EDUC 201 - Technology in Education

VOLUNTEER FIELD EXPERIENCE STATEMENT: Up to 20 hours of observations may be required for completion 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.
8. Explore the availability and use of assistive technologies for students with special needs.
9. Analyze and utilize the standards presented in the NETS and INNTASC consortia.

• 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
• 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 course.

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.

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.

TEACHER ASSESSMENT TEST INFORMATION FOR TRANSFER

Students planning to apply to a teacher education program at a four-year institution should meet initially with an Ivy Tech advisor to develop a course of study.

Before application to a four-year institution teacher education program, students must pass the teacher assessment (reading, writing, and math). Information is available at http://www.ets.org/praxis.

For transfer students, completion of prerequisite courses, passing CASA, and application does not guarantee admittance to the four-year institution teacher education program. Please contact an advisor at the four-year institution for details about teacher education program application requirements and deadlines, acceptance into the program, and teacher licensure requirements.

Qualifying Test Scores for Teacher Education Program (TEP) Admission

As of August 27, 2012, the Indiana Department of Education has stated that effective September 1, 2013, Praxis I will no longer be used to assess basic skills competency of prospective Indiana educators.

Beginning September 1, 2013, the Indiana CORE Academic Skills Assessment (CASA) test will replace the Praxis I option for demonstrating basic skills competency.

Qualifying Praxis I scores, IF taken through August 31, 2013, can be used for TEP admission:

• Qualifying scores on the Praxis I
  • Reading 176; Writing 172; Math 175 OR
• Praxis I combined scores of at least 527
  • Reading + Writing + Math scores = 527

Candidates may also document basic skills competency for admission to the TEP using the following additional assessments/routes:

• ACT® with a score of at least 24 based on Math, Reading, Grammar, and Science
• SAT® with a score of at least 1100 based on Critical Reading and Math
• GRE® with a score of at least 1100 based on Verbal and Quantitative prior to 8/1/11 OR
• GRE® with a score of at least 301 based on Verbal and Quantitative after 8/1/11
• Master’s degree or higher from a regionally accredited institution is exempt from this requirement.

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 http://www.doe.in.gov/

CASA AND 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 a GPA required by the institution, and pass the CASA exams for reading, writing/English, and math.

For more information on the CASA, go to http://www.nesinc.com.  Admission to a teacher education program at a four-year institution is determined by the admitting institution.

 
Course Addendum - Syllabus (Click to expand)