West Virginia Board of Education

Educational Technology for 21st Century Learners

Strategic Work Plan 2005-2008

Task 5: Research the extent of integration of technology in the teacher preparation programs within WV higher education teacher prep courses.

  • Determine criteria for evaluating technology integration: ISTE standards, State Board Policy, 21st Century requirements, WV TIS certification, NCATE applicability.
  • Develop process for data collection.
  • Summarize in the CRF the data collected and develop recommendations for necessary teacher preparation modifications.
  • Modify WV higher education teacher preparation programs in response to CRF and research findings.

Task 6: Explore technology integration competency requirement for all new teachers that is incorporated into a teacher preparation program.

  • Determine technology integration skills necessary to incorporate into teacher preparation program.
  • Summarize findings in the CRF.
  • Modify existing policy to reflect technology integration skill competency in teacher preparation programs.

WVBE Technology-Related Requirements for Educator Preparation Programs as specified in WVBE Policy 5100, Approval of Educational Personnel Preparation Programs

All educator preparation programs must meet all WVBE-required standards. The WVBE has adopted standards from the National Council for Accreditation of Teacher Education (NCATE) as its six overarching program standards. Four of the six standards include technology-related components. Each program is also required to have a conceptual framework which includes a “commitment to technology” component as well as addresses 21st Century Skills.

When institutions’ programs are reviewed every seven years, review team members examine the educator preparation program’s commitment to technology and the program’s preparation of teacher candidates to effectively integrate technology into the teaching and learning process. The following provides an overview of the types of questions and issues addressed in the team report specific to technology.

Conceptual Framework & Commitment to Technology

unit’s commitment to preparing candidates who are able to use educational technology to help all students learn

  • conceptual understanding of how knowledge, skills, and dispositions related to educational and information technology are integrated throughout the curriculum, instruction, field experiences, clinical practice, assessments, and evaluations

Standard One:

1. What assessment data demonstrate that candidates can integrate technology in their teaching? What are the assessments/measures used?

2. What other key assessments/measures are being used? Describe the data from these

key assessments that demonstrate that candidates preparing as other school personnel:

  • know their students, families, and communities
  • use current research to inform practice
  • use technology in their practice

Standard Three:

1. How does the unit systematically ensure that candidates have opportunities to use technology as an instructional tool during field experiences or clinical practice?

Standard Five:

How does faculty incorporate the use of technology into instruction?

Standard Six:

1. What information technology resources support faculty and candidates? How do these technologies help candidates achieve the commitments to technology outlined in the conceptual framework? What evidence shows that candidates and faculty actually use these resources?

WVBE Requirement for Performance Assessments in Educational Technology

Institutions of higher education are required by policy to assess teacher candidates’ proficiency with educational technology skills utilizing a performance-based assessment developed at the institutional level (See Section 6.2 of Policy 5100). Policy 5100 requires that such assessments “be collaboratively developed by public school administrators, classroom teachers, and teacher education faculty at the institutional level.” Policy 5100 identifies “performance-based assessment” as a “process whereby a cooperating public school professional(s) and a higher education faculty member(s) judge a prospective educator’s ability to integrate content, basic professional knowledge and pedagogical skills in an appropriate educational setting in which the prospective educator anticipates licensure.”

Institutions are also required to embed the International Society for Technology in Education’s National Education Technology Standards (NETS) for Teachers in their programs. (See next page for the NETS.)

WVBE Policy 5100, Appendix C

Educational Technology Standards

All WVBE-approved programs must ensure that candidates have the requisite knowledge and skills for effective use of educational technology in instruction and content specialization including the following:

1. TECHNOLOGY OPERATIONS AND CONCEPTS

Teachers demonstrate a sound understanding of technology operations and concepts. Teachers:

  • Demonstrate introductory knowledge, skills and understanding of concepts related to technology
  • Demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies

2. PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES

Teachers plan and design effective learning environments and experiences supported by technology. Teachers:

  • Design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners
  • Apply current research on teaching and learning with technology when planning learning environments and experiences
  • Identify and locate technology resources and evaluate them for accuracy and suitability
  • Plan for the management of technology resources within the context of learning activities
  • Plan strategies to manage student learning in a technology-enhanced environment

3. TEACHING, LEARNING AND THE CURRICULUM

Teachers implement curriculum plans that include methods and strategies for applying technology to maximize student learning. Teachers:

  • Facilitate technology-enhanced experiences that address content standards and student technology standards
  • Use technology to support learner-centered strategies that address the diverse needs of students
  • Apply technology to develop students’ higher order skills and creativity
  • Manage student learning activities in a technology-enhanced environment

4. ASSESSMENT AND EVALUATION

Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies. Teachers:

  • Apply technology in assessing student learning of subject matter using a variety of assessment techniques
  • Use technology resources to collect and analyze data, interpret results and communicate findings to improve instructional practice and maximize student learning
  • Apply multiple methods of evaluation to determine students’ appropriate use of technology resources for learning, communication and productivity

5. PRODUCTIVITY AND PROFESSIONAL PRACTICE

Teachers use technology to enhance their productivity and professional practice. Teachers:

  • Use technology resources to engage in ongoing professional development and lifelong learning
  • Continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning
  • Apply technology to increase productivity
  • Use technology to communicate and collaborate with peers, parents and the larger community in order to nurture student learning

6. SOCIAL, ETHICAL, LEGAL AND HUMAN ISSUES

Teachers understand the social, ethical, legal and human issues surrounding the use of technology in PreK-12 schools and apply those principles in practice. Teachers:

  • Model and teach legal and ethical practice related to technology use
  • Apply technology resources to enable and empower learners with diverse backgrounds, characteristics and abilities
  • Identify and use technology resources that affirm diversity
  • Promote safe and healthy use of technology resources
  • Facilitate equitable access to technology resources for all students

Adopted from the International Society for Technology in Education, National Education Technology Standards for Teachers

Recommendations for Data Collection & Assurance that

Teacher Candidates Have Proficiency in Technology

April 2006: Institutions will submit an overview outlining which courses and experiences address technology, the types of assessments/evaluations used to measure candidates’ proficiency with technology, and the expectations of candidates at each “step” (See West Virginia Wesleyan College example)

  • In the future, for purposes of program review, institutions will submit the overview described above including how the courses contained within the proposed specialization area address technology.
  • Each year, as part of the institution’s annual report to the WVDE, the institution shall address the steps it is taking to provide candidates with courses and experiences to enhance their knowledge and skills related to technology as well as to ensure candidates demonstrate proficiency in technology.
  • The state should develop a competency exam which all teacher candidates must pass prior to initial teacher certification.

In addition to the recommendations identified above, next steps for higher education as reported inLearning for the 21st Century indicate the following (note bullets 3 & 4):

  • Encourage K-12 schools to integrate 21st century skills into their college preparatory programs.
  • Develop mentoring relationships with K-12 schools and community leaders.
  • Develop ICT literacy among college and university students.
  • Support schools of education financially and technologically at the same level as other college and university programs.
  • Foster a vision of 21st century education.
  • Develop programs that comprehensively prepare graduates to teach in the 21st century.
  • Develop new pedagogical strategies that are based on research evidence and support 21st century skills.
  • Teach prospective students to use data to drive decisions.