Technology

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The Commission’s standards include several references to applications of new technologies to educational situations:

• Standard 1 endorses the InTASC teacher standards in their entirety, and the performances, knowledge, and dispositions that are extensions of those standards include a score of references to applications of technology. Educators must know how to use technologies and how to guide learners to apply them. They must know how to use digital and interactive technologies for efficiently and effectively achieving specific learning goals.
• Standard 1 also states that providers are to “ensure that completers model and apply technology standards as they design, implement, and assess learning and enrich professional practice.”
• Standard 2 on clinical experiences refers to technology-enhanced learning opportunities as part of clinical experiences, as well as appropriate technology-based applications for selection, development, evaluation, and continuous improvement and retention of clinical educators. Clinical partnerships are to include technology-based collaborations, as well.
• Standard 3 on candidate quality states that providers present multiple forms of evidence of candidates developing knowledge and skills during preparation, including “the integration of technology in all of these domains.”

The COEPD commitment to technology is reflected in college-wide dispositions and candidate outcomes for initial and advanced programs. Data from the assessment of technology are an element of the overall decision-making process about program change and improvement, as well as candidate admission and progress. The standards of 18 professional organizations related to 32 of our licensure areas were reviewed (TECH STANDARDS ADDRESSED IN SPAS). Technology is most commonly mentioned in conjunction with pedagogical standards with the expectation that it be used to support teaching and learning as part of planning, implementing and managing instruction. Specifics such as support of collaboration and inquiry-based learning are noted. While there is variability across licensure areas, technology is also mentioned in standards related to professional and ethical behaviors, supporting learners and learning environments, improving content knowledge, facilitating assessment and analysis, and enabling leadership.

An analysis of 15 advanced programs and three initial programs was conducted primarily through interviews with faculty (n=29). Additional information was gleaned through review of course syllabi, online courses, and SPA reports (COURSE TECHNOLOGY USAGE).  Eleven of the 15 advanced programs and all three initial programs require a technology course. EVIDENCE STANDARDS BY LICENSURE PROGRAM details the interview protocol and findings for the 35 item checklist across the programs. Analysis related to Standard 1.5 reveals that:

• Nearly all programs are requiring candidates to access library research databases (89%), digital media (94%), and other digital tools (100%) to improve learning.
• Most programs are ensuring that candidates know why and how to help P-12 students access (89%) quality resources, but fewer are focused on preparing candidates to help P-12 students assess (50%) content quality on their own.
• Programs vary on providing candidates with opportunities to design digital learning (67%), mentoring (44%), and collaborative (84%) experiences and facilitate digital learning (50%), mentoring (67%), and collaborative (78%) experiences for P-12 learners.
• Most programs are helping candidates learn to use digital networks to track (89%) and evaluate student learning (61%).

All programs require candidates to access online articles and conduct research related to the field, but not all requested that candidates use library databases to identify research sources. Most programs required candidates to evaluate and collect relevant (“quality”) resources, but not all programs have the purpose of preparing candidates to teach P-12 students to do so (i.e., autism teachers, early childhood teachers, principals, school psychologists). Most candidates in the teaching fields gain experience designing digital learning, but few of the programs specifically require implementation of digital learning during clinical experiences.

In written comments (TECH SURVEY RESULTS) faculty discussed the use of assessment and polling applications (Kahoot, PollEverywhere), content specific resources (Geometer’s Sketchpad, Dibels, graphing calculators, NSTA Interactive), data collection/management tools (Access, Excel, Google Sheets), learning management system tools (Blackboard, Collaborate, LiveText Ensemble Video), library research databases, games (Jeopardy, $100,000 Pyramid), iPad apps, Internet resources (Piktochart, Socratic, Weebly), presentations (PowerPoint, Prezi), social media (blogs, wikis), and video conferencing (ChatterPix, FaceTime, GoToMeeting, Skype). During interviews faculty discussed that design and facilitation of digital learning and social networking experiences are viable options as students develop and implement lessons and materials, but they are not specifically required for all candidates. Advanced programs, in particular, are taught using fully online, hybrid, and virtual models, so candidates are gaining experience using online discussions, blogs, wikis, and video conferencing tools. Over 80% of part- and full-time faculty have been trained on the Quality Matters program for creating effective online courses (QM). Programs are requiring candidates to use technology to track student learning, but not all have program requirements for technology use in evaluation or sharing of student work.

Many programs involve candidates in virtual field experiences (50%) and require video recording and analysis (83%). However, few programs require faculty to use video conferencing with partners (23%). Results varied related to clinical educators:

• Using video analysis to provide candidate feedback (61%).
• Participating in webinars for professional development (6%).
• Submitting web-based evaluations of candidates (33%).
• Accessing materials provided online (33%).
• Using email for communication and feedback (56%).
• Accessing/submitting information to a database (33%).

The EPP works with clinical partners to construct both beneficial clinical experiences for candidates as well as mutually beneficial partnerships to improve the P-12 school environment.  Some programs have adopted use of tools available in Blackboard, Qualtrics, and LiveText in their work with clinical educators in the field. However, some also noted the need to formalize and streamline processes. In programs that use the LiveText web-based software platform mentor teachers may monitor and evaluate candidate performance in their respective classrooms, and work with the university supervisor on candidates’ final evaluation through shared formative feedback and communication.  Also through this platform, candidates in the initial teaching programs are required to video their teaching and create a portfolio that includes responding to questions, using this video as evidence to support their written answers. The EPP also provides, through its online PLC and PDS, professional development information, tips, and mini-seminars.

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