Overview of Technology Integration in Pedagogy Courses
The Teaching and Learning Department has updated all its teacher preparation courses and program assessments to reflect the integration of the ISTE Standards for Educators. Alignments were accomplished in two ways: 1) in courses, and 2) in key assessments.
The following alignment matrix demonstrates alignment of ISTE standards to pedagogy courses in the educator programs. These do not include courses in the minor/specialization areas.
| ISTE Standards | EC-6 Program | Secondary/All Level |
|---|---|---|
| 3a | EDCI 3331 | EDUC 3301/EDUC 3302 |
| 3b | EDCI 3331 | EDUC 3301/EDUC 3302/EDUC 3304/READ 4305 |
| 3c | EDUC 3301/READ 4305/EDUC 4611 | |
| 3d | EDUC 3301/READ 4305/EDUC 4611 | |
| 4a | ||
| 4b | ||
| 4c | EDCI 3331 | EDUC 3301/EDUC 3302 |
| 4d | EDCI 3331 | EDUC 3301/EDUC 3302/EDUC 3304 |
| 5a | ||
| 5b | EDCI 3332/EDCI 3333/EDCI 3334 | EDUC 3303/EDUC 4306 |
| 5c | EDCI 3332/EDCI 3333/EDCI 3334 | EDUC 3303/EDUC 4306 |
| 6a | ||
| 6b | EDCI 3335/EDCI 3336 | EDUC 3303/EDUC 4306 |
| 6c | EDCI 3335/EDCI 3336 | EDUC 4306 |
*Please note that Standards 1 and 2, Learner and Leader, are expected to be modeled throughout the program, with students gradually becoming learners and leaders by the time they enter their fourth semester, or clinical teaching.
Although not all specific indicators are explicitly aligned to courses, all standards 3-7 are aligned in one form or another in the courses.
The following key assessments have also been designed to have technology integration. They are currently being piloted with the newly aligned coursework.
Diversity Case Study:
|
Mini-Lesson:
|
Data Literacy and Reflection:
|
DIVERSITY CASE STUDY
The purpose of the diversity case study is to assess the teacher’s ability to identify and analyze relevant contextual factors that affect the learning-teaching process. There are five general indicators for which you will gather information from your field placement school. These include the following:
- Community, school, and classroom factors
- Characteristics of students
- Students’ varied approaches to learning
- Students’ skills and prior knowledge
- Implications for instructional planning and assessment
MINI UNIT
The purpose of this mini unit is to assess a teacher’s ability to plan instructional units. You will complete the mini unit in a detailed, written plan in three parts: 1) learning goals, 2) assessment plan, and 3) design for instruction. All three parts are pieces of the same mini unit.
DATA LITERACY AND REFLECTION
The purpose of this data literacy and reflection benchmark is to assess a teacher’s ability to analyze assessment data and reflect on instruction. You will complete the data literacy and reflection benchmark in three parts: 1) instructional decision-making, 2) analysis of student learning, and 3) reflection and self-evaluation. All three parts are pieces of the same data literacy and reflection benchmark.
KEY ASSESSMENTS DIGITAL LITERACY INTEGRATION MATRIX
The matrix below offers an at-a-glance view of the digital literacy integration, using the ISTE performance indicators.
| Standard Educator as… |
Performance Indicators |
Diversity Case Study |
Mini Unit | Data Literacy & Reflection |
All |
|---|---|---|---|---|---|
| Learner | 1a | ||||
| 1b | |||||
| 1c | |||||
| Leader | 2a | ||||
| 2b | |||||
| 2c | |||||
| Citizen | 3a | x | x | ||
| 3b | x | x | |||
| 3c | |||||
| 3d | |||||
| Collaborator | 4a | ||||
| 4b | |||||
| 4c | x | x | |||
| 4d | x | x | |||
| Designer | 5a | ||||
| 5b | x | x | |||
| 5c | x | x | |||
| Facilitator | 6a | ||||
| 6b | x | x | |||
| 6c | x | x | |||
| 6d | |||||
| Analyst | 7a | x | x | ||
| 7b | x | x | x | ||
| 7c | x | x | x |