engage in ongoing professional development and lifelong learning.
B. continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning.
C. apply technology to increase productivity.
D. use technology to communicate and collaborate with peers parents, and the larger community in order to nurture student learning. / CI 350 works from objectives that ask candidates to use current and emerging technologies, practice and provide feedback in critical analysis and adaptation of existing materials and technology, analyze non-print media, and examine the characteristics of the various media types and select those most appropriate in meeting the educational objectives and the learning environment.
CI 447 has a multimedia project that includes communication with parents.
All field and clinical experiences ask candidates to engage in professional growth through seminars and professional development. Much of the professional development, especially in the Partnership Schools Project, is devoted to technology.
In field and clinical experiences candidates apply technology for increased productivity, communication with parents, and nurturing student learning.
An e-portfolio contains major assignments for candidates during the program.
Students use spreadsheet to evaluate instructional and professional goals.
Students are required to evaluate the ISTE standards and identify their own strengths and weaknesses within the standards. Further, students devise a plan to address missing competencies. / Candidates’ work is evaluated through course assignments.
Performance Tasks are connected to professional education courses and evaluated by the course professor.
Candidates’ performance is evaluated through evaluation forms and rubrics. The Standards for Teacher Certification contain standards that align to instructional strategies including technology; professional relationships with colleagues, students, and parents; and professional plans for personal growth and development
Candidates’ lesson plans and unit plans are evaluated in field and clinical experiences by public school and university supervisors in addition to professors.
E-portfolios are available to professors at all times.
Evaluation by professor through rubric.
Evaluation by professor through rubric.
VI. Social, Ethical, Legal, and Human Issues.
Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and apply that understanding in practice. Teachers:
A. model and teach legal and ethical practice related to technology use.
B. apply technology resources to enable and empower learners with diverse backgrounds, and characteristics, and abilities.
C. identify and use technology resources that affirm diversity.
D. promote safe and healthy use of technology resources.
E. facilitate equitable access to technology resources for all students. / Almost all classes talk about the legal and ethical issues. CI 350 has objectives related to the legal and ethical issues, the safe and healthy use of technology, and facilitation of equitable access.
Courses talk about plagiarism, dishonesty, and consequences in course work. Many syllabi have a section devoted to this issue.
Several professors use Turnitin.com and require students to have their work checked by the web site before submitting it.
EDF 319 studies children with diverse backgrounds, characteristics, and abilities and links technology to those children.
The Learning Resource Center provides resources that affirm diversity.
Field and clinical experiences allow candidates to facilitate equitable access to technology resources for all students
Students are required to evaluate the ISTE standards and identify their own strengths and weaknesses within the standards. Further, students devise a plan to address missing competencies. / Candidates’ work is evaluated through course assignments.
Candidates’ performance is evaluated through evaluation forms and rubrics.
Candidates receive information regarding the portfolio from professors.
Evaluation by professor through rubric.