| Because there are many avenues to becoming a teacher, this document addresses a wide variety of teacher preparation program designs. In the context of university-based programs, teacher education must be viewed as a university-wide responsibility. Prospective teachers must experience and observe effective uses of technology in their general education and major coursework. School and college of education coursework must consistently model exemplary pedagogy that integrates the use of technology for learning content with methods for working with PK-12 students. |
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General Preparation
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Professional Preparation
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Student Teaching/Internship
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First-Year Teaching
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Shared Vision—There is proactive leadership and administrative support from the entire system.
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| University leaders share a vision for technology use in all appropriate courses and content areas. |
The professional education administration and faculty share a vision for technology use to support new modes of teaching and learning. |
University personnel and teachers and school administrators at the cooperating school site share a vision for technology use in the classroom. |
Schools, districts, and universities share a vision for supporting new teachers in their use of technology in the classroom. |
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Access—Educators have access to current technologies, software, and telecommunications networks.
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| Access to current technologies, software, and telecommunications networks is provided for all students and faculty both inside and outside the classroom. |
Access to current technologies, software, and telecommunications networks is provided for teacher education faculty, classes, and field sites, including technology-enhanced classrooms that model environments for facilitating a variety of collaborative learning strategies. |
Access to current technologies, software, and telecommunications networks is provided for student teachers/interns and their master teachers/mentors/supervisors in the classroom and professional work areas. |
Access to current technologies, software, and telecommunications networks is provided for new teachers for classroom and professional use, including access beyond the school day. |
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Skilled Educators—Educators are skilled in the use of technology for learning.
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| Faculty teaching general education and major courses are knowledgeable about and model appropriate use of technology in their disciplines. |
Teacher education faculty are skilled in using technology systems and software appropriate to their subject area specialty and model effective use as part of the coursework. |
Master (cooperating/ supervising) teachers and university supervisors model technology use that facilitates students' meeting the ISTE National Educational Technology Standards for Students. |
Peers and administrators are skilled users of technology for teaching and school management. |
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Professional Development—Educators have consistent access to professional development in support of technology use in teaching and learning.
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| University faculty and students are provided with opportunities for technology skill development and reward structures that recognize the application of technology in teaching, learning, and faculty collaboration. |
Personnel in teacher education and field experience sites are provided with ongoing professional development. |
Cooperating/master teachers and supervisors of student teachers/interns are readily provided with professional development in applications of technology in teaching. |
Faculty has continuous access to a variety of professional development opportunities in several delivery modes, with time to take advantage of the offerings. |
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Technical Assistance—Educators have technical assistance for maintaining and using the technology.
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| Timely technical assistance is available for all faculty to ensure consistent, reliable functioning of technology resources. |
Technical assistance for teacher education faculty and students is readily accessible and includes expertise in the use of technology resources for teaching and learning in PK-12 settings. |
In field-experience settings, technical assistance is onsite to ensure reliability of technology resources. |
Technical assistance for faculty and staff is timely, onsite, and includes mentoring to enhance skills in managing classroom software and hardware resources. |
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Content Standards and Curriculum Resources—Educators are knowledgable in their subject matter and current in the content standards and teaching methodologies in their discipline.
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| Prospective teachers have knowledge in the subject area(s) they intend to teach. |
Technology-based curriculum resources that address subject matter content standards and support teaching, learning, and productivity are available to teacher candidates. |
Technology-based curriculum resources that are apropriate in meeting the content standards in teaching areas and grade ranges are available to teacher candidates at the student/intern site. |
The school district provides professional development opportunities related to local policies and content standards and the technology-based resources to support the new teacher's efforts to address those standards. |
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Student-Centered Teaching—Teaching in all settings encompasses student-centered approaches to learning.
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University faculty incorporate student-centered approaches to learning (e.g., active, cooperative, and project-based learning).
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Teacher education faculty and professional teaching staff model student-centered approaches to instruction in education coursework and field experiences. |
Opportunities to implement a variety of technology-enhanced, student-centered learning activities are provided for teacher candidates/interns. |
Faculty routinely use student-centered approaches to learning to facilitate student use of technology. |
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Assessment—There is a continuous assessment of the effectiveness of technology for learning.
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| University faculty and support staff assess the effectiveness of technology for learning to examine educational outcomes and inform procurement, policy, and curriculum decisions. |
Teacher education faculty and professional teaching staff model the integration of teaching and assessment to measure the effectiveness of technology-supported teaching strategies. |
Cooperating/ master teachers work with student teachers/ interns to assess the effectiveness of student learning and of technology in supporting that learning. |
The district and school site support the classroom teacher in the assessment of learning outcomes for technology-supported activities to inform planning, teaching, and further assessment. |
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Community Support—The community and school partners provide expertise, support, and resources.
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| Prospective teachers experience technology use in real-world settings related to their general education and courses in their majors. |
Teacher preparation programs provide teacher candidates with opportunities to participate in field experiences at partner schools where technology integration is modeled. |
Student teachers/ interns teach in partner schools where technology integration is modeled and supported. |
Schools provide beginning teachers with connections to the community and models of effective use of local and other resources. |
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Support Policies—School and university policies, financing, and reward structures are in place to support technology in learning.
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| University faculty are provided with resources for meeting subject area needs and with reward structures that recognize the application of technology in teaching, learning, and faculty collaboration. |
Policies associated with accreditation, standards, budget allocations, and personnel decisions in teacher education programs and field experience sites support technology integration. Retention, tenure, promotion, and merit policies reward innovative uses of technology by faculty with their students.
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Student teaching/ internships are located at sites where administrative policies support and reward the use of technology. |
School induction-year policies, budget allocations, and mentoring assignments support the first-year teacher’s use of technology. Hiring practices include policies regarding technology skills of prospective hirees. |
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