WEST VIRGINIA UNIVERSITY
Curriculum and Content Standards for Technology in the Five-Year 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. / CS 101: Introduction to Computer Applications is available to all teacher candidates. This introductory computer science course focuses on building skills in the use of the Microsoft Office suite.
In seminars associated with all six clinical experiences in the five-year teacher education program, teacher candidates learn technology skills related to ISTE National Education Technology Standards including use of web boards, listservs, chat rooms, online tests, electronic gradebooks, spreadsheets, and FrontPage to develop web pages. This skill-building is then applied in courses in the pedagogy core of the program.
In EDUC 312: Practicum I teacher candidates are introduced the ISTE standards.
In EDUC 687: Instructional Practicum teacher candidates develop and implement their own professional development plans. These plans may target professional development in instructional technologies.
The College of Human Resources and Education (HRE) houses the Teaching, Learning, and Technology Center (TLTC) where students have access to computer lab facilities and technical support. / Candidate competency is evaluated by the course professor.
Candidates’ work is evaluated by the Coordinator for Clinical Experiences.
Candidate’s work is evaluated by host teachers and teacher education coordinators.
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. / In EDUC 302: Learning in the Educational Setting II, teacher candidates learn the fundamentals of lesson planning.
In EDUC 312: Practicum II, candidates identify and locate technology resources in their professional development schools (PDSs) and evaluate their use by host teachers.
In EDUC 400: Instructional Design and Assessment, teacher candidates are taught a variety of instructional strategies, including the use of technology to enhance the learning experience.
In five of the six clinical experiences in the five-year teacher education program, students are required to plan, teach, evaluate and reflect on lessons. These experiences are sequenced such that students begin by teaching only a few lessons and progress until they are assuming full-time responsibilities for teaching in a classroom.
The Evansdale Library at WVU has extensive holdings in electronic format—as candidates conduct research and prepare lessons for the K-12 classroom, they have an almost limitless source of information available to them electronically.
Methods classes require students to develop lessons using content-appropriate technology.
The office of the Benedum Collaborative in the College of Human Resources and Education has video cameras, computer projectors, etc. available for candidate use.
As the five-year teacher education program evolves, the six-hour special education sequence for all teacher education candidates will enhance their opportunities to use technologies with special populations. / Candidate competency is evaluated by the course professor.
Candidate competency is evaluated by the course professor.
Candidate competency is evaluated by the course professor.
Candidate competency is evaluated by host teachers and teacher education coordinators on a set of performance assessment rubrics.
Candidate competency is evaluated by methods course instructors.
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. / In all six clinical experiences in the five-year teacher education program, students are required to plan, teach, evaluate and reflect on lessons. These experiences are sequenced such that students begin by teaching only a few lessons and progress until they are assuming full-time responsibilities for teaching in a classroom.
Candidates include at least one artifact in both their Year 4 Portfolio and their Exit Portfolio that demonstrates their ability to incorporate technology into their teaching.
In seminars related to clinical experiences, candidates are introduced to various forms of adaptive technology for special needs children.
Candidates develop an electronic version of their Exit Portfolio using FrontPage. / Candidate competency is evaluated by host teachers and teacher education coordinators on a set of performance assessment rubrics.
Candidates’ Year 4 Portfolios are evaluated by teams of HRE and PDS faculty—candidates must correct any deficiencies before entering the internship.
Candidates’ Exit Portfolios are evaluated by teams of HRE and PDS faculty—candidates must correct any deficiencies before exiting the program
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Candidates’ work is evaluated by the course instructor.
The electronic portfolio is evaluated by the Program Coordinator before exiting the program.
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. / In EDUC 401: Managing and Organizing Learning Environments, candidates learn the fundamentals of collecting and analyzing assessment data using computer technology.
In EDUC 450: Social Studies Methods for Elementary Teachers and C&I 454: Secondary Social Studies Methods, candidates create electronic rubrics to assess children’s learning.
In EDUC 600: Teacher as Researcher, candidates design and implement an action research project where they collect data on student performance, analyze the data, act upon their analysis while teaching, draw conclusions, reflect on the project, and make a PowerPoint-assisted presentation to peers and professionals both in HRE and in their PDSs. / Candidate competency is evaluated by the course professor.
Candidate competency is evaluated by the course professor.
Candidate competency is evaluated by a pair of mentors from HRE and PDSs using a set of rubrics.
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. / In all six clinical experiences, candidates are required to write a reflection that includes an analysis of their use of technology in their teaching.
In four of the clinical experiences, candidates and their host teachers can access all assessment forms from online websites.
In EDUC 200: Professional Inquiry and EDUC 600: Teacher as Researcher, candidates access resources from e-reserves.
In EDUC 410: Practicum III and EDUC 411: Practicum IV, candidates participate in synchronous online chats where they reflect on the chat function as a method of instruction, reflection and collaboration.
In EDUC 601: Context of Education, candidates engage in synchronous online chats to collaborate with peers and their professor. They also create a community resource web site for their PDSs and the PDSs’ school communities.
Candidates develop an electronic version of their Exit Portfolio using FrontPage. / Candidate competency is evaluated by host teachers and teacher education coordinators on a set of performance assessment rubrics.
Candidate competency is evaluated by the course professor.
Candidate competency is evaluated by the course professor.
The electronic portfolio is evaluated by the Program Coordinator before exiting the program.
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. / Teacher candidates review the local school system’s Acceptable Use Policy (for K-12 students). They are taught how to implement this policy.
In EDUC 600: Teacher as Researcher, candidates are required to include appropriate citations of references used in their Action Research project proposals and reports.
As the five-year teacher education program evolves, the six-hour special education sequence for all teacher education candidates will enhance their opportunities to use technologies with special populations. / Candidate competency is evaluated by host teachers and teacher education coordinators on a set of performance assessment rubrics.
Candidate competency is evaluated by the course professor.