The CEC program prepares teachers who value the empowerment of individuals, the personalization of learning settings, and learning experiences that are based in the real world. The program acts on these values by providing its students with similar learning environments during their preparation. Completion of the program is not accomplished by accumulating course credits. Rather, students demonstrate, whenever possible, their actual performance as teachers.

Note: Courses in which expectations are addressed are in (parens) at end of each statement. Following that in [brackets] is the number of the ISTE standard (Standards for Advanced Programs in Educational Computing and Technology Leadership) related to or implied by the expectation. Not all ISTE standards are linked because some are beyond the scope of the Computer Endorsement, such as those clearly intended to prepare computer coordinators. Click to see Expectations Rubric.

Short Descriptions

1. Educational Technology Research & Theory (see full description)
The teacher will understand and be able to apply basic troubleshooting strategies related to hardware and systems software of personal computers, networks, and peripherals. (W220, W410) [ISTE 4.3.4, 4.4.1, 4.4.2, 4.4.4, 5.6.4]

2. Hardware & Systems Expertise (see full description)
The teacher will understand and be able to apply basic troubleshooting strategies related to hardware and systems software of personal computers, networks, and peripherals. (W220, W410) [ISTE 4.3.4, 4.4.1, 4.4.2, 4.4.4, 5.6.4]

3. Application Programs (see full description)
The teacher understands the central concepts, tools of inquiry, and structures of various software applications she uses.  (W210, W310) [ISTE 4.2.1, 4.2.2., 4.2.4, 4.2.5, 4.2.6, 4.3.1, 4.3.3, 4.5.1, 5.2.1, 5.2.2, 5.2.3]

4. Technology Integration (see full description)
Development of actual lessons that integrate technology and are based on standards or course goals and objectives. (W210, W310, W410) [ISTE 4.5.6, 5.1.2, 5.6.2]

5. Pedagogical Strategies (see full description)
The teacher will employ a variety of instructional approaches for integrating technology, documenting both their use and value. (W310, W410) [ISTE 5.6.1]

6. Leveraging the Internet (see full description)
The teacher can master effective techniques for using the internet, and has an appreciation of the social, credibility, and ethical challenges. (W210, W310, W410) [ISTE 4.2.4, 4.2.5]

7. Technology Planning (see full description)
The teacher should be able to guide funding priorities and make specific purchase recommendations, as well as identify funding resources at the local, state, and national levels. (W220, W310, W410) [ISTE 4.5.2, 5.4.2, 5.5.1]

8. Professional Development (see full description)
The teacher demonstrates a commitment towards reflection and growth, including a plan for continuing professional development. (W210, W310, W410) [ISTE 5.3.2, 5.3.3]

Full Descriptions

1. Educational Technology Research & Theory
The teacher will understand and be able to apply basic troubleshooting strategies related to hardware and systems software of personal computers, networks, and peripherals. (W220, W410) [ISTE 4.3.4, 4.4.1, 4.4.2, 4.4.4, 5.6.4]

Rationale

            It is essential that we all take the time to reflect on what we believe and why we think it is important. Teachers should be willing to take stands on issues and should encourage their students to do the same. A teacher should also have a clearly-defined philosophy of education (and the role of technology) as a foundation to draw upon when incorporating salient debates into classroom activities. Teachers should know what they stand for. They should value the importance of weighing ideas and acting on one’s convictions. Finally, teachers should be able to help their students understand that how well an idea has been thought counts for as much, or more, than the point of view that an individual holds. Technology does and will continue to play a major role in our lives, as educators we need to critically reflect on our perspective regarding what we believe the role of technology should be.

Strategies

1.1. Examining one’s Educational Philosophy

Graduates have a stated philosophy on how technology should support teaching and learning.

Evidence for the Portfolio

1.2. Examining Educational Technology Research and Theory

Teachers have critically examined theory related to integrating technology into learning, including ethical issues

Evidence for the Portfolio

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2. Hardware & Systems Expertise
The teacher will understand and be able to apply basic troubleshooting strategies related to hardware and systems software of personal computers, networks, and peripherals. (W220, W410) [ISTE 4.3.4, 4.4.1, 4.4.2, 4.4.4, 5.6.4]

Rationale

            Our society is marked by rapidly evolving new technologies that allow us to access more and more information in increasingly efficient ways, transforming our concept of where, how, and when learning takes place. A central part of being able to use technology is to understand how technology works. Many of our graduates are going to be immersed in school situations in which the technology does not work correctly and they are going to be expected to make it work. While we cannot expect to know all the “ins” and “outs” of how technology works, each graduate should have a working understanding and be able to apply basic troubleshooting strategies, especially is they related to hardware and systems software of personal computers, networks, and peripherals.

Strategies

2.1 Understanding and Troubleshooting Personal Computers

            Graduates can identify, understand, and describe the operations of personal computers that exist in K-12 schools.

Evidence for the Portfolio

2.2 Understanding and Using Networks

            Graduates can understand, utilize, and do light troubleshooting of network-related processes and components.

Evidence for the Portfolio

2.3 Using Peripherals

            Graduates can understand, utilize, and do light troubleshooting of peripherals.

Evidence for the Portfolio

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3. Application Programs
The teacher understands the central concepts, tools of inquiry, and structures of various software applications she uses.  (W210, W310) [ISTE 4.2.1, 4.2.2., 4.2.4, 4.2.5, 4.2.6, 4.3.1, 4.3.3, 4.5.1, 5.2.1, 5.2.2, 5.2.3]

Rationale

            Given the diversity of students, student interests, student needs, and available software applications, teachers need to be able to understand some core application programs. Teachers must know the different kinds and quality of applications available, as well as to have an appreciation for which applications are appropriate for their and their student needs. Most importantly, they must be able to use the particular applications to carry out particular tasks, and how to instruct others in their use.

Strategies

Categories:

3.1 Teacher understands applications

Evidence for the Portfolio (at least 6 of the above categories)

3.2 Teacher can instruct others in applications

Evidence for the Portfolio (at least 3 of the above categories)

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4. Technology Integration
Development of actual lessons that integrate technology and are based on standards or course goals and objectives. (W210, W310, W410) [ISTE 4.5.6, 5.1.2, 5.6.2]

Rationale

            Curricula that teachers receive are, by definition, not tailored to the needs and interests of their particular students.  Good teachers develop the ability to adapt what is given, what may even be required of them, so that it makes sense and is of value to their students. Therefore, teachers should know how to modify existing curricula, to use textbooks, computer technology, and other instructional materials meaningfully, and to align their curricula to state and national standards. They should value the integration of technology to support intellectual engagement, dynamic approaches to classroom teaching, and meaningful learning experiences for all students. And, in all their classroom, department, and school work, they should value mastering content as opposed to covering content—emphasizing depth of understanding over breadth of coverage. They should be able to develop their own curriculum units that integrate technology. In the process, they need to be able to integrate technology so as to connect curricula to previous learning experiences, to individual student needs and interests, to other disciplines and real-world contexts, and to meet state and national standards.

Strategies

4.1 Learning Materials

Graduates will be able to demonstrate that they can critically review learning materials

  Evidence for portfolio

4.2 Curriculum Development

            Graduates will demonstrate that they can develop curricula appropriate for their students

Evidence for the Portfolio

4.3 Integrating Technology into Teaching

             Graduates will be able to demonstrate that they have integrated technology into lessons

Evidence for the Portfolio

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5. Pedagogical Strategies
The teacher will employ a variety of instructional approaches for integrating technology, documenting both their use and value. (W310, W410) [ISTE 5.6.1]

Rationale

            Currently there are an increasing number of educators abandoning predominantly lecture-based modes of instruction and moving towards more learner-centered models in which students, frequently in collaboration with peers, are engaged in problem solving and inquiry.  This movement is being supported and stimulated by current technologies that function less like books, films, or journals and more like laboratories, workshops, and studios where students can immerse themselves within contexts that challenge and extend their understandings.  These technologies facilitate the development of rich learning environments that encourage exploration and discovery, supporting students in being active and critical thinkers. Students should know the dynamics of critical thinking processes and the specific adaptations to the subject area being taught. They should value a good question as much as a good answer and work to develop a climate of inquiry in their classrooms. To accomplish this goal, they should use a variety of instructional approaches for integrating technology.

Strategies

5.1 Variety of Pedagogical Methods

Graduates will integrate technology using multiple pedagogical approaches

Evidence for portfolio

 

5.2 Inquiry Based Teaching

Graduates will use technology to engage their students in inquiry-based learning

Evidence for portfolio

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6. Leveraging the Internet
The teacher can master effective techniques for using the internet, and has an appreciation of the social, credibility, and ethical challenges. (W210, W310, W410) [ISTE 4.2.4, 4.2.5]

Rationale

            Clearly, the Internet has become a part of our lives. The internet is incredibly powerful and has much to offer as a resource for supporting student and teacher learning. However, integrating the Internet into teaching and learning is not a straightforward task and requires that the teacher understands and critically examines its role in the classroom. As such, it is essential that teachers know how to use the internet to support learning, that they support their students in being critical consumers of information, and that they have an appreciation of the social, credibility and ethical challenges of using the internet. They should value technological development and the way it can dramatically enhance teaching and learning, even when it makes new demands on the teaching role. And they should be able to use communication and information technologies effectively and work with colleagues to tailor the Internet to their classroom and professional needs.

Strategy

6.1 Utilizing the Internet

Graduates are, and can support their students in being, smart users of the Internet

Evidence for portfolio

6.2 Web development skills

Graduates will display a mastery of web development skills

Evidence for portfolio

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7. Technology Planning
The teacher should be able to guide funding priorities and make specific purchase recommendations, as well as identify funding resources at the local, state, and national levels. (W220, W310, W410) [ISTE 4.5.2, 5.4.2, 5.5.1]

Rationale

            It is one thing to be able to use the resources once they have been purchased and another thing to determine which resources are important and how to obtain them for your classroom or school.  On a related note, a core challenge of computer technologies is that they become obsolete very quickly—probably more rapidly than any other tool. As such, an important skill is to be able to prioritize and direct funding priorities. This requires understanding the needs of the school, the available technologies (software and hardware), and determining how to secure funds. Therefore, it is essential that students know how to create a technology plan, can locate and leverage relevant specialists, and can communicate this plan to an external audience in the form of a report or grant.

Strategies

7.1 Purchasing Technology

            Teachers will demonstrate the ability to select, evaluate, and purchase software, peripherals, and hardware.

Evidence for the Portfolio

7.2 Funding Resources

            Teachers will be able to identify funding resources available at local, state, and/or national level and collaborate on the development or review of a grant proposal.

Evidence for the portfolio

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8. Professional Development
The teacher demonstrates a commitment towards reflection and growth, including a plan for continuing professional development. (W210, W310, W410) [ISTE 5.3.2, 5.3.3]

Rationale

            Today’s teaching conditions are different than a decade ago, just as conditions that will exist ten years hence will be different than today. Teachers must develop mechanisms (perhaps habits is a better word) for continually updating themselves as professional educators, especially with respect to being able to use changing technologies. They should know sources of up-to-date information in their subject area—journals, seminars, professional associations, websites, etc.—as well as the means for self-improvement that are available within their schools. They should value opportunities—workshops, conferences, online collaboration tools, and advanced coursework—for professional growth. And they should be able to locate new materials and gain new insights from colleagues and other professionals. Lastly, they should be able to use technology and especially online collaboration tools to participate in their own professional development.

Strategies

8.1 My Professional  Development

Graduates will participate in their own professional development

Evidence for portfolio

8.2 Supporting the Professional Development of Others

Graduates will support the professional development of others

Evidence for portfolio

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Contact:
Sasha Barab, Program Director
2232 School of Education, Indiana University
Bloomington In, 47405
(812) 856-8462, Internet: sbarab@indiana.edu