This unit is already meeting all key indicators established by the National Commission on Teaching and America’s Future for assessing readiness levels of teacher education programs to ensure that their students graduate with the knowledge, skills, and predispositions for teaching effectively with technology in any setting.

Below, we have listed the eight essential criteria: vision; leadership; faculty use of technology; teacher candidates' use of technology; funding for technology, training, & support; collaboration with arts & sciences; PK–12 partnerships; & meeting external mandates.  (Fulton, Glenn, Valdez, 2004)  The COE meets or is currently addressing all of these:

YES  1 – Is there a clearly stated vision statement?

YES  2 – Are academic leaders supportive?

YES  3 – Are faculty members  integrating technology into teaching and other areas such as research, & service and provided resources, training, and support?

YES   4 – Are there clearly stated guidelines for EC technology skills and  sufficient resources, training, and support for EC? (and OSP)?

YES   5 – Is there a budget line for technology at the college and department levels and a system to determine funding priorities.

YES   6 – Is there collaboration re technology across colleges

YES   7 – Are there  P-12 partnerships to address technology and to meet the needs of diverse students and at risk populations?  Are there  opportunities for ECs to explore effective use of technology integration in classrooms and  follow up surveys with focus groups to check retention, support, and technology use of teacher graduates?

YES   8 – Have collaborative groups from all levels formed to discuss meeting external mandates? Also evident in meeting standard 2.

According to a study under contract number ED-01-(X)-0011 by the North Central Regional Educational Laboratory, with funds from the Institute of Education Sciences (IES) and the U.S. Dept of Education, technology moves from:

It appears the COE has done well in overcoming first-order barriers for both faculty and educator candidates with respect to integrating technology effectively into teaching and learning—they are competent users themselves (B Ertmer, 1999). 

In our recent survey in which 73% of the COE faculty responded, 93% of the COE faculty reported seeing themselves as competent users of technology.  This survey also revealed that 88% of all COE faculty web-enhance their Face to Face (FF) courses, 85% integrate technology into their undergraduate teaching and 68% integrate technology into their graduate level teaching.  98% of the faculty require ECs to use technology for course work and 88% of Other School Personnel (OSP / principals, etc) faculty require Candidates to use tehcnology in their coursework.  Read the Executive Summary to see more indicators.

This work was originally produced by the North Central Regional Educational Laboratory with funds from the Institute of Education Sciences (IES), U.S. Dept of Education, under contract number ED-01-(X)-0011. The North Central Regional Educational laboratory (NCREL) remains one of the 10 regional educational laboratories funded by the U.S. Dept of Education.  This is outlined in more detail in their Teacher Education and Technology Planning Guide.