EDUC 201 - Technology in Education

OBSERVATIONAL FIELD EXPERIENCE STATEMENT: Observational Field Experience in an educational environment may be required as part of this course.

 

MAJOR COURSE LEARNING OBJECTIVES: Upon successful completion of this course the student will be expected to:

1. Create instructional materials in a variety of applications, formats and styles.
2. Demonstrate an understanding of technological operations and concepts for instruction.
3. Plan and design effective learning environments and experiences supported by technology.
4. Apply current research on teaching and learning with technology to the planning of appropriate and challenging instructional materials and learning environments.
5. Apply technology to the creation of effective assessment and evaluation strategies.
6. Use technology to enhance the teacher’s productivity, efficiency and professional practice.
7. Analyze the social, ethical, legal, and human issues surrounding the use of technology in the classroom, with an emphasis on digital citizenship. 
8. Explore the availability and use of assistive technologies for students with special needs.
9. Analyze and utilize the standards presented in the ISTE and InTASC consortia.
10. Examine the InTASC & CEC standards as related to teacher preparation coursework.

• Instructional materials
• Instructional computing
• Utility packages
• Microcomputer hardware
• Educational software
• Educational computing literature
• Electronic learning environment
• Assessment and evaluation
• Ethics and legalities related to the use of educational technology
• Professional practice
• Current research
• Assistive Technologies
• NETS and InTASC Standards
• Digital Citizenship
• ISTE and InTASC Standards

Ivy Tech Professional Dispositions and Practices for Pre-service Teachers

Teacher dispositions encompass the attitudes, values, and professional ethics that shape educators’ interactions, decision-making, and effectiveness in fostering student growth. At Ivy Tech Community College, our pre-service teachers are encouraged to demonstrate the following dispositions. The pre-service teacher:

• Uses active listening skills and is able to empathize, clarify & support the speaker. Demonstrates appropriate nonverbal communication skills.
• Communicates thoughts and ideas clearly. Gives constructive positive feedback.
• Gives constructive negative feedback.
• Receives both positive and negative feedback appropriately & with an open mind. Manages conflict maturely & with appropriate skill.
• Respects diversity & is culturally aware.
• Is dependable and follows through with commitments. Takes initiative.
• Values the privacy and confidentiality of others.
• Demonstrates appropriate coping skills when experiencing stress and anger.
• Manages others’ stress and anger appropriately.
• Is reflective about their own teaching practice.
• Demonstrates an awareness of personal impact on others.
• Consistently seeks self-improvement through feedback and/or research & training. Builds productive relationships with others in order to achieve personal & group goals. Is respectful of all other learners, instructors, and stakeholders.
• Entertains new ideas and works to align new ideas with existing thoughts.
• Responds appropriately and in a timely manner to email, messages, and other communication from the instructor, colleagues, or other stakeholders.
• Exhibits professional-level dress, when required.
• Is respectful of their role during observational field experiences and is respectful of the classroom teacher and classroom practice.
• Follows mandatory reporting guidelines.

STANDARDS ADDRESSED IN EDUC 201 USING COMPETENCIES FOR ELEMENTARY AND MIDDLE SCHOOL TEACHERS

A table has been developed to summarize which standards have been addressed in either a primary or secondary fashion in this InTASC/CEC course.

InTASC Model Core Teaching Standards Interstate Teacher Assessment and Support Consortium CCSSO (Council of Chief State School Officers)

Standard #1: Learner Development

The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

Standard #2: Learning Differences

The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

Standard #3: Learning Environments

The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.

Standard #4: Content Knowledge

The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.

Standard #5: Application of Content

The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

Standard #6: Assessment

The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

Standard #7: Planning for Instruction

The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

Standard #8: Instructional Strategies

The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

Standard #9: Professional Learning and Ethical Practice

The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

Standard #10: Leadership and Collaboration

The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

CEC ​​Initial Special Education Preparation Standards

Initial Preparation Standard 1:  Learner Development and Individual Learning Differences

1.0 Beginning special education professionals understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities.

Key Elements

1.1 Beginning special education professionals understand how language, culture, and family background influence the learning of individuals with exceptionalities.

1.2 Beginning special education professionals use understanding of development and individual differences to respond to the needs of individuals with exceptionalities.

Initial Preparation Standard 2: Learning Environments

2.0 Beginning special education professionals create safe, inclusive, culturally responsive learning environments so that individuals with exceptionalities become active and effective learners and develop emotional well being, positive social interactions, and self-determination.

Key Elements

2.1 Beginning special education professionals, through collaboration with general educators and other colleagues, create safe, inclusive, culturally responsive learning environments to engage individuals with exceptionalities in meaningful learning activities and social interactions.

2.2 Beginning special education professionals use motivational and instructional interventions to teach individuals with exceptionalities how to adapt to different environments.

2.3 Beginning special education professionals know how to intervene safely and appropriately with individuals with exceptionalities in crisis.

Initial Preparation Standard 3: Curricular Content Knowledge

3.0 Beginning special education professionals use knowledge of general and specialized curricula to individualize learning for individuals with exceptionalities.

Key Elements

3.1 Beginning special education professionals understand the central concepts, structures of the discipline, and tools of inquiry of the content areas they teach, and can organize this knowledge, integrate cross-disciplinary skills, and develop meaningful learning progressions for individuals with exceptionalities.

3.2 Beginning special education professionals understand and use general and specialized content knowledge for teaching across curricular content areas to individualize learning for individuals with exceptionalities.

3.3 Beginning special education professionals modify general and specialized curricula to make them accessible to individuals with exceptionalities.

Initial Preparation Standard 4: Assessment

4.0 Beginning special education professionals use multiple methods of assessment and data sources in making educational decisions.

Key Elements

4.1 Beginning special education professionals select and use technically sound formal and informal assessments that minimize bias.

4.2 Beginning special education professionals use knowledge of measurement principles and practices to interpret assessment results and guide educational decisions for individuals with exceptionalities.

4.3 Beginning special education professionals, in collaboration with colleagues and families, use multiple types of assessment information in making decisions about individuals with exceptionalities.

4.4 Beginning special education professionals engage individuals with exceptionalities to work toward quality learning and performance and provide feedback to guide them.

Initial Preparation Standard 5: Instructional Planning and Strategies

5.0 Beginning special education professionals select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities.

Key Elements

5.1 Beginning special education professionals consider individual abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individuals with exceptionalities.

5.2 Beginning special education professionals use technologies to support instructional assessment, planning, and delivery for individuals with exceptionalities.

5.3 Beginning special education professionals are familiar with augmentative and alternative communication systems and a variety of assistive technologies to support the communication and learning of individuals with exceptionalities.

5.4 Beginning special education professionals use strategies to enhance language development and communication skills of individuals with exceptionalities.

5.5 Beginning special education professionals develop and implement a variety of education and transition plans for individuals with exceptionalities across a wide range of settings and different learning experiences in collaboration with individuals, families, and teams. 

5.6 Beginning special education professionals teach to mastery and promote generalization of learning.

5.7 Beginning special education professionals teach cross-disciplinary knowledge and skills such as critical thinking and problem solving to individuals with exceptionalities.

Initial Preparation Standard 6: Professional Learning and Ethical Practice

6.0 Beginning special education professionals use foundational knowledge of the field and their professional ethical principles and practice standards to inform special education practice, to engage in lifelong learning, and to advance the profession.

Key Elements

6.1 Beginning special education professionals use professional ethical principles and professional practice standards to guide their practice.

6.2 Beginning special education professionals understand how foundational knowledge and current issues influence professional practice.

6.3 Beginning special education professionals understand that diversity is a part of families, cultures, and schools, and that complex human issues can interact with the delivery of special education services.

6.4 Beginning special education professionals understand the significance of lifelong learning and participate in professional activities and learning communities.

6.5 Beginning special education professionals advance the profession by engaging in activities such as advocacy and mentoring. 

6.6 Beginning special education professionals provide guidance and direction to paraeducators, tutors, and volunteers.

Initial Preparation Standard 7: Collaboration

7.0 Beginning special education professionals collaborate with families, other educators, related service providers, individuals with exceptionalities, and personnel from community agencies in culturally responsive ways to address the needs of individuals with exceptionalities across a range of learning experiences.

Key Elements

7.1 Beginning special education professionals use the theory and elements of effective collaboration. 

7.2 Beginning special education professionals serve as a collaborative resource to colleagues.

7.3 Beginning special education professionals use collaboration to promote the well being of individuals with exceptionalities across a wide range of settings and collaborators.

Council for Exceptional Children. (2015). What Every Special Educator Must Know: Professional Ethics and Standards. Arlington, VA: CEC      

ISTE’S NATIONAL EDUCATIONAL TECHNOLOGY STANDARDS FOR TEACHERS

1. Technology Operations and Concepts.
   
   
   
   Teachers demonstrate a sound understanding of technology operations and concepts.
   
   
   
   Performance Indicators: Teachers:
   1. demonstrate introductory technology literacy knowledge, skills, and concepts (described in the ISTE NETS Technology Foundation Standards for Students).
   2. demonstrate sustained growth in technology knowledge and skills to stay abreast of contemporary and emerging technologies.
2. Planning and Designing Learning Environments and Experiences.
   
   
   
   Teachers plan and design effective learning environments and experiences supported by technology.
   
   
   
   Performance Indicators: Teachers:
   1. design developmentally appropriate learning opportunities that apply technology- enhanced instructional strategies to support the diverse needs of learners.
   2. apply current research on teaching and learning with technology when planning learning environments and experiences.
   3. identify and locate technology resources and evaluate them for accuracy and suitability.
   4. plan for the management of technology resources within the context of learning activities.
   5. plan strategies to manage student learning in a technology-enhanced environment.
3. Teaching, Learning, and the Curriculum.
   
   
   
   Teachers implement curriculum plans that include methods and strategies that apply technology to maximize student learning.
   
   
   
   Performance Indicators: Teachers:
   1. facilitate technology- enhanced experiences that address content standards and student technology standards.
   2. use technology to support learner-centered strategies that address the diverse needs of learners.
   3. apply technology to develop students’ higher order skills and creativity.
   4. manage student learning activities in a technology-enhanced environment.
4. Assessment and Evaluation.
   
   
   
   Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies.
   
   
   
   Performance Indicators: Teachers:
   1. apply technology in assessing student learning of subject matter knowledge and skills using a variety of assessment techniques.
   2. use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning.
   3. apply multiple methods of evaluation to determine students’ appropriate use of technology resources for learning, communication, and productivity.
5. Productivity and Professional Practice.
   
   
   
   Teachers use technology to enhance their productivity and professional practice.
   
   
   
   Performance Indicators: Teachers
   1. use technology resources to engage in on-going professional development and lifelong learning.
   2. continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning.
   3. apply technology to increase productivity.
   4. use technology to communicate and collaborate with peers, parents, and the larger community to nurture student learning.
6. Social, Ethical, Legal, and Human Issues.
   
   
   
   Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in PreK-12 schools and apply those principles in practice.
   
   
   
   Performance Indicators: Teachers
   1. model and teach legal and ethical practice related to technology use.
   2. apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.
   3. identify and use technology resources that affirm diversity.
   4. promote safe and healthy use of technology resources.
   5. facilitate equitable access to technology resources for all students.

Reprinted with permission from National Educational Technology Standards for Teachers, published by the International Society for Technology in Education (ISTE). NETS Project © 2002, ISTE, 800.336.5191 (US & Canada) or 541.302.3777 (Int’l), iste@iste.org, www.iste.org. All rights reserved.

PORTFOLIO STATEMENT:                         

All degree seeking students will be expected to present examples of coursework that they deem suitable for a cumulative portfolio that will be reviewed prior to graduation.  The portfolio will contain several artifacts and reflection pieces as evidence of the student’s demonstrated understanding of education principles as outlined by INTASC standards.  The cumulative portfolio should document dispositions and competencies reflected in assignments throughout their coursework.  Students may begin collecting artifacts when they begin their coursework. Creating a portfolio has value to the graduating student, the Ivy Tech Community College Education Program, the transferring four-year institution, and potential employers.  Students should select from a variety of assignments and are free to confer with their instructor about alternate choices of material.  See additional handouts on this cumulative assignment.

CERTIFICATION STATEMENT

Ivy Tech cannot guarantee that any student will pass a certification or licensing exam.  Our requisite coursework is designed to assist you in understanding the material sufficiently to provide a firm foundation for your studies as you prepare for the exam.  Department of Education web site https://www.in.gov/doe/

TRANSFER STATEMENT:

Students planning to apply to a teacher education program at a four-year institution should meet with an advisor to develop a course of study. Before applying to a four-year institution, teacher education program, students must complete prerequisite courses, have the GPA required by the institution, and pass appropriate tests as determined by each four-year institution.
GRADING POLICY
93-100 A
85- 92.99 B
75.00-84.99 C
70.00-74.99 D
0.00-69.99 F
Course Addendum - Syllabus (Click to expand)