The classes taken to address this standard were:

EDTC 6460 Foundations of Educational Technology Leadership

Key Assessment:

The goal of the capstone assessment is to explain the topic of choice and describe the expected impact the work will have on the teaching/learning environment.. The assignment was split into 4 assignments. Each of the separate pieces below make up then entire assignment.

Part One -- The Thesis Statement: taking a stance on a topic.The topic I chose to take a stance on was how Volusia County teachers collected data on their Pre-Kindergarten students. The data collection among Pre-k teachers needs to unified utilizing a system that would offer a single, efficient mechanism facilitating the collection, analysis, and storing of student data allowing teachers to focus more on instruction and less on data collection.

Part Two -- An annotated bibliography: an alphabetized list of books, articles, etc. used as resources used to suppose the thesis statement.

Part Three -- Analysis of how Volusia County Pre-k teachers currently collect data on their students

Part Four -- Presentation: The presentation was presented using Power Point

EDTC 6465 Design of Technology Supported Learning Environments

Key Assessment:

The Key Assessment used in this course was to create a professional development or training module that is designed to improve instruction or solve an educational problem in an authentic school, workplace setting.

Part One -- Training Analysis / Needs Assessment: Define the needs of adult learners and determine the extent to which standards have been published to inform the design of professional development in the chosen content area.

Part Two -- The Learning Environment Plan: Building off of the results of the needs assessment assignment, students are to develop technology supported learning environment plan to support a professional development/training module by continuing the ADDIE process

Part Three -- The Professional Development Module:Create a professional development or training modules that is designed to improve instruction or solve an educational problem in an authentic school, workplace setting. The module included:

  • Instructor's Guide, which the instructor uses to conduct the training,
  • Participant's Guide, which the trainees use as a guide to the instruction and consists of a Course Introduction and Lesson Instruction.

TF - III Teaching, Learning, and the Curriculum

Educational technology facilitators apply and implement curriculum plans that include methods and strategies for utilizing technology to maximize student learning. Educational technology facilitators:

 

A. Facilitate technology-enhanced experiences that address content standards and student technology standards. Candidates:
  1. use methods and strategies for teaching concepts and skills that support integration of technology productivity tools (refer to NETS for Students).
  2. use and apply major research findings and trends related to the use of technology in education to support integration throughout the curriculum.
  3. use methods and strategies for teaching concepts and skills that support integration of research tools (refer to NETS for Students).
  4. use methods and strategies for teaching concepts and skills that support integration of problem solving/decision-making tools (refer to NETS for Students).
  5. use methods and strategies for teaching concepts and skills that support use of media-based tools such as television, audio, print materials, and graphics.
  6. use and describe methods and strategies for teaching concepts and skills that support use of distance learning systems appropriate in a school environment.
  7. use methods for teaching concepts and skills that support 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:
    1. use 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:
    1. use methods and facilitate strategies for teaching problem-solving principles and skills using technology resources.
D. Manage student learning activities in a technology-enhanced environment. Candidates:
    1. use methods and classroom management strategies for teaching technology concepts and skills in individual, small group, classroom, and/or lab settings.
E. Use current research and district/regional/state/national content and technology standards to build lessons and units of instruction. Candidates:
    1. describe and identify curricular methods and strategies that are aligned with district/regional/state/national content and technology standards.
    2. use major research findings and trends related to the use of technology in education to support integration throughout the curriculum.
 
 
Copyright © ISTE (International Society for Technology in Education), 1.800.336.5191 (U.S. & Canada) or 1.541.302.3777

Details

Tags: ISTE Standards
Started: August 2015
Completed: May 2021