TECHNOLOGY IN EDUCATION
Technology
Competencies for All Candidates in Teacher Certification
The goal of the technology competencies is to
prepare teacher candidates to meet the broad expectations for electronic
communication in the 21st century. More specifically, the School
of Education ascribes to the following outcome-based standards as
set forth by both NCATE (National Council for the Accreditation
of Teacher Education, 2000), the Levels of Technology Proficiency
for Connecticut Educators (1997) and the International Society for
Technology in Education (1998)
- Basic Computer/Technology Operations and
Concepts. Candidates will use computer systems to run
software; to access, generate and manipulate data; and to publish
results. They also will evaluate performance of hardware and software
and apply basic troubleshooting strategies as needed.
- Personal and Professional Use of
Technology. Candidates will apply tools for their own
professional growth and productivity. They will use technology
in communicating, conducting research and solving problems. In
addition, they will plan and participate in activities that encourage
lifelong learning and will promote equitable, ethical and legal
use of computer/technology resources.
- Application of Technology in Instruction.
Candidates will apply computers and related technologies to support
instruction in their grade level and subject areas. They must
plan and deliver instructional units that integrate a variety
of software, applications and learning tools. Lessons developed
must reflect effective grouping and assessment strategies for
diverse populations.
Technology
competencies that follow
were originally developed and implemented by faculty in the Department
of Special Education during the 1996 - 1997 academic year. They
have most recently been updated to be consistent with the above
goals, as well as the goals articulated in a November 1999 report
by Connecticut's Lieutenant Governor recommending that all new teachers
have coursework in understanding, using and implementing technology
in education.
Rather than have a specific course on using technology in the classroom,
faculty in the School of Education have opted to infuse technology
competencies throughout the entire program. Over the next year,
faculty within each certification area will meet to decide how best
to infuse these competencies into their particular courses. Specific
outcome measures will be developed and used as part of our ongoing
unit assessment plan of the certification program.
UTPP Technology Objectives
An important objective of the UTPP initiative is to assist faculty
in infusing technology into all coursework and field-based experiences
of students. Currently, UTPP faculty coordinators are examining
course syllabi to determine the extent to which students are required
to use technology in existing coursework. Secondly, the UTPP web
site will allow faculty to access effective, research-based teaching
methods and practices. Additionally, UTPP faculty coordinators are
working with faculty in the School of Arts and Sciences to develop
a Math/Science/Technology minor program to address current deficiencies
in the technology competencies of undergraduate teacher candidates.
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