West Virginia Wesleyan College
WEST VIRGINIA WESLEYAN COLLEGE
Curriculum and Content Standards for Technology in the Teacher Education Program
ISTE Content Standard / Learning Opportunity / AssessmentI. Technology Operations and Concepts.
Teachers demonstrate a sound understanding of technology operations and concepts. Teachers:
A. demonstrate introductory knowledge, skills, and understanding of concepts related to technology (as described in the ISTE National Education Technology Standards for Students.
B. demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies. / Freshman teacher candidates must complete ANGEL, an on-line tutorial on operations and concepts.
Candidates are systematically taught basic technology operations and concepts in core education courses such as, the construction of tables, spreadsheets, graphs, calculation of statistics, PowerPoint, Internet searches, etc.
In EDUC 201 Learning and Human Development, students complete a self-assessment of the ISTE Standards and develop individual improvement plans. Candidates document competency in standard II.
All West Virginia Wesleyan College students have Dell laptops and high-speed internet connections in their dorm rooms—wireless access is available in many locations around campus. / Candidates’ work is evaluated by the Freshman Seminar faculty leader.
Candidate competency is evaluated by the course professor.
Candidates’ self-assessment is reviewed by the course professor.
II. Planning and Designing Learning Environments and Experiences.
Teachers plan and design effective learning environments and experiences supported by technology. Teachers:
A. design developmentally appropriate learning activities that apply technology-enhanced instructional strategies to support the diverse needs of learners.
B. apply 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.
D. plan for the management of technology resources within the context of learning activities.
E. plan strategies to manage student learning in a technology-enhanced environment. / In EDUC 201 Learning and Human Development, candidates learn the fundamentals of lesson planning. In EDUC 204 Instructional Processes/Assessment, candidates are taught a variety of instructional strategies, including the use of technology to enhance the learning experience.
The WVWC library has extensive holdings in electronic format—as candidates conduct research and prepare lessons for the K-12 classroom, they have an almost limitless source of information available to them electronically.
Methods classes require students to develop lessons using technology—enhanced environment.
The Education Department has video cameras, computer/TV adapters, computer projectors, etc. available for candidate use. / Candidate competency is evaluated by the course professor.
Candidate competency is evaluated by methods course instructors.
III. Teaching, Learning, and the Curriculum.
Teachers implement curriculum plans, that include methods and strategies for applying technology to maximize student learning. Teachers:
A. facilitate technology-enhanced experiences that address content standards and student technology standards.
B. use technology to support learner –centered strategies that address the diverse needs of students.
C. apply technology to develop students’ higher order skills and creativity.
D. manage student learning activities in a technology-enhanced environment. / Student teachers are evaluated by their cooperating teachers and college supervisors on the use of technology in the classroom.
Candidates complete one standard in their professional portfolios on the use of technology.
In Spec 230 Exceptionalities and Human Diversity, candidates are introduced to various forms of adaptive technology for special needs children.
Candidates electronically present one portfolio standard to an audience of their peers wherein they receive feedback on their effectiveness. / Data are collected at the conclusion of student teaching and entered into an electronic data base in the Education Department. Faculty review these data annually to assure compliance.
Candidates’ portfolios are evaluated by Clinical II faculty—candidates must correct any deficiencies before entering student teaching.
Candidates’ work is evaluated by the course instructor.
The electronic portfolio presentation is evaluated by faculty before the candidate is allowed to student teach.
IV. Assessment and Evaluation.
Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies. Teachers:
A. use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning.
B. apply multiple methods of evaluation to determine students’ appropriate use of technology resources for learning, communication, and productivity. / In EDUC 467 Professional Seminar, candidates complete a Teacher Work Sample (TWS) while student teaching that includes pre- and post-testing of K-12 students, data analysis, conclusions, and reflections. Candidates are required to reflect upon their teaching effectiveness.
In EDUC 240 Instructional Processes and Assessment, candidates learn the fundamentals of collecting and analyzing assessment data using computer technology. / The TWS is evaluated by the course professor using a standardized rubric—several drafts are written and evaluated.
Candidate competency is evaluated by the course professor.
V. Productivity and Professional Practice.
Teachers use technology to enhance their productivity and professional practice. Teachers:
A. use technology resources to engage in ongoing professional development and lifelong learning.
B. continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning.
C. apply technology to increase productivity.
D. use technology to communicate and collaborate with peers parents, and the larger community in order to nurture student learning. / In EDUC 361 Classroom Management, candidates select and evaluate electronic grade books for use in the classroom. They are also taught the fundamentals of using spreadsheets for the calculation and assignment of grades. Other assignments include techniques for communication with colleagues and parents. / Candidate competency is evaluated by the course professor.
VI. Social, Ethical, Legal, and Human Issues.
Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and apply that understanding in practice. Teachers:
A. model and teach legal and ethical practice related to technology use.
B. apply technology resources to enable and empower learners with diverse backgrounds, and characteristics, and abilities.
C. identify and use technology resources that affirm diversity.
D. promote safe and healthy use of technology resources.
E. facilitate equitable access to technology resources for all students. / Student teachers review the local school system’s Acceptable Use Policy (for K-12 students). They are taught how to implement this policy.
The Education Department is currently considering the use of Teacher Universe technology modules as a requirement for all teacher candidates—possibly as a course requirement in EDUC 467 Professional Seminar, a companion course to student teaching. Assessment of candidate competency would be included. / Candidate success is monitored by the course professor.