Program Report for the Preparation of Educational Technology Leaders International Society for Technology in Education (ISTE) NATIONAL COUNCIL FOR ACCREDITATION OF TEACHER EDUCATION COVER SHEET 1. Institution Name Northern Arizona University 2. State Arizona 3. Date submitted MM DD YYYY 01 / 31 / 2008 4. Report Preparer's Information: Name of Preparer: Phone: ( E-mail: Ext. 5. NCATE Coordinator's Information: Name: Phone: Ext. E-mail: 6. Name of institution's program Educational Technology Master's of Education
7. NCATE Category Technology Leadership 8. Grade levels for which candidates are being prepared Prepares candidates to serve as a district level or higher technology leader. 9. Program Type Advanced Teaching nmlkj nmlkj nmlkji nmlkj First teaching license Other School Personnel Unspecified 10. Degree or award level Baccalaureate nmlkj nmlkj nmlkji nmlkj nmlkj nmlkj nmlkj Post Baccalaureate Master's Post Master's Specialist or C.A.S. Doctorate Endorsement only 11. Is this program offered at more than one site? Yes nmlkj nmlkji No 12. If your answer is "yes" to above question, list the sites at which the program is offered 13. Title of the state license for which candidates are prepared Not Applicable 14. Program report status: Initial Review nmlkji nmlkj nmlkj Response to a Not Recognized Decision Response to National Recognition With Conditions 15. State Licensure requirement for national recognition: NCATE requires 80% of the program completers who have taken the test to pass the applicable state licensure test for the content field, if the state has a testing requirement. Test information and data must be reported in Section III. Does your state require such a test? Yes nmlkj
nmlkji No SECTION I - CONTEXT 1. Description of any state or institutional policies that may influence the application of ISTE standards. (Response limited to 4,000 characters) The Professional Education Unit at Northern Arizona University offers a Master s of Education (MEd) in Educational Technology through the Educational Specialties Department in the College of Education. The program was approved in 2000, and is delivered completely online. The purpose of the program is to prepare educators to meet the needs of students in a technologically advancing world. Our program is designed to help candidates explore and understand the use and integration of technology in instructional learning settings, including in-person, online, and hybrid learning environments. The underlying educational philosophy of the program is constructivism. A constructivist s approach to learning emphasizes authentic, challenging projects and collaboration. Additionally, the faculty members utilize mastery learning techniques to engage candidates in their learning process. When the program was first developed, the International Society for Technology in Education (ISTE) professional standards for Technology Leaders were used as guidelines. During the Fall 2005 term, the Educational Technology faculty began researching the NCATE national recognition process and reviewed in great depth all ISTE Technology Leaders Standards and the Technology Leaders Rubric available through the ISTE website. The faculty determined that revising the MEd program to align with the new Technology Leaders standards would be a good expansion of educational goals and objectives for the program. The faculty met regularly during Spring 2006 to decide which of the 600 level courses should address each of the Technology Leaders standards. During Summer and Fall 2006, following this initial planning work, the MEd 600 level courses were extensively revised and a new class, ETC 666 Designing Instruction, was developed to explicitly match and assess all Technology Leaders standards. The MEETS column of the Technology Leaders Rubric was used as a guide to develop assignments that are well-aligned to the standards they address. These embedded course assignments are used to assess mastery of competencies that align to the standards each course addresses. In addition to revising courses, the program of study for the MEd program was also revised. The program is comprised of 12 courses (36 credit hours). The program requires candidates to take one course in each of the following areas: Educational Psychology, Educational Research, Educational Foundations, and Curriculum and Instruction. The Educational Technology courses for the program include two required foundational courses, ETC 547: Theory and Strategies in Technology Integration and ETC 567: Technology, Society, and Education. Following these courses, students are advised to choose one 500 Block course related to Technology Integration or Assistive Technology. These 500 Level courses are aligned to and assess candidate competency against each of the ISTE Technology Facilitator Standards. These 500 level Educational Technology courses must be completed before taking the 600 level courses. Beyond these three courses, candidates are required to take four additional courses. These courses are ETC 647: Creating Learning Environments, ETC 657: Technology Planning and Professional Development, ETC 666: Designing Instruction, and ETC 677 Distributed Learning Delivery Systems. The final, required course of the program is ETC 695: Technology Capstone. This course was redesigned as a 3 hour course that is taken over two semesters. NAU s MEd program does not require a teaching license for candidates to be admitted. Based on application data, approximately 71% of the candidates admitted to the program between August 2004 and December 2006 held a teaching license. There is no state licensure test in Arizona for Educational Technology graduates.
2. Description of the field and clinical experiences required for the program, including the number of hours for early field experiences and the number of hours/weeks for student teaching or internships. (Response limited to 8,000 characters) For the Master s of Education in Educational Technology, the Technology Integration in the Elementary Classroom (ETC 557), Secondary Classroom (ETC 558) OR ESL Classroom (ETC 559) OR the Assistive Technology (ETC 548) course (i.e., 500 Block courses) serve as early field experience for candidates. Students are advised to only take one of these courses. These courses were designed in a similar fashion and incorporate a summative assignment that includes the design, development, implementation, and evaluation of a WebQuest (i.e., a web-based instructional lesson). This project is the focus of these courses, and typically requires 10 hours of field work for implementation. Overall, this project consumes 50% of the course time/content. The final course taken by candidates is ETC 695: Technology Capstone. This course serves as a culminating experience for the program. This is a two semester course that requires candidates to complete a summative project that includes the design, development, implementation, and evaluation of an instructional product. The design component requires candidates to develop a project proposal, including a rationale for the candidate s proposed project and a literature review. Each candidate s proposal and literature review is evaluated by a faculty panel. Following the faculty review, required changes are made to the proposal and then the candidate proceeds with development, implementation, and evaluation of the project. Evaluation of the instructional product includes measuring and analyzing effects on student learning. This project is the entire focus of the course, and typically requires four weeks to implement (i.e., field work) and additional time to analyze and evaluate the assessment data collected. Overall, this project consumes 100% of the course time/content. 3. Description of the criteria for admission, retention, and exit from the program, including required GPAs and minimum grade requirements for the content courses accepted by the program. (Response limited to 4,000 characters) Admission: 1) Admission will be granted if the candidate has an undergraduate, graduating grade point average of 3.0 or higher. If graduate work has been taken, it must average 3.0 or higher. OR Admission will be granted if the candidate has an undergraduate, graduating grade point average of 3.0 or higher in the last 60 semester hours of the bachelor's degree. If graduate work has been taken, it must average 3.0 or higher. OR Admission will be granted if the candidate scores at or above the 25th percentile on the subject test in education portion of the Graduate Record Examination. If graduate work has been taken, it must average 3.0 or higher. OR Admission will be granted if the candidate scores at or above the 25th percentile on the general verbal and quantitative portions of the GRE (or makes comparable scores on the Miller Analogies Test). If graduate work has been taken, it must average 3.0 or higher. OR Admission will be granted upon completion of 9 approved hours from NAU with a 3.3 or higher grade point average. 2) Complete two online applications, one for the Graduate College and a second one specifically for the Educational Technology Program. The Education Technology Program application includes general information, online technologies self-efficacy survey, motivated strategies for learning survey, stages of concern about technology questionnaire. In addition, an assessment designed to measure
NETS*Teachers competencies is being developed. As an alternative to the NETS*Teachers performance assessment, applicants to the program can choose to take ETC 545: Internet for Educators. This course was designed to address the NETS*Teacher standards, and includes embedded assignments that assess candidate mastery of these competencies. Retention: Upon successful completion of the 500 level courses, ETC 547: Theory and Strategies in Technology Integration and ETC 567: Technology, Society, and Education and Technology Integration in the Elementary Classroom (ETC 557), Secondary Classroom (ETC 558) OR ESL Classroom (ETC 559) OR the Assistive Technology (ETC 548) course candidates will have completed embedded assignments designed to measure competency in all the ISTE Technology Facilitator standards. Candidate competency related to Technology Leaders standards is measured through embedded assignments contained in the five 600 level Educational Technology courses required in the program of study. For each of the standards, candidates are evaluated via rubrics having three point scales, Novice, Master, and Expert. Candidates have the option to submit signature assignments for feedback from the instructor prior to the project due date. Candidates scoring in the Novice category will have the option to revise and resubmit work related to standards for partial credit. Exit: Candidates are required to successfully complete the embedded assignments in each of the Educational Technology courses. Successful completion is defined as scoring at the Master or Expert level for all standards-related rubric criteria. Additionally, candidates must successfully design, develop, and implement an instructional product as part of ETC 695: Technology Capstone course. The candidate s instructional product and related documentation are reviewed by a faculty panel. Additionally to graduate, a minimum GPA of 3.0 is required for all course work, and candidates are required to complete the Stages of Concern About Technology Survey. 4. Description of the relationship (1) of the program to the unit's conceptual framework. (Response limited to 4,000 characters) The Educational Technology Program s Conceptual Framework and underlying philosophy is directly aligned with the Professional Education Unit s Conceptual Framework Value. The Vision and Mission Statements of NAU s Professional Education Unit are as follows: - Vision Statement: We develop educational leaders who create tomorrow s opportunities. - Mission Statement: Our mission is to prepare competent and committed professionals who will make positive differences for children, young adults, and others in schools. The Educational Technology Program shares the underlying philosophy of these statements. Additionally, as a department, we are committed to the five core values described in the Professional Education Unit s conceptual framework. The alignment between these, NAU s Values, and the Educational Technology Program s values are represented in the Table 1 (see attachment, NAUTLTable1). The Educational Technology Program also assesses our candidates knowledge and skills and uses the assessment data for decisions regarding their advancement throughout the program (transition points). The program uses this assessment information for evaluation and improvement purposes. Our program is in the process of developing teaching and assessment strategies related to our candidates demonstration of the Unit s dispositions: confidence (self-efficacy), open minded, ethical, and empathy (caring). Our candidates are required to demonstrate the knowledge, skill, and dispositional competencies required of entry level school-level technology mentors by the time they exit the program.
(1): The response should describe the program's conceptual framework and indicate how it reflects the unit's conceptual framework. 5. Indication of whether the program has a unique set of program assessments and their relationship of the program's assessments to the unit's assessment system (2). (Response limited to 4,000 characters) The Unit Level Assessment System collects data related to a variety of criteria including demonstration of candidate knowledge, skills, and dispositions, operations data, and specific transition point data. The Educational Technology Program has developed an assessment plan that is aligned with the ISTE Technology Facilitator standards and follows the requirements of the specialized professional association report template. A Rubric Alignment Outcome Table (see attachment, NAUTLTable 2) has been produced to document the standards that are aligned with unit level standards such as diversity (D), technology integration (TI), professional skills (PS), professional knowledge (PK), and transition point (TP). Code refers to the ISTE SPA Code, and A# refers to the SPA Assessment # listed in Section II. For transition point #2, candidates are required to successfully complete the signature assignment in the Technology Integration or Assistive Technology capstone course. Successful completion is defined as scoring at the Master or Expert level for all standards related rubric criteria. For transition point #3, candidates are required to successfully complete all signature assignments in the four 600 level courses, ETC 647, 657, 666, and 677. Successful completion is defined as scoring at the Master or Expert level for all standards related rubric criteria. For transition point #4, candidates are required to successfully complete the signature assignment in ETC 695: Technology Capstone. Data for the Educational Technology Program assessments are being collected through TaskStream and thus the data collected related to NCATE Unit level standards is available to be aggregated and integrated with other unit level data. (2) This response should clarify how the key accessments used in the program are derived from or informed by the assessment system that the unit will address under NCATE Standard 2. 6. Please attach files to describe a program of study that outlines the courses and experiences required for candidates to complete the program. The program of study must include course titles. (This information may be provided as an attachment from the college catalog or as a student advisement sheet.) See Attachments panel below. NAU Ed Tech Leadership Master of Educaiton Program of Study 7. This system will not permit you to include tables or graphics in text fields. Therefore any tables or charts must be attached as files here. The title of the file should clearly indicate the content of the file. Word documents, pdf files, and other commonly used file formats are acceptable. NAU Ed Tech Leadership Master of Education Section1, Table 1 See Attachments panel below. NAU Ed Tech Leadership Master of Education Section1, Table 2
8. Candidate Information Directions: Provide three years of data on candidates enrolled in the program and completing the program, beginning with the most recent academic year for which numbers have been tabulated. Report the data separately for the levels/tracks (e.g., baccalaureate, post-baccalaureate, alternate routes, master's, doctorate) being addressed in this report. Data must also be reported separately for programs offered at multiple sites. Update academic years (column 1) as appropriate for your data span. Create additional tables as necessary. Program: Educational Technology Master's of Education Academic Year # of Candidates Enrolled in the Program # of Program Completers (3) 2006-2007 339 54 2005-2006 359 55 2004-2005 343 52 (3) NCATE uses the Title II definition for program completers. Program completers are persons who have met all the requirements of a state-approved teacher preparation program. Program completers include all those who are documented as having met such requirements. Documentation may take the form of a degree, institutional certificate, program credential, transcript, or other written proof of having met the program's requirements. 9. Faculty Information Directions: Complete the following information for each faculty member responsible for professional coursework, clinical supervision, or administration in this program. Faculty Member Name Highest Degree, Field, & University (4) Assignment: Indicate the role of the faculty member (5) Faculty Rank (6) Tenure Track Scholarship (7), Leadership in Professional Associations, and Service (8) :List up to 3 major contributions in the past 3 years (9) Teaching or other professional experience in P- 12 schools (10) Faculty Member Name Highest Degree, Field, & University (4) Assignment: Indicate the role of the faculty member (5) Faculty Rank (6) Tenure Track
Scholarship (7), Leadership in Professional Associations, and Service (8) :List up to 3 major contributions in the past 3 years (9) Teaching or other professional experience in P- 12 schools (10) Faculty Member Name Highest Degree, Field, & University (4) Assignment: Indicate the role of the faculty member (5) Faculty Rank (6) Tenure Track Scholarship (7), Leadership in Professional Associations, and Service (8) :List up to 3 major contributions in the past 3 years (9) Teaching or other professional experience in P- 12 schools (10) Faculty Member Name Highest Degree, Field, & University (4) Assignment: Indicate the role of the faculty member (5) Faculty Rank (6) Tenure Track Scholarship (7), Leadership in Professional Associations, and Service (8) :List up to 3 major contributions in the past 3 years (9) Teaching or other professional experience in P- 12 schools (10) Faculty Member Name Highest Degree, Field, &
University (4) Assignment: Indicate the role of the faculty member (5) Faculty Rank (6) Tenure Track Scholarship (7), Leadership in Professional Associations, and Service (8) :List up to 3 major contributions in the past 3 years (9) Teaching or other professional experience in P- 12 schools (10) Faculty Member Name Highest Degree, Field, & University (4) Assignment: Indicate the role of the faculty member (5) Faculty Rank (6) Tenure Track Scholarship (7), Leadership in Professional Associations, and Service (8) :List up to 3 major contributions in the past 3 years (9) Teaching or other professional experience in P- 12 schools (10) Faculty Member Name Highest Degree, Field, & University (4) Assignment: Indicate the role of the faculty member (5) Faculty Rank (6) Tenure Track Scholarship (7), Leadership in Professional Associations, and Service (8) :List up to 3 major contributions in the past 3 years (9) Teaching or other professional experience in P-
12 schools (10) Faculty Member Name Highest Degree, Field, & University (4) Assignment: Indicate the role of the faculty member (5) Faculty Rank (6) Tenure Track Scholarship (7), Leadership in Professional Associations, and Service (8) :List up to 3 major contributions in the past 3 years (9) Teaching or other professional experience in P- 12 schools (10) Faculty Member Name Highest Degree, Field, & University (4) Assignment: Indicate the role of the faculty member (5) Faculty Rank (6) Tenure Track Scholarship (7), Leadership in Professional Associations, and Service (8) :List up to 3 major contributions in the past 3 years (9) Teaching or other professional experience in P- 12 schools (10) Faculty Member Name Highest Degree, Field, & University (4) Assignment: Indicate the role of the faculty member (5) Faculty Rank (6) Tenure Track Scholarship (7), Leadership in Professional Associations, and Service (8) :List up to 3 major contributions in the past 3
years (9) Teaching or other professional experience in P- 12 schools (10) Faculty Member Name Highest Degree, Field, & University (4) Assignment: Indicate the role of the faculty member (5) Faculty Rank (6) Tenure Track Scholarship (7), Leadership in Professional Associations, and Service (8) :List up to 3 major contributions in the past 3 years (9) Teaching or other professional experience in P- 12 schools (10) Faculty Member Name Highest Degree, Field, & University (4) Assignment: Indicate the role of the faculty member (5) Faculty Rank (6) Tenure Track Scholarship (7), Leadership in Professional Associations, and Service (8) :List up to 3 major contributions in the past 3 years (9) Teaching or other professional experience in P- 12 schools (10) (4) e.g., PhD in Curriculum & Instruction, University of Nebraska. (5) e.g., faculty, clinical supervisor, department chair, administrator (6) e.g., professor, associate professor, assistant professor, adjunct professor, instructor (7) Scholarship is defined by NCATE as systematic inquiry into the areas related to teaching, learning, and the education of teachers and other school personnel. Scholarship includes traditional research and publication as well as the rigorous and systematic study of pedagogy, and the application of current research findings in new settings. Scholarship further presupposes submission of one's work for professional review and evaluation. (8) Service includes faculty contributions to college or university activities, schools, communities, and professional associations in ways that are consistent with the institution and unit's mission. (9) e.g., officer of a state or national association, article published in a specific journal, and an evaluation of a local school program. (10) Briefly describe the nature of recent experience in P-12 schools (e.g. clinical supervision, inservice training, teaching in a PDS) indicating the
discipline and grade level of the assignment(s). List current P-12 licensure or certification(s) held, if any. SECTION II - LIST OF ASSESSMENTS In this section, list the 6-8 assessments that are being submitted as evidence for meeting the ISTE standards. All programs must provide a minimum of six assessments. If your state does not require a state licensure test in the content area, you must substitute an assessment that documents candidate attainment of content knowledge in #1 below. For each assessment, indicate the type or form of the assessment and when it is administered in the program. 1. Please provide following assessment information (Response limited to 250 characters each field) Type and Number of Assessment Assessment #1: Program entry-level benchmark, or licensure tests or professional examinations of content knowledge (14) (required) Assessment #2: Assessment of content knowledge in the field of Educational Technology Leadership (required) Assessment #3: Assessment that demonstrates candidates can collaborate effectively; plan, design, and model effective learning environments; and plan and implement professional experiences required of a technology leader (required) Name of Assessment (11) Assessment #1: Prerequisite Content Knowledge Assessment #2: Program Content Knowledge Assessment #3: Pedagogical & Professional KSD: Planning Type or Form of Assessment (12) Successful completion of embedded assessments in ETC 547, ETC 567, and ETC 500 Block courses as demonstrated through a course grade of B or higher. ETC695, Capstone Portfolio ETC647,Network Design ETC657,Budget, PDP, & Tech Plan ETC666,Instructional Design Models, Evaluating Instructional Resources, & Unit Plan ETC677,Assistive Technology Paper, Diversity Paper, DL Prof Dev Unit, & LMS Evaluation ETC695,Capstone Portfolio When the Assessment Is Administered (13) Completion of 500 level Educational Technology courses. These courses must be completed prior to taking the 600 level courses. One or more of these courses are offered during the Fall, Spring, and Summer Terms. Two semester course taken at the conclusion of a candidate s program of study. It can be begun in either the Fall or Spring Term and then completed the following Spring or Fall, respectively. 600 (not 666) level courses, offered in Fall, Spring, or Summer, have a prerequisite ETC 567. At the conclusion of their program, candidates may begin ETC 695,Technology Capstone course, in the in the Fall or Spring, & complete it the following year.
Assessment #4: Assessment that demonstrates candidates knowledge, skills, and dispositions are applied effectively in practice(required) Assessment #5: Assessment that demonstrates the candidate models, designs, and disseminates methods and strategies in technology that enhance student learning](required) Assessment #6: Assessment that demonstrates the candidate understands and can develop programs that address the social, legal and ethical issues related to technology within the district/region/state] (required) Assessment #4: Pedagogical & Professional KSD: Application Assessment #5: Effects on Student Learning Assessment #6: Pedagogical & Professional KSD: Assessing the Use of Technology ETC657, PDP & Tech Plan ETC666, Lesson Plan ETC677, Treatise Paper, DL Prof Dev Unit Proposal, & DL Prof Dev Unit ETC695, Capstone Portfolio ETC657, PDP & Tech Plan ETC666, Unit Plan & Communicating Best Practices: Professional Presentation ETC677, DL Prof Dev Unit & DL Prof Dev Unit Peer Review ETC695, Capstone Portfolio ETC666, Unit Plan ETC677, DL Prof Dev Unit ETC695, Capstone Portfolio 600 (not 666) level courses, offered in Fall, Spring, or Summer, have a prerequisite ETC 567. At the conclusion of their program, candidates may begin ETC 695,Technology Capstone course, in the in the Fall or Spring, & complete it the following year. 600 (not 666) level courses, offered in Fall, Spring, or Summer, have a prerequisite ETC 567. At the conclusion of their program, candidates may begin ETC 695,Technology Capstone course, in the in the Fall or Spring, & complete it the following year. 600 (not 666) level courses, offered in Fall, Spring, or Summer, have a prerequisite ETC 567. At the conclusion of their program, candidates may begin ETC 695,Technology Capstone course, in the in the Fall or Spring, & complete it the following year. Assessment #7: Additional assessment that addresses AAHPERD/AAHE Assessment #7: Pedagogical & Professional KSD: Use of Technology to Implement Effective ETC666, Unit Plan ETC677, DL Prof Dev Unit ETC695, Capstone 600 (not 666) level courses, offered in Fall, Spring, or Summer, have a prerequisite ETC 567. At the conclusion of their program, candidates may begin ETC
standards (optional) Assessment #8: Additional assessment that addresses AAHPERD/AAHE standards (optional) Assessment and Evaluation Strategies Assessment #8: Pedagogical & Professional KSD: Shared Vision for the Integration of Technology Portfolio ETC657, Grant Portfolio & Tech Plan ETC666, Unit Plan ETC695, Capstone Portfolio 695,Technology Capstone course, in the in the Fall or Spring, & complete it the following year. 600 (not 666) level courses, offered in Fall, Spring, or Summer, have a prerequisite ETC 567. At the conclusion of their program, candidates may begin ETC 695,Technology Capstone course, in the in the Fall or Spring, & complete it the following year. (7) Scholarship is defined by NCATE as systematic inquiry into the areas related to teaching, learning, and the education of teachers and other school personnel. Scholarship includes traditional research and publication as well as the rigorous and systematic study of pedagogy, and the application of current research findings in new settings. Scholarship further presupposes submission of one's work for professional review and evaluation. (8) Service includes faculty contributions to college or university activities, schools, communities, and professional associations in ways that are consistent with the institution and unit's mission. (11)Identify assessment by title used in the program; refer to Section IV for further information on appropriate assessment to include. (12) Identify the type of assessment (e.g., essay, case study, project, comprehensive exam, reflection, state licensure test, portfolio). (13) Indicate the point in the program when the assessment is administered (e.g., admission to the program, admission to student teaching/internship, required courses [specify course title and numbers], or completion of the program). (14)If licensure test data is submitted as Assessment #1, the assessment and scoring guide attachments are not required. If the state does not require a licensure test, another content based assessment must be submitted (including the assessment and scoring guide). SECTION III - RELATIONSHIP OF ASSESSMENT TO STANDARDS For each ISTE standard on the chart below, identify the assessment(s) in Section II that address the standard. One assessment may apply to multiple ISTE standards. 1. TL-I. Technology Operations and Concepts. Educational technology leaders demonstrate an advanced understanding of technology operations and concepts. Educational technology leaders: A. Demonstrate knowledge, skills, and understanding of concepts related to technology (as described in the ISTE National Education Technology Standards for Teachers). #1 #2 #3 #4 #5 #6 #7 #8 1. Identify and evaluate components needed for the continual growth of knowledge, skills, and understanding of concepts related to technology. gfedc gfedcb gfedc gfedc gfedc gfedc gfedc gfedc 2. Offer a variety of professional development opportunities that facilitate the ongoing development of knowledge, skills, and understanding of concepts related to technology. gfedc gfedcb gfedc gfedc gfedc gfedc gfedc gfedc 2. B. Demonstrate continual growth in technology knowledge and skills to stay abreast of
current and emerging technologies. 1. Offer a variety of professional development opportunities that facilitate the continued growth and development of the understanding of technology operations and concepts. #1 #2 #3 #4 #5 #6 #7 #8 #5 #6 #7 #8 gfedc gfedcb gfedc gfedc gfedc gfedc gfedc gfedc gfedc gfedc gfedc gfedc 3. TL-II. Planning and Designing Learning Environments and Experiences. Educational Technology Leaders assist by planning, designing, and modeling effective learning environments ßand experiences supported by technology at the district/ state/ regional level. Educational Technology Leaders: A. Design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners. #1 #2 #3 #4 #5 #6 #7 #8 1. Research and disseminate project-based instructional units modeling appropriate uses of technology to support learning. gfedc gfedcb gfedcb gfedc gfedc gfedc gfedc gfedc 2. Identify and evaluate methods and strategies for teaching computer/technology concepts and skills within the context of classroom learning and coordinate dissemination of best practices at the gfedc gfedcb gfedcb gfedc gfedc gfedc gfedc gfedc district/state/regional level. 3. Stay abreast of current technology resources and strategies to support the diverse needs of learners including adaptive and assistive technologies and disseminate information to teachers. gfedc gfedcb gfedcb gfedc gfedc gfedc gfedc gfedc 4. B. Apply current research on teaching and learning with technology when planning learning environments and experiences. #1 #2 #3 #4 #5 #6 #7 #8 1. Locate and evaluate current research on teaching and learning with gfedc gfedcb gfedcb gfedc gfedc gfedc gfedc gfedc technology when planning learning environments and experiences. 5. C. Identify and locate technology resources and evaluate them for accuracy and suitability. #1 #2 #3 #4 #5 #6 #7 #8 1. Identify technology resources and evaluate them for accuracy and suitability based on the content standards. gfedc gfedc gfedcb gfedc gfedc gfedc gfedc gfedc 2. Provide ongoing appropriate professional development to disseminate the use of technology resources that reflect content standards. gfedc gfedc gfedcb gfedc gfedc gfedc gfedc gfedc 6. D. Plan for the management of technology resources within the context of learning activities. #1 #2 #3 #4 #5 #6 #7 #8 1. Identify and evaluate options for the management of technology gfedc gfedc gfedcb gfedc gfedc gfedc gfedc gfedc resources within the context of learning activities. 7. E. Plan strategies to manage student learning in a technology-enhanced environment. #1 #2 #3 #4 #5 #6 #7 #8 1. Continually evaluate a variety of strategies to manage student learning in a technology-enhanced environment and disseminate through professional development activities. gfedc gfedc gfedcb gfedc gfedc gfedc gfedc gfedc
8. F. Identify and apply instructional design principles associated with the development of technology resources. #1 #2 #3 #4 #5 #6 #7 #8 1. Identify and evaluate instructional design principles associated with the gfedc gfedc gfedcb gfedc gfedc gfedc gfedc gfedc development of technology resources. 9. TL-III. Teaching, Learning, and the Curriculum. Educational technology leaders model, design, and disseminate curriculum plans that include methods and strategies for applying technology to maximize student learning. Educational technology leaders will: A. Facilitate technology-enhanced experiences that address content standards and student technology standards. #1 #2 #3 #4 #5 #6 #7 #8 1. Design methods and strategies for teaching concepts and skills that support integration of technology productivity tools (refer to NETS for Students). gfedc gfedcb gfedc gfedc gfedcb gfedc gfedc gfedc 2. Design methods for teaching concepts and skills that support integration gfedc of communication tools (refer to NETS for Students). gfedcb gfedc gfedc gfedcb gfedc gfedc gfedc 3. Design methods and strategies for teaching concepts and skills that support integration of research tools (NETS refer to for Students). gfedc gfedcb gfedc gfedc gfedcb gfedc gfedc gfedc 4. Design methods and model strategies for teaching concepts and skills that support integration of problem solving/ decision-making tools (refer to gfedc gfedcb gfedc gfedc gfedcb gfedc gfedc gfedc NETS for Students). 5. Design methods and model strategies for teaching concepts and skills that support use of media-based tools such as television, audio, print gfedc gfedcb gfedc gfedc gfedcb gfedc gfedc gfedc media, and graphics. 6. Evaluate methods and strategies for teaching concepts and skills that support use of distance learning systems appropriate in a school gfedc gfedcb gfedc gfedc gfedcb gfedc gfedc gfedc environment. 7. Design methods and model strategies for teaching concepts and skills that support use of web-based and non web-based authoring tools in a school environment. gfedc gfedc gfedc gfedc gfedcb gfedc gfedc gfedc 10. B. Use technology to support learner-centered strategies that address the diverse needs of students. #1 #2 #3 #4 #5 #6 #7 #8 1. Design methods and strategies for integrating technology resources that support the needs of diverse learners including adaptive and assistive technology. gfedc gfedc gfedc gfedc gfedcb gfedc gfedc gfedc 11. C. Apply technology to develop students higher order skills and creativity. #1 #2 #3 #4 #5 #6 #7 #8 1. Design methods and model strategies for teaching hypermedia development, scripting, and/or computer programming, in a problemsolving context in the school environment. gfedc gfedc gfedc gfedc gfedcb gfedc gfedc gfedc 12. D. Manage student-learning activities in a technology-enhanced environment.
1. Design methods and model classroom management strategies for teaching technology concepts and skills used in P-12 environments. #1 #2 #3 #4 #5 #6 #7 #8 gfedc gfedc gfedc gfedc gfedcb gfedc gfedc gfedc 13. E. Use current research and district/region/state/national content and technology standards to build lessons and units of instruction. #1 #2 #3 #4 #5 #6 #7 #8 1. Describe and identify curricular methods and strategies that are aligned with district/region/state/national content and technology standards. gfedc gfedcb gfedc gfedc gfedc gfedc gfedc gfedc 2. Use major research findings and trends related to the use of technology in education to support integration throughout the curriculum. gfedc gfedc gfedc gfedc gfedcb gfedc gfedc gfedc 14. TL-IV. Educational technology leaders communicate research on the use of technology to implement effective assessment and evaluation strategies. Educational technology leaders: A. Apply technology in assessing student learning of subject matter using a variety of assessment techniques. #1 #2 #3 #4 #5 #6 #7 #8 1. Facilitate the development of a variety of techniques to use technology to assess student learning of subject matter. gfedc gfedcb gfedc gfedc gfedc gfedc gfedc gfedc 2. Provide technology resources for assessment and evaluation of artifacts and data. gfedc gfedc gfedc gfedc gfedc gfedc gfedcb gfedc 15. B. Continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning. 3. Identify and procure technology resources to aid in analysis and interpretation of data. #1 #2 #3 #4 #5 #6 #7 #8 gfedc gfedcb gfedc gfedc gfedc gfedc gfedcb gfedc 16. C. Apply multiple methods of evaluation to determine students' appropriate use of technology resources for learning, communication, and productivity. #1 #2 #3 #4 #5 #6 #7 #8 1. Design strategies and methods for evaluating the effectiveness of technology resources for learning, communication, and productivity. gfedc gfedcb gfedc gfedc gfedc gfedc gfedc gfedc 2. Conduct a research project that includes evaluating the use of a specific technology in a P-12 environment. gfedc gfedc gfedc gfedc gfedc gfedc gfedcb gfedc 17. TL-V. Productivity and Professional Practice. Educational technology leaders design, develop, evaluate and model products created using technology resources to improve and enhance their productivity and professional practice. Educational technology leaders: A. Use technology resources to engage in ongoing professional development and lifelong learning. #1 #2 #3 #4 #5 #6 #7 #8 1. Design, prepare, and conduct professional development activities to present at the school/district level and at professional technology conferences to support ongoing professional growth related to technology. gfedc gfedc gfedc gfedcb gfedc gfedc gfedc gfedc
2. Plan and implement policies that support district-wide professional growth opportunities for staff, faculty, and administrators. gfedc gfedc gfedc gfedcb gfedc gfedc gfedc gfedc 18. B. Continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning. #1 #2 #3 #4 #5 #6 #7 #8 1. Based on evaluations make recommendations for changes in professional practices regarding the use of technology in support of student gfedc gfedc gfedc gfedcb gfedc gfedc gfedc gfedc learning. 19. C. Apply technology to increase productivity. 1. Model the integration of data from multiple software applications using advanced features of applications such as word processing, database, spreadsheet, communication, and other tools into a product. 2. Create multimedia presentations integrated with multiple types of data using advanced features of a presentation tool and model them to district staff using computer projection systems. 3. Document and assess field-based experiences and observations using specific-purpose electronic devices. 4. Use distance learning delivery systems to conduct and provide professional development opportunities for students, teachers, administrators, and staff. 5. Apply instructional design principles to develop and analyze substantive interactive multimedia computer-based instructional products. 6. Design and practice strategies for testing functions and evaluating technology use effectiveness of instructional products that were developed using multiple technology tools. 7. Analyze examples of emerging programming, authoring or problem solving environments that support personal and professional development, and make recommendations for integration at school/district level. 8. Analyze and modify the features and preferences of major operating systems and/or productivity tool programs when developing products to solve problems encountered with their operation and/or to enhance their capability. #1 #2 #3 #4 #5 #6 #7 #8 gfedc gfedcb gfedc gfedcb gfedc gfedc gfedc gfedc gfedc gfedcb gfedc gfedcb gfedc gfedc gfedc gfedc gfedc gfedcb gfedc gfedcb gfedc gfedc gfedc gfedc gfedc gfedcb gfedc gfedcb gfedc gfedc gfedc gfedc gfedc gfedcb gfedc gfedcb gfedc gfedc gfedc gfedc gfedc gfedcb gfedc gfedcb gfedc gfedc gfedc gfedc gfedc gfedcb gfedc gfedcb gfedc gfedc gfedc gfedc gfedc gfedcb gfedc gfedcb gfedc gfedc gfedc gfedc 20. D. Use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning. #1 #2 #3 #4 #5 #6 #7 #8 1. Model and implement the use of telecommunications tools and resources to foster and support information sharing, remote information access, and communication between students, school staff, parents, and gfedc gfedc gfedc gfedcb gfedc gfedc gfedc gfedc local community. 2. Organize, coordinate, and participate in an online learning community related to the use of technology to support learning. gfedc gfedc gfedc gfedcb gfedc gfedc gfedc gfedc 3. Organize and coordinate online collaborative curricular projects with corresponding team activities/responsibilities to build bodies of knowledge gfedc gfedc gfedc gfedcb gfedc gfedc gfedc gfedc
around specific topics. 4. Design, modify, maintain, and facilitate the development of Web pages and sites that support communication and information access between the entire school district and local/state/national/ international communities. gfedc gfedc gfedc gfedcb gfedc gfedc gfedc gfedc 21. TL-VI. Productivity and Professional Practice. Educational technology leaders design, develop, evaluate and model products created using technology resources to improve and enhance their productivity and professional practice. Educational technology leaders: A. Model and teach legal and ethical practice related to technology use. #1 #2 #3 #4 #5 #6 #7 #8 1. Establish and communicate clear rules, policies, and procedures to support legal and ethical use of technologies at the district/ region/state gfedc gfedc gfedc gfedc gfedc gfedcb gfedc gfedc levels. 2. Implement a plan for documenting adherence to copyright laws. gfedc gfedc gfedc gfedc gfedc gfedcb gfedc gfedc 22. B. Apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities. #1 #2 #3 #4 #5 #6 #7 #8 1. Communicate research on best practices related to applying appropriate technology resources to enable and empower learners with diverse gfedc gfedc gfedc gfedc gfedc gfedcb gfedc gfedc backgrounds, characteristics, and abilities. 2. Develop policies and provide professional development related to acquisition and use of appropriate adaptive/assistive hardware and software for students and teachers with special needs. gfedc gfedc gfedc gfedc gfedc gfedcb gfedc gfedc 23. C. Identify and use technology resources that affirm diversity. 1. Communicate research on best practices related to applying appropriate technology resources to affirm diversity and address cultural and language differences. 24. D. Promote safe and healthy use of technology resources. 1. Communicate research and establish policies to promote safe and healthy use of technology. #1 #2 #3 #4 #5 #6 #7 #8 gfedc gfedc gfedc gfedc gfedc gfedcb gfedc gfedc #1 #2 #3 #4 #5 #6 #7 #8 gfedc gfedc gfedc gfedc gfedc gfedcb gfedc gfedc 25. E. Facilitate equitable access to technology resources for all students. #1 #2 #3 #4 #5 #6 #7 #8 1. Use research findings in establishing policy and implementation strategies to promote equitable access to technology resources for students and teachers. gfedc gfedc gfedc gfedc gfedc gfedcb gfedc gfedc 26. TL-VII. Procedures, Policies, Planning, and Budgeting for Technology Environments. Educational technology leaders coordinate development and direct implementation of technology infrastructure procedures, policies, plans, and budgets for P-12 schools. Educational technology
leaders: A. Use the school technology facilities and resources to implement classroom instruction. #1 #2 #3 #4 #5 #6 #7 #8 1. Develop plans to configure software/computer/technology systems and related peripherals in laboratory, classroom cluster, and other appropriate gfedc gfedc gfedcb gfedc gfedc gfedc gfedc gfedc instructional arrangements. 2. Install local mass storage devices and media to store and retrieve information and resources. gfedc gfedc gfedcb gfedc gfedc gfedc gfedc gfedc 3. Prioritize issues related to selecting, installing, and maintaining wide area networks (WAN) for school districts, and facilitate integration of gfedc gfedc gfedcb gfedc gfedc gfedc gfedc gfedc technology infrastructure with the WAN. 4. Manage software used in classroom and administrative settings including productivity tools, information access/telecommunication tools, multimedia/hypermedia tools, school management tools, gfedc gfedc gfedcb gfedc gfedc gfedc gfedc gfedc evaluation/portfolio tools, and computer-based instruction. 5. Evaluate methods of installation, maintenance, inventory, and management of software libraries. gfedc gfedc gfedcb gfedc gfedc gfedc gfedc gfedc 6. Develop and disseminate strategies for troubleshooting and maintaining various hardware/software configurations found in school settings. gfedc gfedc gfedcb gfedc gfedc gfedc gfedc gfedc 7. Select network software packages used to operate a computer network system and/or local area network (LAN). gfedc gfedc gfedcb gfedc gfedc gfedc gfedc gfedc 8. Analyze needs for technology support personnel to manage school/district technology resources and maximize use by administrators, teachers, and students to improve student learning. gfedc gfedc gfedcb gfedc gfedc gfedc gfedc gfedc 27. B. Follow procedures and guidelines used in planning and purchasing technology resources. #1 #2 #3 #4 #5 #6 #7 #8 1. Investigate purchasing strategies and procedures for acquiring administrative and instructional software for educational settings. gfedc gfedc gfedcb gfedc gfedc gfedc gfedc gfedc 2. Develop and utilize guidelines for budget planning and management procedures related to educational computing and technology facilities and gfedc gfedc gfedcb gfedc gfedc gfedc gfedc gfedc resources. 3. Develop and disseminate a system for analyzing and implementing procedures related to troubleshooting and preventive maintenance on gfedc gfedc gfedcb gfedc gfedc gfedc gfedc gfedc technology infrastructure. 4. Maintain and disseminate current information involving facilities planning issues and computer related technologies. gfedc gfedc gfedcb gfedc gfedc gfedc gfedc gfedc 5. Design and develop policies and procedures concerning staging, scheduling, and security for managing hardware, software, and related technologies in a variety of instructional and administrative school gfedc gfedc gfedcb gfedc gfedc gfedc gfedc gfedc settings. 6. Research and recommend systems and processes for implementation of distance and online learning facilities and infrastructure. gfedc gfedc gfedcb gfedc gfedc gfedc gfedc gfedc 7. Differentiate among specifications for purchasing technology systems in gfedc school settings. gfedc gfedcb gfedc gfedc gfedc gfedc gfedc
28. C. Participate in professional development opportunities related to management of school facilities, technology resources, and purchases. #1 #2 #3 #4 #5 #6 #7 #8 1. Implement technology professional development at the school/district gfedc gfedc gfedcb gfedc gfedc gfedc gfedc gfedc level utilizing adult learning theory. 29. TF-VIII. Leadership and Vision. Educational technology facilitators will contribute to the shared vision for campus integration of technology and foster an environment and culture conducive to the realization of the vision. Educational technology facilitators: A. Identify and apply educational and technology related research, the psychology of learning, and instructional design principles in guiding the use of computers and technology in education. 1. Communicate and apply principles and practices of educational research in educational technology. #1 #2 #3 #4 #5 #6 #7 #8 gfedc gfedcb gfedc gfedc gfedc gfedc gfedc gfedcb 30. B. Apply strategies for and knowledge of issues related to managing the change process in schools. #1 #2 #3 #4 #5 #6 #7 #8 1. Describe social and historical foundations of education and how they gfedc gfedc gfedc gfedc gfedc gfedc gfedc gfedcb relate to the use of technology in schools. 31. C. Apply effective group process skills. 1. Discuss issues relating to building collaborations, alliances, and partnerships involving educational technology initiatives. #1 #2 #3 #4 #5 #6 #7 #8 gfedc gfedc gfedc gfedc gfedc gfedc gfedc gfedcb 32. D. Lead in the development and evaluation of district technology planning and implementation. #1 #2 #3 #4 #5 #6 #7 #8 1. Design and lead in the implementation of an effective group process related to technology leadership or planning. gfedc gfedcb gfedc gfedc gfedc gfedc gfedc gfedcb 2. Use evaluation findings to recommend modifications in technology implementations. gfedc gfedcb gfedc gfedc gfedc gfedc gfedc gfedcb 3. Use national, state, and local standards to develop curriculum plans for integrating technology in the school environment. gfedc gfedcb gfedc gfedc gfedc gfedc gfedc gfedcb 4. Develop curriculum activities or performances that meet national, state, and local technology standards. gfedc gfedcb gfedc gfedc gfedc gfedc gfedc gfedcb 5. Compare and evaluate district-level technology plans. gfedc gfedcb gfedc gfedc gfedc gfedc gfedc gfedcb 6. Use strategic planning principles to lead and assist in the acquisition, implementation, and maintenance of technology resources. gfedc gfedcb gfedc gfedc gfedc gfedc gfedc gfedcb 7. Plan, develop, and implement strategies and procedures for resource acquisition and management of technology-based systems including hardware and software. gfedc gfedcb gfedc gfedc gfedc gfedc gfedc gfedcb