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Conversation with the Chair, Dr. Janice Pattillo
 Department of Elementary Education
IN A NUTSHELL - what comes to your mind first?

COMMITMENT
A - Evidence of commitment can be seen in college classrooms and programs that are online.
STRENGTHS
A - We have more online programs than any department on campus.
WEAKNESSES
A -  Funding  for faculty computer replacement is limited.
PLANS FOR IMPROVEMENT
A -  We are seeking more O&M funding for our budget. 
The university is developing a replacement policy for technology.

Q - What evidence do you have that demonstrates your commitment to technology?
A - Our  end of the year report of Instructional HEAF shows that most of the money is spent on technology. We replaced computers in all labs for students in the last three years.  We have added new technology in all nine college classrooms. 

Q - Since NCATE's last visit, what improvements have you made regarding the integration of technology?
A -We replaced computers in all labs for students in the last three years.  We have added new technology in all nine college classrooms.  We have replaced many of the faculty computers.

Q - What do you see as weaknesses regarding the integration of technology in your department?
A - Our budget for faculty computers is very limited.

Q - What future plans do you have for improvement?
A - We need to add podiums and computers to four classrooms.

Q - What kinds of ITV and distance learning courses and programs does your department offer? (undergrad/advanced?)
A - We offer the following programs online:  Early Childhood Masters, Reading Specialist, Elementary Standard Masters, Elementary Content Masters, six post baccalaureate certifications,  and an EC-4 Completer program with sixty-four hours on line for undergraduate students.

Q - How close are these to the level of instruction as on-campus courses?  How do you know?
A - The EC-4 Completer Program mirrors the face-to-face courses.  The other certifications do not have face-to-face courses on campus.  Originally they were designed based on face-to-face courses.

Q - What technologies are used to maintain, summarize, and analyze your department's assessment system?
A - File maker Pro has been used in this department since 1999.

Q- What opportunities do candidates have to use technology for instruction during field or clinical practice?
A - Candidates are placed in public schools with varying degrees of technology.  They range from one computer to computer centers with 4-6 computers.  Several schools have computer labs for the elementary grades.

Q- What opportunities do candidates have to interact with candidates of diverse backgrounds through technology?
A - Our candidates are placed in classrooms with diverse populations. Some of these classrooms have computer centers.

Q- How does your department support the use of technology in (faculty) instruction?
A - We have two full time support staff for technology in the building.  We provide weekly faculty meetings and many of these share updates for using technology.

Q - What technology has the department made available to students?
A - We have a learning center lab, a technology lab with one computer per student, computers in the office area for students to use in advising and registration, two computers for tutoring for the state tests.

Q - What technology has the department made available to instructors? (office, teaching, presenting....)
A - Each faculty member has a computer and printer.  Most of the faculty have laptops as well.  Classrooms are equipped with LCD projectors, DVD's, and VCR's.  Six of the nine classrooms have computers.  Other classrooms use faculty laptops.

Q- Does your dept have a technology plan or committee that provides for the needs of education candidates?
A - No

Q- Does your dept have a technology plan or committee that provides for the needs of faculty?
A - We have a technology committee.

Q - What do follow-up surveys of Educator Candidates indicate about their technology preparation and use?
A -  We ask candidates and district mentors to evaluate candidate use of technology. 



DISTANCE LEARNING PROGRAMS

Q - RE Standard 1: What assessments are used to monitor candidate performance and determine that proficiencies are being met by candidates in distance learning programs?
A - The same assessments used in the unit are used by distance learning programs. A SPA report is written for three of the online programs, RDG Specialist, Early Childhood PBIC, and Early Childhood Adv.

Q - RE Standard 2:  What evaluations of the distance learning programs provide systematic and ongoing data for use in program improvement? What changes have occurred as a result of these evaluations?
A - The unit assessments including the state tests indicate that these online students are performing well.

Q - RE Standard 3: How do distance learning programs in professional education ensure that field experiences and clinical practice are well sequenced, supervised by trained personnel and monitored by unit faculty, and integrated into the program?
A - The distance learning programs at the undergraduate and graduate level require candidates to teach children and mail videos to instructors for evaluation.  One of the programs requires students to take a two-hour practicum on campus to demonstrate competence in our Early Childhood Laboratory.

Q - RE Standard 4: How does the unit ensure that the curriculum provided through distance learning reflect diversity and prepares candidates to work with all students? (adapt/adjust instruction & access via technology)
A - We have online modules created to prepare candidates to work with all students.

Q - RE Standard 5: What are the qualifications of faculty members who teach via distance delivery that indicate they are proficient in technology?
A - Faculty must demonstrate competence by completing the OIT training.  Financial incentives provide encouragement for training

Q - RE Standard 6: To what extent are distance ed program courses consistent with institutional mission and COE conceptual framework and
A - Distance education programs follow the  objectives and guidelines as face-to-face courses.

Q - are they adequately funded by sufficient resources?
A - Yes

Q - RE Standard 6: How are distance ed programs evaluated by your department?
A - Courses are evaluated by candidates each semester.  Courses are reviewed by program coordinators and course directors.

Q - RE Standard 6: How are distance ed candidates advised?
A - They are advised by email.  All students in this department must be advised each semester to remove the hold on registration.

Q - RE Standard 6: To what extent is the balance of requirements for scholarship, service, and teaching similar to those not teaching via distance ed?
A - All faculty except three teach face-to-face and online

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