Handout for meeting Oct 14, 2005
included surveys, sample surveys, SFA field & follow up surveys, plus:

Nets for Teachers (copied for all) http://www.ncrel.org/tech/nets/nets-t-rubric.pdf
Nets for Students (link only) http://www.ncrel.org/tech/nets/p-12rubric.pdf
NCATE DRAFT - rubric (3-18-05)

NCATE on Technology & Teacher Education - July 2001
http://www.education.sfasu.edu/ele/classes/abel/ncate_technology_direction.html

NCATE accreditation standards re knowledge & use of technology:

NAS - 1C1 = TC CONTENT - completes courses & experiences - understanding & use, technology in subjects they will teach

NAS - 1.D.2 = TC USE - use computer technology

NAS - III A = FAC intergrate tech in teaching & scholarship

NAS - IV.B = RESOURCES for teaching & scholarship / TC & FAC - training & access / systematically reviewed

NAS IV.C = RESOURCES - operating unit / functional & well maintained to level of other SFA depts

How do the standards reflect emerging technologies that are changing teaching and learning in our schools? http://www.ncate.org/boe/faqStandards.asp#faq4

NCATE says:
COE = education unit’s conceptual framework include a commitment to preparing candidates who are able to use educational technology to help all students learn

Standard 1: Candidate Knowledge, Skills and Dispositions - candidates use technology in their practice and facilitate student learning through the integration of technology. (integrate tech in teaching & impact stud lng.)

Standard 3: Field Experiences and Clinical Practices expects that candidates have the opportunity in their field and clinical experiences to use technology to support teaching and learning. (opor to use tech to teach)

Standard 5: Faculty Qualifications, Performance and Development expects that faculty integrate technology into their teaching.

Standard 6: Unit Governance and Resources expects the unit to have adequate information technology resources to support faculty and candidates.

NCATE provides examples

Vanderbilt’s Peabody College
http://www.ncate.org/boe/ci4.asp?ch=113

Six TC's participated in an experimental course that brought together biology, teaching methods, and technology. They designed & created an interactive multimedia program that they later used in student teaching. The course was jointly taught by a science education professor and a biology professor.

Texas example
http://www.ncate.org/boe/ci3.asp?ch=113

Professors use email and computer tech to stay in contact with students in field - comment on lesson plans, discuss teaching situations, etc.

The Houston Consortium is among many beneficiaries of the Texas Legislature’s investment of more than $25 million over the past several years to encourage teacher education institutions to make their preparation programs more field-based and technology-intensive.

They have studied impact - Preliminary data indicate that pupils in these schools show increased achievement on statewide tests in mathematics, reading, and writing - and that 43% of the experienced teachers in these schools report changing their teaching practices because of involvement in the program.

Another impressive example - a narrative about tech in this university
http://www.ncate.org/boe/technology21.asp?ch=113

"Before going to class, I access my e-mail to read responses from two instructors to questions I had, as well as four messages from fellow students. I get to my classes five minutes early to plug in my notebook computer and get organized. All our classrooms are linked to the Internet...I’m working on a portfolio project in the Language Arts class, and I’m in the process of scanning pictures into my Powerpoint presentation. We’ve all had the opportunity to develop electronic portfolios this semester and are getting ready to turn them into CD-ROMs."

Does this sound like the teacher preparation that you know? Does it sound like the teacher preparation of the future? Actually it is a chronicle of a day in the life of a current teacher candidate at Valley City State University in North Dakota. The university requires its students to own a notebook computer, and models the integration of technology into instruction.

Irving Independent School District
Irving, TX http://www.nationaledtechplan.org/stories/irving2.asp
Developed out of a need to talk with other districts about challenges with one-to-one initiatives, Irving Independent School District organized a learning community made up of districts from across the nation and invited them to come and exchange dialogue with colleagues in a symposium format. Read more about District Learning Community.

What other schools are doing
http://www.nationaledtechplan.org/stories/leadership.asp

NCATE - new
National Education Technology Plan 2004
http://www.nationaledtechplan.org/
Worth your time:
Powerpoint presentation
http://www.nationaledtechplan.org/docs_and_pdf/NETP2005.ppt

NCATE - What do today's teens think?
http://www.nationaledtechplan.org/
Vision 2020 - asked a lot of teens for their views & wishes
http://www.nationaledtechplan.org/documents/visions_20202.pdf

NETS for Teachers
GENERAL PREPARATION PERFORMANCE PROFILE
http://education.unlv.edu/documents/DO/ncate/standards/pdf/nets.pdf
http://cnets.iste.org/teachers/

Upon completion of the general preparation component of their program, prospective
teachers:

Demonstrate proficiency in the use of common input and output devices; solve routine hardware and software problems; and make informed choices about technology systems, resources, and services.

Demonstrate a sound understanding of the nature and operation of technology systems.

Use technology tools and information resources to increase productivity, promote creativity,and facilitate academic learning.

Use content-specific tools (e.g., software, simulation, environmental robes, graphingcalculators, exploratory environments, Web tools) to support learning and research.

Use technology resources to facilitate higher order and complex thinking skills, including problem solving, critical thinking, informed decision making, knowledge construction, andcreativity.

Collaborate in constructing technology-enhanced models, preparing publications, and producing other creative works using productivity tools.

Use technology to locate, evaluate, and collect information from a variety of sources. Use technology tools to process data and report results.

Use technology in the development of strategies for solving problems in the real world.

Observe and experience the use of technology in their major field of study.

Use technology tools and resources for managing and communicating information (e.g.,finances, schedules, addresses, purchases, correspondence).

Evaluate and select new information resources and technological innovations based on their appropriateness to specific tasks.

Use a variety of media and formats, including telecommunications, to collaborate, publish, and interact with peers, experts, and other audiences.

Demonstrate an understanding of the legal, ethical, cultural, and societal issues related totechnology.

Exhibit positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.

Discuss diversity issues related to electronic media.

Discuss the health and safety issues related to technology use.

International Society for Technology in Education (ISTE)
Educational Computing
and Technology Standards
http://osx.latech.edu/ncate/n_intro.html
--------------------------------------------------------------------------------
Current Standards and Review Process
(Beginning Fall 2004)

INTRODUCTION
Educational computing and technology (ECT) is an emerging field, which encompasses many sub-disciplines. This field includes knowledge about and use of computers and related technologies in (1) integration of technology and curriculum to support learning; (2) delivery, development, prescription, and assessment of instruction; (3) effective use of computers as an aid to problem solving; (4) school and classroom management; (5) educational research; (6) electronic information access and exchange; (7) personal and professional productivity; (8) technical assistance and leadership; and (9) computer science education.

The International Society for Technology in Education (ISTE) recognizes that educational computing and technology foundations (NETS for Teachers) are essential for all teachers. ISTE also acknowledges educational computing and technology specialty areas beyond these foundations and has established program standards for initial and advanced programs. These program standards will assist teacher education units, and professional organizations and agencies in understanding and evaluating the educational preparation needed for specialization within the field.

These programs will prepare candidates to keep abreast of changes in educational computing and technology and their impact on education. In addition, candidates will be equipped to utilize and integrate a broad range of educational computing and technology applications to enhance student learning. Finally, candidates will be prepared to work effectively as professional leaders to advance their specific fields within a culturally diverse society.