standards matrix for educational technology

Standards Matrix for Educational Technology (NP)Endorsement

Lisa Mulka

1.0 Foundations

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Guideline/StandardNarrative Explaining how teacher has

demonstrated the standard with links to products and exhibits

Foundations

Professional studies culminating in the educational technology endorsement prepare candidates to use computers and related information technologies in educational settings in an exemplary way in alignment with the “Seventh Standard” of the Entry-Level Standards for Michigan Teachers. All candidates seeking this endorsement would have opportunities to meet these educational technology foundation standards and to surpass the basic requirements of the “Seventh Standard.”

1.1Educational Technology Operations and Concepts

Teachers demonstrate a sound understanding of educational technology operations and concepts.

Performance Indicators

1.1.1. demonstrate at least introductory knowledge, skills, and understanding of concepts related to learning and educational technology as required by the ISTE National Educational Technology Standards for Students (and reflected in the Michigan Curriculum Framework).

CEP 810: Personal Introduction Document in Word

Stated my teaching philosophy and learning philosophy

Used borders, uploaded images, and various text fonts and sizes

Utilized sound clips and textboxes

CEP 810: Educational Application of Word

Created a research seek-and-find using Word to encourage writing students to



become familiar with their library's research databases.

Document includes tables for student to record results and fill-in-the-blank lines for students to write answers

Different color texts used to emphasize important points

CEP 810: Educational Application of PowerPoint

PowerPoint that instructs on visual design when authoring on the Web.

Includes colorful images to support lesson

Includes writing prompts to engage and interact

Includes teacher notes for explanation

CEP 810: Educational Application of Excel

Excel was used as a gradebook to organize, catalogue and calculate final grades in several writing courses

Categories, automatic sum and other advanced features of Excel were used

1.1.2. demonstrate continual growth in educational technology knowledge and skills to stay abreast of current and emerging technologies.

CEP 812: Personal Technology Plan A well-organized Word Document that

highlights my current uses of technology including wikis, blogs, podcasts and other Web 2.0 tools

Explains and outlines future uses of technology

Includes appropriate research and sources on effective technology use

Outlines a timeline for further technology practices



1.2Planning and Designing Learning Environments and Experiences

Candidates plan and design effective learning environments and experiences supported by educational technology.


1.2.1. design developmentally appropriate learning opportunities that apply educational technology-enhanced instructional strategies to support the diverse needs of learners.

CEP 811: Creation of Webquest A Webquest designed for college

creative writing students who travel through the process of literary publication

Includes readings, web resources, and tutorials on how to approach the publication process

Utilizes graphics, images and navigational schemes to successfully move students through each step of the quest

Utilizes the Web to facilitate both group work and individual instruction

1.2.2. apply current research on teaching and learning with educational technology when planning learning environments and experiences.

CEP 812: TechQuest Project Exploration into instant messaging as a

conference tool for college composition classrooms.

Current literature in the field on computer mediated communication is used to address the educational need of writing conferences

Outlines a clear plan for technology integration, positives and negatives of instant messaging, and future plans for implementation.

Includes appropriate graphics, images and organization to appeal to other educators

1.2.3. identify and locate educational technology resources and evaluate them for accuracy

CEP 811: Exploring Web-Based Applications (please be sure to include the application you reviewed.)



and suitability. Reviewed Google Notebook Presented the benefits of Google

Notebook for various purposes with an emphasis on research

After exploring Google Notebook, I presented it to my writing classes who have now been using it to house their internet research.

1.2.4. plan for the management of educational technology resources within the context of learning activities.

CEP 811: Creation of Webquest

Organized different Web pages for each step of the quest process

Anticipate student navigational needs and address navigational problems to ensure the webquest ran smoothly

CEP 811: StAIR Project

The STAIR required clear management of resources in order to design a lesson that provided students with immediate feedback

A home page was developed in the STAIR where students could link to different areas to work through the STAIR at their own pace and preference

*will also be covered in 800 and 801

1.2.5. plan strategies to manage student learning in an educational technology-enhanced environment.


The Webquest managed student learning in a technology environment by guiding students step-by-step through the process and online resources


The STAIR provided management of



student learning by organizing informative slides followed by slides that assessed students learning and provided immediate feedback

In order to provide immediate feedback, each slide had to be carefully organized to guide students through the slides in the correct order

1.3Teaching, Learning, and the Curriculum

In alignment with the Michigan Curriculum Framework, candidates implement curriculum plans that include methods and strategies for applying educational technology to maximize student learning.


1.3.1. use, and foster the use of, educational technology-enhanced experiences to address state content and technology standards set forth in the Michigan Curriculum Framework.


The webquest addresses state content by utilizing research and resources on the Web to enhance students understanding of the publication process


The STAIR aligns with 1.3.1 by maximizing student learning through self-driven exercises where the teacher acts at the guide-on-the-side

1.3.2. apply educational technology to develop students' higher order skills and creativity, including critical thinking and the learning skills set forth in the Michigan Curriculum Framework.


The Webquest encourages higher order skills and creativity as students must work through the quest first on their own then collaborate with peers to create a successful query letter for publication

*will also be covered in 800, 801, and 822



1.3.3. use educational technology to support learner-centered strategies that address the diverse needs of students, including addressing the individual needs of each student, and fostering collaborative, holistic, and self-directed learning.


The STAIR promotes self-directed, collaborative, and holistic learning as it combines individual instruction and activities followed by writing exercises that are designed to be shared in groups in class and by the teacher


1.3.4. manage student-learning activities in an educational technology-enhanced environment.

CEP 810: Implementing a Model Lesson Plan

Model lesson plan was created as a collaborative activity where students evaluate the credibility of Web pages and other online sources such as blogs and wikis

Students then use their knowledge on credibility to conduct their own research for a current writing project

Small group discussion is conducted followed by a whole-class discussion on crediblity and reliable internet sources

CEP 811: Creation of WebQuest

Student-learning activities are managed by strong organization in the layout and design of the quest

Student-learning activities are also managed by checking in with peer review groups as they work on completing their query letters


The STAIR manages student-learning activities by providing a suggested pace as students move through the



activities. Additionally, immediate feedback is given to questions on content to further help magange student learning

CEP 812: TechQuest Project

Project utilizes the management of student-learning by guiding students through the use of instant messaging to discuss the revision process

1.4Assessment and Evaluation

Candidates apply educational technology to facilitate a variety of effective assessment and evaluation strategies.


1.4.1. apply educational technology in assessing student learning of subject matter using a variety of assessment techniques, including focusing on the assessment of each student.

Will be covered in 822

1.4.2. use educational technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning, including focusing on the assessment of each student.


Excel was used to organize and calculate final grades in several writing courses

Graphs and tables of collected data were used to see which assignments yielded the highest and lowest scores

The results of the analysis data allowed for assessment of specific assignments

*will also be covered in 822

1.4.3. apply multiple methods of evaluation to determine students' appropriate use of educational technology resources for learning,

CEP 810: Analysis of Technology Innovation in the Classroom

A thorough examination and analysis of blogs as rhetorical devices in the



communication, and productivity, including focusing on the assessment of each student.

composition classroom Several uses of blogs are analyzed to

demonstrate how and in what situations or contexts blogs become powerful rhetorical tools


1.5Productivity and Professional Practice

Candidates use educational technology to enhance their productivity and professional practice.


1.5.1. use educational technology resources to engage in ongoing professional development and lifelong learning.

CEP 810: Maintaining a NetVibes Page

NetVibes page housed crucial information for professional development

Organized NetVibes Page into several categories to include writing and educational technology

CEP 810: Personal Learning/Growth Document

A document which serves to reflect, analyze, and interpret personal growth and learning in an effort to further understand and engage successful use of technology

CEP 812: Special Interest Group

SIG provided a platform to share, communicate and collaborate with other educators on specific areas of technology

As a result of SIG participation new technologies were learned, discussed and explored




1.5.2. continually evaluate and reflect on professional practice to make informed decisions regarding the use of educational technology in support of student learning.

CEP 812: Personal Technology Plan

A document outlining personal uses, goals and commentary on technology

Provided an opportunity to reflect and evalute current practices with technology while outlining a clear path for future practices


1.5.3. apply educational technology to increase productivity.

CEP 810: Educational Application of Word

Productivity was increased by having students experience first hand how to navigate research databases versus being only a sage-on-the-stage.


Dramatically decreased time spent organizing and calculating final grades

Discovered the ease in developing graphs and tables to represent statistical data which was previously all done by long hand

CEP 810: Educational Application of PowerPoint

Rather than informing students on visual design as they worked, a concrete and well organized PowerPoint lesson that engages students allows for increased productivity by both teacher and students

CEP 810: Analysis of Technology



Innovation in the Classroom

Aided in articulating how to effectively use blogs in the writing classrom as rhetorical devices

Clarfied my understanding of blog use and outlined through relevent research and literature different aspects of blog implementation

1.5.4. use educational technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning.

CEP 811: Development of Edublog site

Edublog provided a platform to communicate with other educators and instructor to foster learning, growth and understanding of technology as it applied to my educational setting and beyond

Blog comments were helpful in collaborating with peers and fostering communication

CEP 812: Multiple Page Website

Multiple Website allows for a central location to house important documents and resources that other educators may find helpful

Includes contact information for further enhanced communication opportunities


1.5.5. use educational technology to collaborate with other teachers and foster collaboration among other teachers, schools, and districts to share best practices in alignment with the State Board of

CEP 810: Maintaining a Netvibes Page Netvibes allowed me to follow and

track other educator's blogs and continue to stay connected and communicated with a community of educators



Education’s Policy Framework on Virtual Schools.

CEP 811: Creation and Use of a Reflection Blog

Reflection blog allowed for comments to be exchanged to increase communication but it also provided a venue to reflect, share and thoughtfully critique my uses of technology, which in turn could benefit other teachers

CEP 811: Contribute to Idea Exchange Wiki

Participated in a large group sharing space on different technologies where ideas were shared and articulated with a large group of educators

CEP 812: Creation of a Podcast The Podcast allowed for a personal

form of communication as listeners were able to hear my voice versus reading entries on my blog.

Podcast engaged a connected and personable approach to communication

CEP 810-812: Sharing Tips and Tricks in Discussion Forum

Tips and Tricks provided a central and reliable place to share and inform other educators about current and possible technologies

Very useful softwares and Web 2.0 tools were exposed to me during the Tips and Tricks and have subsequently been integrated into my own research and classroom (one such technology was the use of Whiteboards which evolved into my area of interest in the SIG project)

1.6Social, Ethical, Legal, and Human Issues

Candidates understand the social, ethical, legal, and human issues



surrounding the use of educational technology in K-12 schools and apply those principles in practice.


1.6.1. model and teach legal and ethical practice related to educational technology use.

CEP 811: Web 2.0 Addressing Multiple Perspectives

My role was to see blogs from a student perspective which I had never attempted to do before. This exercise was one of the most benefical points of the class as I truly had to immerse myself in a student context in order to undertand their perspective

Learned how to see different perspectives by reading other posts from the parent, administrator and teacher perspective

CEP 812: A Matter of Ethics Lesson Plan

Models and teaches legal and ethical standards in technology by using multimedia sources (videos), web resources (readings) and small and large group discussion

*will also be covered in 800 and 801

1.6.2. apply educational technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.

*will be covered in 800 and 801

1.6.3. identify and use educational technology resources that affirm diversity.




1.6.4. promote safe and healthy use of educational technology resources.


1.6.5. facilitate equitable access to educational technology resources for all students.


2.0 Specialty Content Preparation for Educational Computing and Educational Technology

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Guideline/Standard

Narrative Explaining how teacher has demonstrated the standard with links to

products and exhibits

Specialty Content Preparation for Educational Computing and Educational Technology

Professional studies in educational computing and educational technology prepare candidates to exhibit leadership in the identification, selection, and management of hardware and software and the uses of computers and related technologies appropriate to the candidate's teaching field(s).

2.1 Social, Ethical, and Human Issues

Candidates will apply concepts and skills in making decisions concerning social, ethical, and human issues related to computing and educational technology.


2.1.1 describe the historical development and

important trends affecting the evolution of educational technology and its probable future roles in society.


Guideline/Standard



2.1.2 describe strategies for facilitating

consideration of ethical, legal, and human issues involving school purchasing and policy decisions.

*will be covered in 800, 801, and 822

2.2 Productivity Tools

Candidates integrate advanced features of educational technology-based productivity tools to support instruction.


2.2.1 use advanced features of word processing,

desktop publishing, graphics programs, and utilities to develop professional products.

CEP 812: TechQuest Project Used a newletter

template with headings, graphics, images and textboxes to display project in a visually engaging way

2.2.2 use spreadsheets for analyzing, organizing,

and displaying numeric data graphically.


Developed graphs and tables to visually show statistical data

2.2.3 design and manipulate databases and

generate customized reports.

CEP 810: Educational Application of Excel (if used as a database)

Tables and graphs were customized to collect data from three different writing courses to compare and contrast the assessment in each course


2.2.4 use teacher utility and classroom

management tools to design solutions for a


Guideline/Standard



specific purpose.

2.2.5 identify, select, and integrate video and

digital images in varying formats for use in presentations, publications, and/or other products.


Because the STAIR is designed for students to work through individually, graphical images were crucial to engage and capture student attention. Images were used to enhance instructional material and were placed throughout the project


Color choice, image choice, videos and graphics used for naviagation were all considered when designing the WebQuest

A strong and attractive visual publication was achieved to engage and motivate students


To create a polished and professional Website, colors and images were chosen carefully to align with one another and support visual asthetics

Guideline/Standard



2.2.6 create multimedia presentations using

advanced features of a presentation tool and deliver them using computer projection systems.

CEP 811: StAIR Project Set up project as a

PowerPoint show rather than a PowerPoint that can be edited by the user

2.2.7 apply specific-purpose electronic devices

(such as a graphing calculator, language translator, scientific probe ware, or electronic thesaurus) in appropriate content areas.


2.2.8 use features of applications that integrate

word processing, database, spreadsheet, communication, and other tools.

*will be covered in 822

2.3 Telecommunications and Information Access

Candidates will use telecommunications and information access resources to support instruction.


2.3.1 access and use telecommunications tools

and resources for information sharing, remote information access and retrieval, and multimedia/hypermedia publishing.

CEP 811: FTP Tutorial

Learned how to successfully upload filed to FTP and post to Website


Successfully learned how to publish a WebQuest on the Web with multiple pages, graphics and links to outside sources

CEP 812: Multiple Page

Guideline/Standard



Website

Website houses all documents generated in certificate courses and demonstrates the ability to access and publish information online

(you can also include an explanation of submitting all the assignments online)

2.3.2 use electronic mail and web browser

applications for communications and for research to support instruction.

CEP 810-812: Describe use of email and Angel

Angel and email served as powerful and necessary tools to support instruction by increasing communication between the teacher and fellow students

Angel messages became frequent ways to engage in quick responses and feedback with instructor and other students

*will be also covered in 800, 801, and 822

2.3.3 use automated on-line search tools and

intelligent agents to identify and index desired information resources.

CEP 810-812: Describe use of search tools such as Google or Yahoo and use of the electronic library databases at MSU

Guideline/Standard



Google Scholar was used to define search terms and locate suitable journals, authors and scholors for further research

Once search parameters were defined by the use of Google Scholar, MSU's database and electronic library was used to search for the specific authors, scholors and journal articles

A combination of databases and Google searches yielded high results in identifying and indexing desired information


2.3.4 identify and use information access and

telecommunication tools to support research and instruction throughout the curriculum.


In order to understand how instant messaging aligned with an educational need, research through Google Scholar and MSU library databases was conducted to locate current literature on instant messaging in the composition classroom


Guideline/Standard



2.3.5 use local mass storage devices and media

to store and retrieve information and resources.

CEP 810-812: Describe use of MSU AFS space, personal storage area in Portfolio system, and use of electronic media to store and retrieve resources

MSU AFS space and personal storage area in the Portfolio system were used to help organize and store resources

In addition to MSU AFS, I utilized Google Notebook to house internet research for various projects such as the TechQuest, SIG Project and Analysis of Technology Innovation


2.4 Software/Hardware Selection

Candidates will demonstrate knowledge of selection and management of the educational technology infrastructure in a classroom setting. Candidates will identify and implement software in classroom environments. They will investigate issues related to educational technology integration.


2.4.1 develop plans to configure computer/

educational technology systems and related peripherals appropriate to the candidate's teaching field(s) in laboratory, classroom cluster, and other instructional arrangements.

*will becovered in 800 and 801

Guideline/Standard



2.4.2 research, evaluate, and develop

recommendations for purchasing instructional software to support and enhance the school curriculum.


2.4.3 research, evaluate, and develop

recommendations for purchasing educational technology systems.


2.4.4 design and recommend procedures for the

organization, management, and security of hardware and software.


2.4.5 identify and describe network software

packages used to operate a computer network system.

*will becovered in 800, 801 and 822

2.4.6 configure a computer system and one or

more software packages.


2.4.7 identify and describe software used in

classroom settings, including productivity tools, information access/telecommunications tools, multimedia/ hypermedia tools, evaluation/portfolio tools, and computer-based instruction.


2.4.8 describe evaluation criteria for software and

identify reliable sources of software evaluations.


2.4.9 identify and classify adaptive assistive

hardware and software for students and teachers with special needs and locate sources to assist in procurement and implementation.


2.5 Research and Theories

Guideline/Standard



Candidates will identify and apply educational and educational technology-related research, the psychology of learning, and instructional design principles in guiding use of computers and educational technology in education.


2.5.1 summarize and apply principles and

practices of educational research in educational technology.

*will becovered in 822

2.5.2 summarize major research findings and

trends related to the use of educational technology in education to support integration of educational technology in a K-12 environment.


2.5.3 apply theories of learning, teaching, and

instructional design and their relationship to meaningful and appropriate ways of using educational technology in instruction.


2.5.4 describe social and historical foundations of

education and how they relate to the use of educational technology in schools.


2.5.5 identify research related to human and

equity issues concerning the use of computers and related technologies in education.


2.5.6 conduct research and evaluate on-line

sources of information that support and enhance the curriculum.


2.5.7 design a research project that includes

evaluating the use of a specific educational technology in a K-12 environment.


Guideline/Standard



2.6 Problem Solving, Instructional Design, and Product Development

Candidates will use computers and other technologies in research, problem solving, and product development. Candidates use a variety of media, presentation, and authoring packages; plan and participate in team and collaborative projects that require critical analysis and evaluation; and present products developed. Candidates will evaluate authoring and programming environments for use in the classroom. They will apply instructional design principles to develop, implement, and test interactive multimedia instructional products using authoring environments.


2.6.1 identify basic principles of instructional

design associated with the development of multimedia and hypermedia learning materials.


Instructional design was considered and implemented in the development of the STAIR Project in order to create a self-driven resource organized so students could work through it individually

*will also becovered in 800, 801 and 822

2.6.2 develop simple hypermedia and multimedia

products that apply basic instructional design principles.


Hypermedia and multimedia were presented in the STAIR Project by connecting pages together in the quiz sections and including graphical designs to enhance visual appearance and content comprehension

Guideline/Standard




2.6.3 select appropriate tools for communicating

concepts, conducting research, and solving problems for an intended audience and purpose.


Appropriate resources (both multimedia and print) were selected to communicate concepts of literary publication


2.6.4 participate in collaborative projects and

team activities.

CEP 810: Point/Counterpoint on Technology in Education

Point/Counterpoint allowed for group collaboration in threats against the use of technology

Developing ideas through collaborative brainstorming sessions, connecting collaborative ideas to one another, and creating a successful and cohesive presentation of joint ideas were achieved through this project

CEP 811: Exploring Web-Based Applications

Group members used Google Documents to organize collaborated information and

Guideline/Standard



resources Successful participation

and communication was achieved in order to create a joint web-based application highlighting Google tools


Our SIG developed a collaborative wiki where each member contributed to the proposal and gathering of research and data to support specific areas of interest concerning asynchronous and synchronous communication in hybrid learning environments


2.6.5 identify examples of emerging, authoring,

or problem solving environments.


WebQuest represents an emerging environment as students utilize a wide variety of tools from Web readings to videos to internet links

It also represents an emerging environment for myself as a teacher because before this assignment I had never

Guideline/Standard



considered creating a quest that students worked through with peers entirely online

CEP 811: Creating a Reflection Blog

Reflection blog allowed for a new and emerging technology to develop professionally as an educator and take new ideas back to the classroom

Provided a platform to problem solve frustrations and experiences with technology


Website demonstrates ability to author in online environments and display information in a successful technology

Problem solving and authoring of emerging environments is demonstrated through the use of Kompozer and using it to create a professional website

(include an explanation of using NVU, Dreamweaver or Frontpage as an authoring tool

Guideline/Standard




2.6.6 collaborate in on-line workgroups to build

bodies of knowledge around specific topics.

CEP 811: Contribute to Idea Exchange Wiki

Authored entry on Idea Exchange Wiki with other educators

Read through previous wiki entries and analyzed the different technologies


Worked closely with three members of a group to develop a clear analysis of Google Tools


Worked together with three group members to establish a special interest group wiki on communication and collaboration tools in online or hybrid environments


2.6.7 use a computer projection device to

support and deliver oral presentations.


Guideline/Standard



2.6.8 design and publish simple on-line

documents that present information and include links to critical resources.


WebQuest contains multiple links to pages representing the steps of the quest, links to internet resources, links to readings and videos


Website demonstrates a clear purpose of design and publication with a unified theme, links and resources

CEP 812: SIG Annotated Links Page

A wiki that provides resources and links to articles on communication and collaboration in online environments

Tutorial video from YouTube is utilized to demonstrate how to use Google Documents

2.6.9 develop instructional units that involve

compiling, organizing, analyzing, and synthesizing of information and use educational technology to support these processes.

CEP 810: Implementing a Model Lesson Plan

Instructional units of Model Lesson Plan outline the use of

Guideline/Standard



internet sites for students to analyze and evaluate the credibility and reliability of sources to apply to their own internet research methods


Each step of the quest represents a clear and organized instructional unit where directions are articulated and explained thoroughly

WebQuest is designed to encourage students to analyze and synthesize information on literary publications an apply it to their own writing


STAIR Project incorporates an instructional unit on argumentative writing that walks students through critical elements of writing an argument


TechQuest Project required a compilation of ideas, research and explanation of experiences to articulate

Guideline/Standard



the integration of instant messaging as conferencing tools in the writing classroom

2.6.10 use and apply more than one computer

authoring and/or programming environment.


WebQuest utilizes more than one computer authoring or programming environment by presenting information through internet readings, video tutorials and website pages


Website provides storage for documents composed in PowerPoint, Word and other web pages

Internal page links are provided for easy navigation in the Website

(describe advance use of features such as rollover links and internal page links)

2.6.11 describe the characteristics and uses of

current authoring environments and evaluate their appropriateness for classroom applications.


Google Notebook was explored, analyzed and evaluated thoroughly by examining its practical

Guideline/Standard



uses in the classroom Exploration into Google

Notebook confirmed its use as an effective research tool for students

*may also covered in 800 and 801

2.6.12 describe the characteristics and uses of

current programming and scripting environments and evaluate their appropriateness for classroom use.


2.6.13 apply instructional design principles to the

design of screens, text, graphics, audio, and video in instructional products under development.

CEP 811: StAIR Project STAIR Project used

numerous instructional design principles from text, graphics, and video


WebQuest demonstrates instructional design through well-mapped out pages and navigation that include video tutorials, images and links


Website represents instructional design through the use of coherent design principles, images, color coordination and links

2.6.14 describe and practice strategies for testing


Guideline/Standard



and evaluating instructional products designed.

2.6.15 apply instructional design principles to

develop substantive interactive multimedia computer-based instructional products.

CEP 811: StAIR Project Instructional design

principles were integrated into the STAIR to help facilitate computer-based instruction and guide the student through the project smoothly

3.0 Professional Preparation in Educational Computing and Educational Technology

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Guideline/StandardNarrative Explaining how teacher

has demonstrated the standard with links to products and exhibits

Professional Preparation in Educational Computing and Educational Technology

Professional studies in educational computing and educational technology require knowledge about use of computers and related technologies to support teaching and learning. Advanced programs preparing educators for a specialty in educational computing and educational technology require studies of, and experiences with, concepts and skills related to use of educational technology-based systems in K-12 education.

3.1 Instructional Program Development

Candidates will develop curricular plans based on local, state, and national standards for the use of computers and other associated technologies.




3.1.1 describe and analyze

accepted principles of strategic planning to facilitate curriculum design for teaching with computers and related technologies.


*3.1.2 identify and use national,

state, and local guidelines to develop curriculum plans for integrating educational technology in the K-12 environment.

*will be covered in 800, 801 and 822

3.1.3 plan strategies to mentor

other educators and demonstrate leadership regarding Information Age learning practices and techniques.


3.2 Teaching Methodology

Candidates will effectively plan, deliver, and assess concepts and skills relevant to educational technology across the curriculum. Candidates will apply effective methods and strategies for teaching the use of educational technology tools.


3.2.1 design and practice methods

and strategies for teaching concepts and skills related to computers and related technologies including keyboarding.





and strategies for teaching concepts and skills for applying productivity tools.



and strategies for teaching concepts and skills for applying information access and delivery tools.



and strategies for teaching problem solving principles and skills using educational technology resources.


3.2.5 design and implement

integrated educational technology classroom activities that involve teaming and/or small group collaboration.


3.2.6 identify activities and

resources to support regular professional growth related to educational technology.


3.2.7 identify professional

organizations and groups that support the field of educational computing and educational technology.


3.2.8 design a set of evaluation

strategies and methods that will assess the effectiveness of instructional units that

*will be covered in 800, 801, and 822



integrate computers/ educational technology.

3.2.9 demonstrate methods for

teaching hypermedia development, scripting, and/or computer programming in a problem-solving context inK-12 schools.



teaching at least one modern authoring tool to students.



teaching uses of media-based tools, such as television, audio, print media, and graphics.



teaching social, ethical, and legal issues and responsible use of educational technology.

CEP 812: A Matter of Ethics Lesson Plan

A Matter of Ethics Lesson Plan demonstrates crucial methods by using a combination of current and engaging resources from videos to literature


3.3 Field Experiences

Candidates will participate in field experiences that allow them to (1) observe the use of educational technology to support instruction, and the evaluation of effectiveness of educational technology resources for teaching and learning; and (2) apply educational technology resources to support instruction in classroom settings.

Performance Indicators - Candidates Will:



3.3.1 observe and compare

methods and strategies used in educational technology in a variety of authentic educational settings (i.e., elementary, middle, secondary, adaptive assistive classrooms, labs).

Describe any observations or comparisons you made during these courses of methods and strategies used in educational technology

One central observation that continues to repeat itself when using educational technology is the role of the teacher acting as a guide-on-the-side available to assist and help but allows students to engage and learn through the process on their own.

Additionally, allowing students to construct their own knowledge through the exposure to educational technology is important

Another common theme presented in the certificate classes is the emphasis on designing educational technology with a clear purpose or problem of practice in mind

3.3.2 develop and teach a series

of lessons that apply educational technology resources to support instruction.


STAIR was developed and presented to an argumentative writing class to help instruct and inform on basic terminology in argumentative writing


WebQuest was designed and implemented in a Creative Writing I & II distance learning class to engage students in the literary publication process




TechQuest Project explored instant messaging in a composition classroom and was integrated as a tool for communication and conferencing on student writing
