Program Standard 9:  Using Technology in the Classroom

 Through planned prerequisite and/or professional preparation, each candidate learns and begins to use appropriately computer-based technology to facilitate the teaching and learning process.  Each candidate demonstrates knowledge of current basic computer hardware and software terminology and demonstrates competency in the operation and care of computer related hardware.  Each candidate demonstrates knowledge and understanding of the legal and ethical issues concerned with the use of technology.  Each candidate demonstrates knowledge and understanding of the appropriate use of computer-based technology for information collection, analysis and management in the instructional setting.  Each candidate is able to select and evaluate wide array of technologies for effective use in relation to the state-adopted academic curriculum.

Each element for Standard 9 has been integrated into the prerequisite and professional preparation courses in the Multiple Subjects Credential Program (MSCP).  All elements are not evident in specific courses but can be identified throughout the entire program, as a whole, with the goal of meeting each of the elements in this standard and ensuring that each candidate begins learning about and using appropriate computer-based technology to facilitate the teaching and learning process.  Intern candidates enrolled in the MSCP take the same course of study as other candidates and are held to the same standards and expectations in course work and fieldwork.

Program Elements for Standard 9

9(a)      Each candidate considers the content to be taught and selects appropriate technological resources to support, manage, and enhance student learning in relation to prior experiences and level of academic accomplishment.

Throughout the credential program, candidates are provided opportunities to develop lessons and units of study.  Many of these are implemented in the K-8 classrooms in which the teacher candidates are student teaching or interning. A requirement for a number of these lessons is to include technology. The teacher candidates must demonstrate, through documentation, that they have taken into consideration their students’ prior learning experiences and knowledge.  An example can be taken from EDEL 437: Social Studies in the Elementary Classroom where candidates are asked to develop a unit (typically four weeks in length) that they will teach during a student teaching experience (EDEL 439). During this unit, candidates must include lessons that include technology components with which their students will be engaged. The types of technology components will vary. Most, however, include a Web-based element where Web sites are incorporated into lessons. An example is having students take “virtual field trips” on the Web by visiting museums and other geographic location Web sites to view images of these locations. The use of the Web can enhance and support student learning by bringing the world “alive” for students who do not have the opportunity to visit these locations in person.  Another example may be the use of computer-based simulations that provide opportunities for whole class and cooperative group learning, problem-solving, and critical thinking. 

9(b)        Each candidate analyzes best practices and research findings on the use of technology and designs lessons accordingly.

Candidates are provided multiple opportunities to explore best practices and research findings on the use of technology in teaching and learning through readings assigned throughout each credential course. The information presenting in the readings are analyzed by the candidates and discussed in class (and in some cases in online threaded discussion forums facilitated by the use of Blackboard, a Web-based course management system many credential instructors use to augment in class course sessions).  Candidates use the analysis of the research findings to design and develop lessons that incorporate technology best practices that will enhance the teaching and learning process. An example is in EDEL 430: Foundations of Elementary Classroom Teaching where candidates read research on how technology can help elementary students learn and how to use technology to meet the needs of all students (including English language learners and students with special needs). Based on their readings and discussions, candidates apply what they have learned in their content method courses by designing lessons and activities that incorporate best practices in the use of technology.

9(c)      Each candidate is familiar with basic principles of operation of computer hardware and software, and implements basic troubleshooting techniques for computer systems and related peripheral devices before accessing the appropriate avenue of technical support.

As part of EDEL 315, instructors check candidates’ understanding in the operation and care of hardware through her or his choice of assessment techniques such as performance assessment or a written test.  Additionally, candidates who are admitted to the multiple subject credential program complete a technology survey (see Policy for Competence in Technology of Students in Credential Program) that assesses their basic technology skills and is used to inform the Block leader of the students’ current level and comfort with technology.  Block leaders and instructors model the use of technology and assist students in their use of Blackboard and other technologies throughout the program.   

Some blocks utilize TaskStream for the creation of lesson plans and to create an electronic portfolio (EDEL 453) using TaskStream.  Students must troubleshoot problems that arise, such as in scanning and uploading documents.  In addition, several elements of EDEL 451 and 452 are taught online.  This requires that students demonstrate competency in the use of computer hardware and the Internet.  Students must troubleshoot when problems arise and are encouraged to use technical support offered by the university IT department. 

9(d)      Each candidate uses computer applications to manage records and to communicate through printed media.

Candidates are introduced to varying computer-based methods to manage and communicate records in the credential program. These methods include Microsoft Excel, grade-book software, and Web-based grade-book sites. An example can be taken from EDEL 430: Foundations of Elementary School Teaching. In this course, candidates are introduced to a variety of common grade-book software used by classroom teachers. Candidates are given the opportunity to try out and assess record-keeping software. They are only given an introduction to the software and are not expected to be experts with the software. The intent is to provide an overview of the grade-book software capabilities. Candidates are encouraged (and often required by master teachers) during their student teaching experiences to maintain classroom grades and records using digital gradebooks.

Candidates use computer applications to communicate through printed media throughout their credential program.  Most assignments must be word-processed.  In addition, candidates must demonstrate their ability to incorporate graphics and charts in EDEL 433:  Language Arts and Reading Instruction. 

9(e)      Each candidate interacts with others using e-mail and is familiar with a variety of computer-based collaborative tools.

Each candidate is provided with multiple opportunities throughout each of the prerequisite and preparation courses in the Multiple Subject Credential Program to use e-mail and other computer-based collaborative tools. E-mail is used as a tool to encourage candidate-to-candidate and candidate-to-instructor interactions about content and professional practice. This is started as early as the EDEL 315 courses, which are prerequisites to the credential program. Students are required to obtain an e-mail account (the university provides an account to all students) and begin corresponding with other students and the course instructor to become familiar with using e-mail. Additionally, throughout the credential program courses utilize Web-based collaborative tools such as Blackboard to provide additional opportunities for collaboration. Candidates can post original messages and respond to messages posted by other candidates and instructors about a variety of topics.  Sample discussion activities include: EDEL 436 (Science), candidates often post reflections on their reading assignments; EDEL 437 (Social Studies), candidates view the documentary “An Inconvenient Truth” and discuss the connections to social studies and global interdependence using the on-line threaded discussion board on Blackboard; EDEL 437 (Social Studies), candidates read an ethnography about a Kindergarten classroom and participate in an on-line book club to discuss the connections to social studies and citizenship education;  EDEL 429 Integrated Language Arts), candidates submit some assignments via e-mail and e-mail authors of articles.  Activities may vary among instructors.

Candidates are exposed to other collaboration tools in EDEL 430: Foundations of Elementary School Teaching, as well. As candidates are learning about technology resources for teachers, they are introduced to educational listservs, newsgroups, and discussion forums for enhancing their professional growth, and for gathering ideas and resources that can be integrated into teaching and learning.   

9(f)      Each candidate examines a variety of current educational technologies and uses established selection criteria to evaluate materials, for example, multimedia, Internet resources, telecommunications, computer-assisted instruction, and productivity and presentation tools.  (See California State guidelines and evaluations.)

Candidates are provided with multiple opportunities throughout the Multiple Subject Credential Program to examine a variety of current educational technologies and to use established selection criteria to evaluate computer-based resources, including the use of the Internet, multimedia materials, computer-assisted instruction, productivity, and presentation tools.  In EDEL 435: Curriculum and Instruction in Elementary School Teaching: Mathematics, candidates discuss and use established criteria to evaluate software for use in mathematics instruction.  In EDEL 430: Foundations of Elementary School Teaching, candidates discuss and evaluate a variety of teacher productivity tools, including grade book programs and teacher tools on the Internet.  Candidates use established criteria to determine the accuracy, reliability, and bias of information on the Internet while examining resources for English learners in EDEL 434, also.

9(g)      Each candidate chooses software for its relevance, effectiveness, alignment with content standards, and value added to student learning.

Candidates are provided with focused opportunities in methods courses to choose educational software for its relevance, effectiveness, alignment with content standards, and the value the software adds to student learning. For example, in EDEL 437 Curriculum and Instruction in Elementary School Teaching: Social Studies and EDEL 433: Language Arts and Reading Instruction, candidates choose software that is aligned with content standards and meets the needs of designated learners.

9(h)      Each candidate demonstrates competence in the use of electronic research tools and the ability to assess the authenticity, reliability, and bias of the data gathered.

Throughout various courses, candidates use electronic research tools to gather and assess the authenticity, reliability, and bias of data. Candidates are provided opportunities to use the Internet to search for Web sites they would use in the classroom.  Using a checklist of criteria provided in the course, they evaluate the Web sites they have gathered. Candidates continue using and refining their skills to assess authenticity, reliability, and bias of data throughout the credential program as they gather information on the Internet, including information for use in their social studies unit.

9(i)       Each candidate demonstrates knowledge of copyright issues and of privacy, security, safety issues and Acceptable Use Policies.

The issues of copyright, privacy, security, and safety with the use of technology in the classroom is introduced in EDEL 430:  Foundations of Elementary School Teaching through readings and Web site examples during a lecture on “Prerequisites to Using Computers in the Classroom.”  Candidates are expected to act in accordance with their knowledge in this area for all course and field experiences.  Issues of copyright law are also addressed through an online module in EDEL 451.

Supporting Documentation (found in the Appendix)

Section 7:  EDEL Syllabi

Section 9:  Sample Texts (summary and/or table of contents) for:

                        A Teacher’s Guide to Using Technology in the Classroom.  Libraries Unlimited, Inc. by Ivers

Section 13:  Policy for Competence in Technology of Students in Credential Programs