Shaw University -- Department of Education Basic Instructional Technology (Fall 2010) (EDU 101 - 02)
Instructor: Jeanne Gunther
Phone: (919) 323-1645 (This is my cell#. You may text me or call me. If you text, please be sure to state your name in the text). I do not have conventional office hours as I do not have an office per se, but am happy to meet with you by appointment or talk on the phone or email.
Email Address: [email protected]
Class Meeting Time: Thursdays, 6:30pm.
Semester: Fall 2010
Required Texts/Hardware/Software for this course: 1. “Integrating Technology & Digital Media into the Classroom” 6th Ed. Thomson Course Technology, Copyright 2010. 2. “Teachers Discovering and Integrating Microsoft Office 2007 Brief Concepts & Techniques” (Office XP) Thomson Course Technology, Copyright 2010. Professor will also incorporate several (most current) resources into the Lectures as needed. 3. At least one 1GB. USB flash drive. Due to greater need for multimedia artifacts, you may need storage devices as big as 4GB. Some former students have used 4GB storage devices in Flash Drive forms. Remember to keep copies for your future needs, especially in your final Capstone course where you will need all your specialty area (and professional) courses and activities brought together to close the loop of your studies.
General Course Description: This course is designed to help students gain basic knowledge and skills in technology for their efficiency, functionality, and productivity as educators and in real life. This course is also structured to enable students to gain the basic technology competencies required of B-K-12 educators in North Carolina schools. Knowledge gained in this course can be used universally, since technology is universal in this age of Global Economy.
NOTE: The mission statement and goals of the Department of Education are aligned with the mission statement and goals of each of its programs.
Conceptual Framework Theme for the Department of Education: The theme/purpose of the conceptual framework under-girding the Department of Education’s programs is: to produce graduates who are critical thinking problem solvers with the knowledge, pedagogical, and technological skills, and professional dispositions needed to function as effective teachers in a diverse world.
Department of Education Mission Statement
The Shaw University Department of Education builds on the knowledge, skills, and values that students acquire through their liberal arts and science foundations. Candidates graduating from the department will have the specialty area knowledge, professional skills, and experiences that will enable them to function as competent and effective teachers who think critically and demonstrate effective problem-solving skills.
Departmental majors may choose a specific concentration from four different specialty areas. Each student is encouraged to choose one of the specialty areas listed below by the end of his/her sophomore year. Birth through Kindergarten Education (B-K) Elementary Education (K-6)
Graduate students may pursue a Master of Science in Curriculum and Instruction with a concentration in Early Childhood Education.
[The Secondary English Education (9-12) and Secondary Mathematics Education (9-12) programs are housed in the content areas. The University suspended the Special Education: General Curriculum (K-12) Program, effective in fall 2006.]
Department of Education/Program Goals The goals of the Department of Education are:
1. to align the institutional mission and goals with state, regional, national, and departmental standards and requirements;
2. to prepare candidates to work in schools as teachers who know and can demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all P-12 students learn;
3. to implement an assessment system that collects and analyzes data on applicant qualifications, candidate and graduate performance, and unit operations to evaluate and improve the unit and its programs;
4. to collaborate with school partners to design, implement, and evaluate field experiences and clinical practice so that teacher candidates develop and demonstrate the knowledge, skills, and dispositions necessary to help all students learn;
5. to design, implement, and evaluate curriculum and experiences for candidates to acquire and apply the knowledge, skills, and dispositions necessary to help all students learn;
6. to maintain a qualified faculty that models best professional practices in scholarship, service, and teaching; and
7. to maintain the leadership, authority, budget, personnel, facilities, and resources for the preparation of candidates to meet professional, state, and institutional standards.
Student Learning Outcomes: At the end of a successful completion of this course, students should be able to: 1. demonstrate an acquisition of basic knowledge and skills in basic technologies operations and concepts as they relate to pedagogical concepts for the 21st Century. 2. describe the different categories of computer hardware/software and their uses in education specialty areas 3. demonstrate an understanding of the different uses of technology in education, in general 4. apply skills in using application programs of integrated software for the B-K-12 enhancement of instruction and student learning 5. demonstrate basic skills in using virtual resource including the Internet resources for the enhancement of
4 instruction, student learning, viable educational network, and the cultivation of BEST PRACTICES. 7. demonstrate knowledge of hardware/software Copyright issues, including the Fair Use Act. 8. demonstrate knowledge of Acceptable Use Policies (AUPs) as they relate to teaching and learning.
9. NCDPI Professional Teaching Standards: (3.a & 4.d) III. Teachers know the content they teach. a. Teachers align their instruction with the North Carolina Standard Course of Study. IV. Teachers facilitate learning for their students. d. Teachers integrate and utilize technology in their instruction.
* International Society for Technology in Education – National Educational Technology Standards.
EDU 101 – Linking SLOs to PLOs – Fall 2010 Student Learning Outcomes: (This section list what students are expected to know, demonstrate and value upon completion of the course). It also shows the link between the SLOs (Program Learning Outcomes) and the PLOs (Program Learning Outcomes).
Student Learning Outcomes Assessment Measures of Linkage to Program Learning Outcomes Student Learning Outcomes (Insert the PLO number(s) that corresponds At the completion of this course, (Assessment Tools) to the stated SLO) students will be able to: 1. Teacher candidates will Powerpoint, Videostreaming 2.0 (to prepare candidates to work in schools as demonstrate an acquisition of basic and Excel Assignments, teachers who know and can demonstrate the content, knowledge and skills in basic pedagogical, and professional knowledge, skills, and technologies operations and dispositions necessary to help all P-12 students concepts as they relate to learn) pedagogical concepts for the 21st Century.
2. Teacher candidates will describe Short answer questions on 5.0 (to design, implement, and evaluate the different categories of Moodle curriculum and experiences for candidates to computer hardware/software and acquire and apply the knowledge, skills, and their uses in education specialty dispositions necessary to help all students learn) areas.
3. Teacher candidates will Short answer questions, class 5.0 (to design, implement, and evaluate demonstrate an understanding of discussions on Moodle. curriculum and experiences for candidates to the different uses of technology in acquire and apply the knowledge, skills, and education, in general dispositions necessary to help all students learn) 4. Teacher candidates will Lesson Plan Assignment 5.0 (to design, implement, and evaluate integrate and utilize technology in curriculum and experiences for candidates to their instruction. acquire and apply the knowledge, skills, and NCDPI Professional Teaching dispositions necessary to help all students learn) Standard IV. Teachers facilitate learning for their students. d. Teachers integrate and utilize technology in their instruction.
5. Teacher candidates will Powerpoint and 2.0 (to prepare candidates to work in schools as demonstrate basic skills in using Videostreaming assignments teachers who know and can demonstrate the content, virtual resource including the pedagogical, and professional knowledge, skills, and Internet resources for the dispositions necessary to help all P-12 students enhancement of instruction, learn) student learning, viable educational 5.0 (to design, implement, and evaluate
4 network, and the cultivation of curriculum and experiences for candidates to BEST PRACTICES. acquire and apply the knowledge, skills, and dispositions necessary to help all students learn) 6. Teacher candidates will Short answer questions on 2.0 (to prepare candidates to work in schools as demonstrate knowledge of Moodle teachers who know and can demonstrate the content, hardware/software Copyright pedagogical, and professional knowledge, skills, and issues, including the Fair Use Act. dispositions necessary to help all P-12 students learn) 5.0 (to design, implement, and evaluate curriculum and experiences for candidates to acquire and apply the knowledge, skills, and dispositions necessary to help all students learn) 7. Teacher candidates will Videostreaming assignment, 7.0 (to maintain the leadership, authority, budget, demonstrate knowledge of Short answer questions on personnel, facilities, and resources for the Acceptable Use Policies (AUPs) as Moodle preparation of candidates to meet professional, they relate to teaching and state, and institutional standards). learning.
8. Teachers align their Videostreaming, Powerpoint 2.0 (to prepare candidates to work in schools as instruction with the North and Lesson Plan Assignments teachers who know and can demonstrate the content, Carolina Standard Course of pedagogical, and professional knowledge, skills, and Study. dispositions necessary to help all P-12 students NCDPI Professional Teaching learn) Standard: III. Teachers know the content they teach. a. Teachers align their instruction with the North Carolina Standard Course of Study.
NCATE/NCDPI Standards/Indicators Covered:
ISTE/Technology Standards: 1.0; 2.1, 2.2; 3.0; 4.3; 5.2;
NCDPI Professional Teaching Standards: III. Teachers know the content they teach. a. Teachers align their instruction with the North Carolina Standard Course of Study. IV. Teachers facilitate learning for their students. d. Teachers integrate and utilize technology in their instruction.
Assignments:
Microsoft Word Assignment (Tech. Std. 2.2 ): You will create a videostreaming assignment with the video link pated into a Word Document along with critical thinking questions to present to students. Short Answers posted to Moodle Forum each Module ( Tech Std. 2.2): Short answers will cover all classroom and text information covered. Short answers are required to be completed in each module (approximately every two weeks).
Microsoft PowerPoint Assignment ( Tech. Std. 2.2 ):
4 You will prepare a PowerPoint presentation of a minimum of 11 slides. You will have one cover slide and ten slides with facts about your teaching unit that boost teacher knowledge of the subject matter.
Spreadsheet/Database Assignment (Tech Std. 2.2; ): You will prepare a Spreadsheet/Database Grade book/Budget/Fund-Raising Sales/Error Rate in a Class Project. The assignment will follow all the activities of Microsoft Excel covered in class
You will retrieve electronic lesson plans in your specialty area and correlate (Tech.Std)
Final Comprehensive Exam/Comprehensive Final: (Tech.Std.: 1.2; 2.1, 2.2) A final presentation on all you have learned in class, and on all resources on Technology Integration – University Final exam day – December 8, 2010. It is imperative that while working on the final exams, students touch upon the ethical, legal, and social standards that should be applied when using technology in education - as discussed in class.
Final Storage Device of all class work (Tech. Std.) Submission of the storage device containing all work completed in this course – To be submitted on the day of your final exam.
Sequence of Modules/Assignments: Module # Assignments % of grade Welcome Videostreaming/Internet 10% Searching/Questioning Module 1 Microsoft Word 2007/Internet 10% Searching/Teacher Knowledge
Short Answer Questions
5% Module 2 Power Point 10%
Short Answer Questions 5% Module 3 Spreadsheet 10%
Short Answer Questions 5% Module 4 Lesson Plans- Electronic 20% Retrieval
Short Answer Questions 5% All Semester Class Participation 10% FINAL Submission of Flashdrive 10% containing all projects (videostreaming, powerpoint, spreadsheet and lesson plans- you do not need to include copies of your short answers)
Bibliography: (Tech. Std. 5.2) Even though the professor’s teaching/lecture series covered all that need to be known in this course, you may go
4 through the following just for further readings:
Morrison, G.R., & Lowther, D.L. (2010). Integrating Computer Technology into the Classroom: Skills for the 21st Century (4th ed.). Boston, MA: Pearson.
Forcier, R., & Descy, D. (2002). The Computer as an educational tool: productivity and problem solving (3rd ed.). Columbus, OH: Prentice Hall.
International Society for Technology in Education. (2008). National educational technology standards (NETS) project. http://cnets.iste.org (1/3/10).
Meyer, K. (2003). The Web’s impact on student learning. T.H.E. Journal, 30(10), 14-24.
Preparing Tomorrow’s Teachers to Use Technology. http://www.ed.gov/programs/teachtech/index.html (1/13/09) – Archived for current reference.
United States Department of Education. (2006). No child left behind. http://www.ed.gov/nclb/landing.jhtml (1/10/10).
Barrett, Helen C. “Create Your Own Electronic Portfolio: Using Off-the-Shelf Software to Showcase Your Own or Student Work. ” Learning and Leading with Technology 27.7 (2000): 14-21.
ISTE (International Society for Technology in Education): http://www.iste.org (7/3/10)
NBPTS (National Board for Professional Teaching Standards): http://www.nbpts.org/the_standards/the_five_core_propositio?print=on (7/2/10).
Stein, D. (2000). Teaching critical reflection: Myths and realities No. 7, ERIC Document.
Expectations: You must produce an excellent digital compilation of all your artifacts. All your work must be stored in a PowerPoint presentation form as a major file with several hyperlinks to other sub-files in a Flash Drive or a CD- RW, as it has seen demonstrated in class. You will later upload all your work onto the Web – Blackboard/L.Txt.
In addition to Shaw University’s Attendance Policy, class attendance is mandatory if you plan to pass this course. Missing class forums means missing vital information necessary to do well in the Assignments & Tests. If you still miss class anyway, you should catch up by getting your notes from students that attended class. PROFESSOR IS NOT RESPONSIBLE FOR CLASSES THAT YOU MISS. IT WILL BE SOLELY YOUR RESPONSIBILITY. It is very important that you always check Blackboard for “Announcements” and/ or “Assignments.”
No make-up tests unless certification by attending Physician is shown. There will be zero tolerance for cheating or helping to cheat in any case or form. Late assignments will not be accepted. Arranging your own class- presentation is part of your responsibility in this course as it will be your responsibility when you become a teacher or a professional. On your presentation date and time, you must be fully ready to present or else you will lose your presentation points. Please take these expectations very seriously as there will be no exceptions.
Children in Computer Labs Policy Please avoid bringing children into the computer laboratory facilities. Please leave kids comfortably outside of the class as you see fit. ABSOLUTELY, CHILDREN CANNOT TOUCH ANY OF THE LABORATORY
4 TECHNOLOGIES. Children cannot run around in the laboratory. If they do, you will be excused from the lab for that period. We have had some very bad experiences in the past, hence this class policy.
Food in the Computer Labs: Under no circumstance would you be allowed to bring food or drink into the computer labs. If you are diabetic or must eat or drink, you can excuse yourself and step outside of the computer labs to do that briefly. In this case, the Professor will not be responsible for whatever you missed during the class session. You can seek the assistance of your peers in the classroom for that.
Disabilities Policy In compliance with the Americans with Disabilities Act (ADA), all qualified students enrolled in this course are entitled to “reasonable accommodations.” Please notify the instructor during the first week of class of any special accommodations needed for you to function properly in this course.
Possible Tutor assistance Try the computer labs on campus including the curriculum lab in the TOS building. The labs are not obligated to give you computer use assistance, since it is not part of their assignments. They may be able to assist you. You may also inform the Advisement/Tutorial Center about your tutoring needs. They may be able to direct you to the right tutoring venue for your needs. PLEASE NOTE THAT THE PROFESSOR IS NOT IN CHARGE OF YOUR CAMPUS TUTORING NEEDS.
Please note: In this class, professor will not change grades after the final exam unless there is an error in recording. Attend all class forums, complete your course responsibilities and address all problematic issues before the course concludes. “Incomplete” will only be given if you are passing the course, have attended all class forums, and have brought in genuine Physician's note (phone number/s included), in case of serious illness. Thank you for your cooperation.
Student Classroom Decorum Expectations (Include in all faculty syllabi) From the Vice President for Academic Affairs
To enhance the learning atmosphere of the classroom, students are expected to dress and behave in a fashion conducive to learning in the classroom. More specifically, students will refrain from wearing clothes that impede academic learning such as but not limited to, wearing body-revealing clothing and excessively baggy pants; hats/caps, headdress. Students will turn off telephones prior to entering the classroom. Students who exhibit the behaviors described above, or similar behaviors will be immediately dismissed from class at the third documented offense. The student will be readmitted to class only following a decision by the department chair. The student may appeal the decision of the department chair to the Dean of the College offering the course, and, subsequently, to the Office of the Vice President for Academic Affairs, and then to the President of Shaw University. The decision of the President will be final. Failure to follow the procedures herein outlined will result in termination of the appeal, and revert to the decision of the department chair.
Each behavior construed by the teacher/professor as non-conducive to learning will be recorded, properly documented, and appropriately reported to the student and to the chair of the academic department offering the course. The report will be in written form with a copy provided to both the student and the department chair. The faculty member will retain a copy for her own records. (As approved August 22, 2007)
GUIDE TO SOME PROFESSIONAL EDUCATIONAL ORGANIZATIONS: (May participate or contact for information) 1. Academy for Educational Development (AED) – www.aed.org 2. American Association of School Administration (AASA) – www.aasa.org
4 3. American Federation of Teachers (AFT) – www.aft.org/index.html 4. American School Counselor Association (ASCA) – www.schoolcounselor.org 5. Association for Career and Technical Education (ACTE) – www.acteonline.org 6. Association for Educational Communications and Technology (AECT) – www.aect.org 7. Association for Supervision and Curriculum Development (ASCD) – www.ascd.org 8. Association for the Advancement of Computing in Education (AACE) – www.aace.org 9. American Association of Colleges for Teacher Education (AACTE) – www.aacte.org 10. Computer-Using Educators (CUE) – www.cue.org 11. Consortium for School Networking (CoSN) – www.cosn.org 12. Council for Exceptional Children (CEC) – www.cec.sped.org/index.html 13. Education Week on the Web – www.edweek.org/context/orgs 14. International Society for Technology in Education (ISTE) – www.iste.org 15. National Art Education Association (NAEA) – www.naea-reston.org 16. National Association for Multicultural Education (NAME) – www.nameorg.org 17. National Association for Music Education (MENC) – www.menc.org 18. National Association for Sport and Physical Education (NASPE) – www.aahperd.org/naspe 19. National Association for the Education of Young Children (NAEYC) – www.naeyc.org 20. National Association of Elementary School Principals (NAESP) – www.naesp.org/index.html 21. National Association of Secondary School Principals (NASSP) – www.principals.org 22. National Business Education Association (NBEA) – www.nbea.org 23. National Council for the Social Studies (NCSS) – www.ncss.org 24. National Council of Teachers of English (NCTE) – www.ncte.org 25. National Council of Teachers of Mathematics (NCTM) – www.nctm.org/ 26. National Education Association (NEA) – www.nea.org 27. National High School Association (NHSA) – www.nhsa.net 28. National Middle School Association (NMSA) – www.nmsa.org 29. National PTA – www.pta.org 30. National School Boards Association (NSBA) – www.nsba.org 31. National Science Teachers Association (NSTA) – www.nsta.org 32. National Staff Development Council (NSDC) – www.nsdc.org 33. Phi Delta Kappa (PDK) – www.pdkintl.org 34. Rural School and Community Trust – www.ruraledu.org 35. Teachers of English to Speakers of Other Languages, Inc. (TESOL) – www.tesol.org/index.html
DATES TO REMEMBER for Fall 2010: August 17, 2010: Formal classes Begin/Late Registration. August 24, 2010: Deadline for Fall 2010 Prospective Graduates to submit Grad. Application to Chairs. September 1, 2010: Last Day to Add or Drop a Course (without grade of “W”). September 6, 2010: Labor Day Holiday. Classes resume September 7. September 14, 2010: NR Report due to Registrar @ 12:00p.m. (noon). September 17, 2010: Constitution Day Observance. September 23, 2010: Fall Convocation @ 11:00a.m. September 26-28, 2010: Bessie Boyd-Holman Lecture Series on Ethics & Values. October 1, 2010: Deadline for Removal/Conversion of Incompletes. October 5-7, 2010: Mid-Semester Progress Report Due / Via the Web by 4:00p.m. on Thursday. October 8-11, 2010: Fall Break. Classes Resume October 12, 2010. October 15, 2010: Last Day to Withdraw from the University and Receive a Partial Refund. October 18-24: Homecoming Week. October 21, 2010: Last Day to Withdraw from a Course with a grade of “W.” October 25-29, 2010: Academic Advisement for Spring Semester, 2010. October 30, 2010: On-line Registration for Spring 2010 and Summer 2010 Begins. November 3, 2010: Fall Assessment Day (CAAP Exam for Completers of General Education Curriculum; Major Fields Tests for Fall Graduates). November 19, 2010: Deadline for Spring 2011 Prospective Graduates to submit Graduation Applications to Dept. Chairs. November 23, 2010: Deadline for Dept. Chairs to submit Applications for Spring 2011 Graduation to the Registrar’s Office (By 5pm).
4 November 24-28, 2010: THANKSGIVING HOLIDAY (Academic Only). December 2, 2010: Formal Classes End – Last Day to Withdraw from the University-No Refund. December 3, 2010: Reading Day. December 4, 6-9, 2010: FINAL EXAM WEEK. December 10, 2010: FALL SEMESTER ENDS (After Exams)! December 13, 2010: All Grades Due. December 14-16, 2010: Departmental Assessment and Planning.
NC Professional Teaching Standards – Elementary Education Curriculum I. Teachers Demonstrate Leadership a. Teachers lead in their classrooms. b. Teachers demonstrate leadership in the school. c. Teachers lead the teaching profession. d. Teachers advocate for schools and students. e. Teachers demonstrate high ethical standards.
II. Teachers establish a respectful environment for a diverse population of students. a. Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults. b. Teachers embrace diversity in the school community and in the world. c. Teachers treat students as individuals. d. Teachers adapt their teaching for the benefit of students with special needs.
4 e. Teachers work collaboratively with the families and significant adults in the lives of their students.
III. Teachers know the content they teach. a. Teachers align their instruction with the North Carolina Standard Course of Study. b. Teachers know the content appropriate to their teaching specialty. c. Teachers recognize the interconnectedness of content areas/discipline. d. Teachers make instruction relevant to students.
IV. Teachers facilitate learning for their students. a. Teachers know the ways in which learning takes place and they know the appropriate levels of intellectual, physical, social, and emotional development of their students. b. Teachers plan instruction appropriate for their students. c. Teachers use a variety of instructional methods. d. Teachers integrate and utilize technology in their instruction. e. Teachers help students develop critical-thinking and problem-solving skills. f. Teachers help students work in teams and develop leadership qualities. g. Teachers communicate effectively. h. Teachers use a variety of methods to assess what each student has learned.
V. Teachers reflect on their practice. a. Teachers analyze student learning b. Teachers link professional growth. c. Teachers function effectively in a complex, dynamic environment.
THE ISTE INSTRUCTIONAL TECHNOLOGY STANDARDS ADOPTED BY NCATE AND NCDPI
The ISTE National Educational Technology Standards (NETS-T) and Performance Indicators for Teachers – 2008.
Effective teachers model and apply the National Educational Technology Standards for Students (NETS•S) as they design, implement, and assess learning experiences to engage students and improve learning; enrich professional practice; and provide positive models for students, colleagues, and the community. All teachers should meet the following standards and performance indicators. Teachers:
1. Facilitate and Inspire Student Learning and Creativity Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers: a. promote, support, and model creative and innovative thinking and inventiveness b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources c. promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
2. Design and Develop Digital-Age Learning Experiences and Assessments Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers: a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress c. customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources d. provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
4 3. Model Digital-Age Work and Learning Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers: a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning
4. Promote and Model Digital Citizenship and Responsibility Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers: a. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources b. address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools and resources c. promote and model digital etiquette and responsible social interactions related to the use of technology and information d. develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools
5. Engage in Professional Growth and Leadership Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers: a. participate in local and global learning communities to explore creative applications of technology to improve student learning b. exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision-making and community building, and developing the leadership and technology skills of others c. evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning d. contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community
The ISTE National Educational Technology Standards (NETS-T) and Performance Indicators for Students. 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. apply existing knowledge to generate new ideas, products, or processes. b. create original works as a means of personal or group expression. c. use models and simulations to explore complex systems and issues. d. identify trends and forecast possibilities.
2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. c. develop cultural understanding and global awareness by engaging with learners of other cultures. d. contribute to project teams to produce original works or solve problems.
3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: a. plan strategies to guide inquiry. b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. d. process data and report results.
4. Critical Thinking, Problem Solving, and Decision Making
4 Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: a. identify and define authentic problems and significant questions for investigation. b. plan and manage activities to develop a solution or complete a project. c. collect and analyze data to identify solutions and/or make informed decisions. d. use multiple processes and diverse perspectives to explore alternative solutions.
5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: a. advocate and practice safe, legal, and responsible use of information and technology. b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c. demonstrate personal responsibility for lifelong learning. d. exhibit leadership for digital citizenship.
6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. understand and use technology systems. b. select and use applications effectively and productively. c. troubleshoot systems and applications. d. transfer current knowledge to learning of new technologies.
DIVERSITY STANDARDS AND INDICATORS 1.0 Standard 1: Teachers understand the central concepts, tools of inquiry, and structures of the discipline(s) they teach and can create classroom environments and learning experiences that make these aspects of subject matter accessible, meaningful and culturally relevant for diverse learners.
Indicator 1: Teachers select, evaluate and incorporate unbiased instructional materials. Indicator 2: Teachers use multiple strategies to address the needs of individual learners. Indicator 3: Teachers create a safe, inclusive and caring environment in which all students can learn. Indicator 4: Teachers use a variety of assessment procedures/instruments.
2.0 Standard 2: Teachers understand how students’ cognitive, physical, socio-cultural, linguistic, emotional, and moral development influences learning and addresses these factors when making instructional decisions.
Indicator 1: Teachers seek and apply good matches among instructional goals, methods, and materials, and students’ skills and abilities. Indicator 2: Teachers assist students in developing multiple learning strategies to address discipline specific content, communication, critical thinking, and problem solving skills. Indicator 3: Teachers modify instruction and assessment to meet the needs of individual student.
3.0 Standard 3: Teachers work collaboratively to develop linkages with parents/caretakers, school colleagues, community members and agencies that enhance the educational experiences and well-being of diverse learners.
Indicator1: Teachers develop strategies to communicate with the families of their students, help them understand and value the educational process and encourage their participation in a variety of school activities. Indicator2: Teachers recognize and value the family’s role in education and offer them suggestions on how to help their children complete school-related tasks. Indicator 3: Teachers make links with the learners’ other environments on behalf of students, by working with in-school personnel, and community professionals and agencies. Indicator 4: Teachers talk with and listen to the student, are sensitive and responsive to clues of distress or conflict, investigate situations, and seek outside help as needed and appropriate to remedy problems.
4.0 Standard 4: Teachers acknowledge and understand that diversity exists in society and utilize this diversity to strengthen the classroom environment to meet the needs of individual learners.
Indicator 1: Teachers become knowledgeable of diverse cultures and encourage families to share the richness of their backgrounds. Indicator 2: Teachers provide opportunities for students and their families to share their diversities. Indicator 3: Teachers promote appreciation and respect for diversity by rejecting the use of stereotypes.
4 Indicator 4: Teachers provide P-12 students with the skills necessary for evaluating their beliefs, attitudes, and behaviors to enable them to understand how their attitudes affect their behaviors.
5.0 Standard 5: Teachers of diverse students demonstrate leadership by contributing to the growth and development of their colleagues, their school and the advancement of educational equity.
Indicator 1: Teachers become strong advocates for educational equity. Indicator 2: Teachers continually refine practices that address the individual needs of diverse learners. Indicator 3: Teachers are proactive and deliberate in promoting and fostering respect among students.
6.0 Standard 6: Teachers of diverse students are reflective practitioners who are committed to educational equity. Indicator 1: Teachers identify own biases and reflect on them in terms of practice. Indicator 2: Teachers provide equity and access to learning in classroom.
National Board for Professional Teaching Standards – 2008/2009 – Just Good to Know The Five Core Propositions – (As stated by the National Board for Professional Teachers) NBPTS was created in 1987 after the Carnegie Forum on Education and the Economy’s Task Force on Teaching as a Profession released A Nation Prepared: Teachers for the 21st Century. Shortly after its release, NBPTS issued its first policy statement: What Teachers Should Know and Be Able to Do, as stated on the Web. This policy set forth our vision for accomplished teaching. The Five Core Propositions form the foundation and frame the rich amalgam of knowledge, skills, dispositions and beliefs that characterize National Board Certified Teachers (NBCTs). Every teacher should be following this standard in light of excellence in teaching and learning. Proposition 1: Teachers are Committed to Students and Their Learning NBCTs are dedicated to making knowledge accessible to all students. They believe all students can learn.
They treat students equitably. They recognize the individual differences that distinguish their students from one another and they take account for these differences in their practice.
NBCTs understand how students develop and learn.
They respect the cultural and family differences students bring to their classroom.
They are concerned with their students’ self-concept, their motivation and the effects of learning on peer relationships.
NBCTs are also concerned with the development of character and civic responsibility.
Proposition 2: Teachers Know the Subjects They Teach and How to Teach Those Subjects to Students. NBCTs have mastery over the subject(s) they teach. They have a deep understanding of the history, structure and real-world applications of the subject.
They have skill and experience in teaching it, and they are very familiar with the skills gaps and preconceptions students may bring to the subject.
They are able to use diverse instructional strategies to teach for understanding.
Proposition 3: Teachers are Responsible for Managing and Monitoring Student Learning. NBCTs deliver effective instruction. They move fluently through a range of instructional techniques, keeping students motivated, engaged and focused.
4 They know how to engage students to ensure a disciplined learning environment, and how to organize instruction to meet instructional goals.
NBCTs know how to assess the progress of individual students as well as the class as a whole.
They use multiple methods for measuring student growth and understanding, and they can clearly explain student performance to parents.
Proposition 4: Teachers Think Systematically about Their Practice and Learn from Experience. NBCTs model what it means to be an educated person – they read, they question, they create and they are willing to try new things.
They are familiar with learning theories and instructional strategies and stay abreast of current issues in American education.
They critically examine their practice on a regular basis to deepen knowledge, expand their repertoire of skills, and incorporate new findings into their practice.
Proposition 5: Teachers are Members of Learning Communities. NBCTs collaborate with others to improve student learning.
They are leaders and actively know how to seek and build partnerships with community groups and businesses.
They work with other professionals on instructional policy, curriculum development and staff development.
They can evaluate school progress and the allocation of resources in order to meet state and local education objectives.
They know how to work collaboratively with parents to engage them productively in the work of the school.
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