| TL-I Technology Operations and Concepts |
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Educational technology leaders demonstrate an advanced understanding of technology operations and concepts. Educational technology leaders:
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| A. |
Demonstrate knowledge, skills, and understanding of concepts related to technology (as described in the ISTE NETS for Teachers 2000). Candidates: |
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1. identify and evaluate components needed for the continual growth of knowledge, skills, and understanding of concepts related to technology. |
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2. offer a variety of professional development opportunities that facilitate the ongoing development of knowledge, skills, and understanding of concepts related to technology |
| B. |
Demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies. Candidates: |
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1. offer a variety of professional development opportunities that facilitate the continued growth and development of the understanding of technology operations and concepts. |
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| TL-II Planning and Designing Learning Environments and Experiences |
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Educational technology leaders plan, design, and model effective learning environments and multiple experiences supported by technology. Educational technology leaders:
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| A. |
Design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners. Candidates:
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1. research and disseminate project-based instructional units modeling appropriate use of technology to support learning. |
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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 district/state/regional level. |
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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. |
| B. |
Apply current research on teaching and learning with technology when planning learning environments and experiences. Candidates: |
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1. locate and evaluate current research on teaching and learning with technology when planning learning environments and experiences. |
| C. |
Identify and locate technology resources and evaluate them for accuracy and suitability. Candidates: |
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1. identify technology resources and evaluate them for accuracy and suitability based on content standards. |
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2. provide ongoing appropriate professional development to disseminate the use of technology resources that reflect content standards. |
| D. |
Plan for the management of technology resources within the context of learning activities. Candidates: |
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1. identify and evaluate options for management of technology resources within the context of learning activities. |
| E. |
Plan strategies to manage student learning in a technology-enhanced environment. Candidates: |
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1. continually evaluate a variety of strategies to manage student learning in a technology-enhanced environment and disseminate through professional development activities. |
| F. |
Identify and apply instructional design principles associated with the development of technology resources. Candidates: |
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1. identify and evaluate instructional design principles associated with the development of technology resources.
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| TL-III Teaching, Learning, and the Curriculum |
| Educational technology leaders model, design, and disseminate plans that include methods and strategies for applying technology to maximize student learning. Educational technology leaders: |
| A. |
Facilitate technology-enhanced experiences that address content standards and student technology standards. Candidates: |
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1. design methods and strategies for teaching concepts and skills that support integration of technology productivity tools (refer to the NETS for Students). |
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2. design methods for teaching concepts and skills that support integration of communication tools (refer to NETS for Students). |
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3. design methods and strategies for teaching concepts and skills that support integration of research tools (refer to NETS for Students). |
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4. design methods and model strategies for teaching concepts and skills that support integration of problem-solving/decision-making tools (refer to NETS for Students). |
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5. design methods and model strategies for teaching concepts and skills that support use of media-based tools such as television, audio, print media, and graphics. |
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6. evaluate methods and strategies for teaching concepts and skills that support use of distance learning systems appropriate in a school environment. |
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7. design methods and model strategies for teaching concepts and skills that support the use of Web-based and non Web-based authoring tools in a school environment. |
| B. |
Use technology to support learner-centered strategies that address the diverse needs of students. Candidates: |
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1. design methods and strategies for integrating technology resources that support the needs of diverse learners, including adaptive and assistive technology. |
| C. |
Apply technology to demonstrate students' higher-order skills and creativity. Candidates: |
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1. design methods and strategies for teaching hypermedia development, scripting, and/or computer programming, in a problem-solving context in the school environment. |
| D. |
Manage student learning activities in a technology-enhanced environment. Candidates: |
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1. design methods and model classroom management strategies for teaching technology concepts and skills used in PK-12 environments. |
| E. |
Use current research and district/state/national content and technology standards to build lessons and units of instruction. Candidates: |
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1. disseminate curricular methods and strategies that are aligned with district/regional/state/national content and technology standards. |
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2. investigate major research findings and trends relative to the use of technology in education to support integration throughout the curriculum. |
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| TL-IV Assessment and Evaluation |
| 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. Candidates: |
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1. facilitate the development of a variety of techniques to use technology to assess student learning of subject matter. |
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2. provide technology resources for assessment and evaluation of artifacts and data. |
| B. |
Use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning. Candidates: |
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1. identify and procure technology resources to aid in analysis and interpretation of data. |
| C. |
Apply multiple methods of evaluation to determine students' appropriate use of technology resources for learning, communication, and productivity. Candidates: |
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1. design strategies and methods for evaluating the effectiveness of technology resources for learning, communication, and productivity. |
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2. conduct a research project that includes evaluating the use of a specific technology in P-12 environments. |
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| 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. Candidates: |
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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. |
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2. plan and implement policies that support district-wide professional growth opportunities for staff, faculty, and administrators. |
| B. |
Continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning. Candidates: |
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1. based on evaluations make recommendations for changes in professional practices regarding the use of technology in support of student learning. |
| C. |
Apply technology to increase productivity. Candidates: |
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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. |
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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. |
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3. document and assess field-based experiences and observations using specific-purpose electronic devises. |
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4. use distance learning delivery systems to conduct and provide professional development opportunities for students, teachers, administrators, and staff. |
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5. apply instructional design principles to develop and analyze substantive interactive multimedia computer-based instructional products. |
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6. design and practice strategies for testing functions and evaluating technology use effectiveness of instructional products that were developed using multiple technology tools. |
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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. |
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8. analyze and modify the features and preferences of major operating systems and/or productivity tool programs when developing products to solve problems. |
| D. |
Use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning. Candidates: |
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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 local community. |
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2. organize, coordinate, and participate in an online learning community related to the use of technology to support learning. |
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3. organize and coordinate online collaborative curricular projects with corresponding team activities/responsibilities to build bodies of knowledge around specific topics. |
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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. |
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| TL-VI Social, Ethical, Legal, and Human Issues |
| Educational technology leaders understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and develop programs facilitating application of that understanding in practice throughout their district/region/state. Educational technology leaders: |
| A. |
Model and teach legal and ethical practice related to technology use. Candidates: |
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1. establish and communicate clear rules, policies, and procedures to support legal and ethical use of technologies at the district/regional/state levels. |
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2. implement a plan for documenting adherence to copyright laws. |
| B. |
Apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities. Candidates: |
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1. communicate research on best practices related to applying appropriate technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities. |
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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. |
| C. |
Identify and use technology resources that affirm diversity. Candidates: |
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1. communicate research on best practices related to applying appropriate technology resources to affirm diversity and address cultural and language differences. |
| D. |
Promote safe and healthy use of technology resources. Candidates: |
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1. communicate research and establish policies to promote safe and healthy use of technology. |
| E. |
Faciltate equitable access to technology resources for all students. Candidates: |
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1. use research findings in establishing policy and implementation strategies to promote equitable access to technology resources for students and teachers. |
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| TL-VII Procedures, Policies, Planning, and Budgeting for Technology Environments |
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Educational technology leaders coordinate development and direct implementation of technology infrastructure procedures, policies, plans, and budgets for PK-12 schools. Educational technology leaders:
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| A. |
Use the school technology facilities and resources to implement classroom instruction. Candidates: |
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1. develop plans to configure software/computer/technology systems and related peripherals in laboratory, classroom cluster, and other appropriate instructional arrangements.
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2. install local mass storage devices and media to store and retrieve information and resources. |
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3. prioritize issues related to selecting, installing, and maintaining wide area networks (WAN) for school districts, and facilitate integration of technology infrastructure with the WAN. |
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4. manage software used in classroom and adminstrative settings, including productivity tools, information access/telecommunication tools, multimedia/hypermedia tools, school management tools, evaluation/portfolio tools, and computer-based instruction. |
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5. evaluate methods of installation, maintenance, inventory, and management of software libraries. |
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6. develop and disseminate strategies for troubleshooting and maintaining various hardware/software configurations found in school settings. |
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7. select network software packages for operating a computer network system and/or local area network (LAN). |
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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. |
| B. |
Follow procedures and guidelines used in planning and purchasing technology resources. Candidates:
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1. investigate purchasing strategies and procedures for acquiring adminstrative and instructional software for educational settings. |
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2. develop and utilize guidelines for budget planning and management procedures related to educational computing and technology facilities and resources. |
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3. develop and disseminate a system for analyzing and implementing procedures related to troubleshooting and preventative maintenance on technology infrastructure. |
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4. maintain and disseminate current information involving facilities planning issues and computer-related technologies. |
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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 settings. |
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6. research and recommend systems and processes for implementation of distance learning facilities and infrastructure. |
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7. differentiate among specifications for purchasing technology systems in school settings. |
| C. |
Participate in professional development opportunities related to management of school facilities, technology resources, and purchases. Candidates: |
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1. implement technology professional development at the school/district level utilizing adult learning theory. |
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| TL-VIII Leadership and Vision |
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Educational technology leaders will facilitate development of a shared vision for comprehensive integration of technology and foster an environment and culture conducive to the realization of the vision. Educational technology leaders:
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| 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. Candidates:
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1. communicate and apply principles and practices of educational research in educational technology. |
| B. |
Apply strategies for and knowledge of issues related to managing the change process in schools. Candidates:
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1. describe social/historical foundations of education and how they relate to use of technology in schools. |
| C. |
Apply effective group process skills. Candidates: |
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1. discuss issues related to building collaborations, alliances, and partnerships involving educational technology initiatives. |
| D. |
Lead in the development and evaluation of district technology planning and implementation. Candidates: |
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1. design and lead in the implementation of effective group process related to technology leadership or planning. |
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2. use evaluation findings to recommend modifications in technology implementations. |
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3. use national, state, and local standards to develop curriculum plans for integrating technology in the school environment. |
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4. develop curriculum activities or performances that meet national, state, and local technology standards. |
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5. compare and evaluate district-level technology plans. |
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6. use strategic planning principles to lead and assist in the acquisition, implementation, and maintenance of technology resources. |
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7. plan, develop, and implement strategies and procedures for resource acquisition and management of technology-based systems, including hardware and software. |
| E. |
Engage in supervised field-based experiences with accomplished technology facilitators and/or directors. Candidates: |
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1. participate in a significant field-based activity involving experiences in instructional program development, professional development, facility and resource management, WAN/LAN/wireless systems, or managing changes related to technology use in school-based settings. |
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