Cross-Cutting Theme – Technology


The Adelphi College of Education and Health Sciences provides technology-rich teacher preparation through courses and clinical partnerships. Technology infuses our approach to teacher preparation, and cannot be separated from other aspects of our education. Teacher candidates are exposed to the latest and most important technologies for teaching in their fields through both core and elective courses. All programs model how digital technologies are used to acquire new skills and knowledge that is crucial to educators, how to collaborate with peers and mentors to design learning experiences, and how to produce materials for use in their classrooms. All programs integrate these technologies “across the curriculum”, others offer elective and required courses that focus on the specific technologies for their domains.

That integration is apparent in the interweaving of technology throughout the CAEP Standards, as well. The programs’ reported use of technology overall is given in 1.5.1 Technology Integration in Programs. The process of establishing technology integration in the EPP was represented in 2011 with the Technology Committee’s decision to use the Hunter Competencies. However, the initiatives involving technology integration began before that date, both in terms of course and field-based learning for teacher candidates (Smartboard Training in 2007) and field-based projects with P-12 students (the iPad Initiative in Mineola School District in 2010-11). The Hunter framework provided a way to establish a common language and basis for collecting meaningful evidence of progress with learning and technology.

In addition, coursework that includes technology was established at the Spring 2019 faculty retreat in a chart 1.5.1 Technology Integration in Programs. The coursework identified by EPP faculty in this process tended to be during the exploration/synthesis or reflective practice transition points of the programs. Example technology identified in the initial programs included SmartBoard, Moodle (a Google-based system) discussion boards, Google Suite (Drive, Classroom, Docs, Slides, Hangouts), educational apps such as Kahoot, StarTracker, NearPod, Virtual Reality, and Plickers, Excel Spreadsheets to collect and analyze student data, and online science simulations such as Phet, and National Science Teachers Association Learning Center Class Hub. Example technology identified in the advanced programs included Canva, Voicethread, Twitter, Prezi, PPT, Moodle, email, Google (Sites, Classroom), Wakelet, Turnitin (persuasive writing assignment), and online tools. 1.5.2 Candidate Use of Technology In Clinical Practice shows the types of technology used in student teaching and the clinical faculty qualitative comments of the candidate’s use of technology.

One of the ways that the EPP is innovating use of technology in its programs is through the Mid-Point Assessment (Table 1.1.6), a program-based assessment that has multiple purposes for determining the progress of teacher candidates at the exploration/synthesis phase of the program, including the mastery of technology’s use in planning, instruction and assessment for diverse groups of students. It is the intention of the EPP faculty to establish a unit wide assessment 1.5.1.1 Effective Use of Technology Instrument and conduct backward mapping that will include collaboration with the EPP partners for how technology is used within the schools and placements, with any eye towards supporting innovative use in P-12 student learning.

The alignment of the InTASC Standards with the International Society of Technology in Education (ISTE) Standards was reviewed in Standard 1.5, as was the alignment of the ISTE Standards to the Danielson Framework for Teaching, Table 1.5.3 ISTE Aligned to the Danielson Framework for Teaching Data. While these alignments were established, the EPP undertook an inventory of clinical educators’ observation of student teachers using technology in the field settings from 2015-2018 by program, Table 1.5.2 Candidate Use of Technology in Clinical Practice. Technology ranging from video work to overhead projector displays to Smartboard and Smart Notebook use are richly described and part of what is intentionally brought into the field. An example of this the use of iPad for ELA and Math instruction (app School 4 One) with students completing lessons and tasks and receiving written and oral feedback on the system. Students work on computation, place value, number order, and word problems. Each teacher accesses the curriculum through their iPad. The curriculum includes videos and documents (graphic organizers) that are accessed through Google Drive. Teachers use the Promethean Board & SmartBoard during lessons and instruction in all subjects.

Assessment of technology use is part of the ongoing candidate monitoring system and the EPP faculty use technology for assessment purposes as well as assess candidate use of technology in the field (student teaching and observations with the Danielson Framework are examples of this). With the integration of the ISTE Standards into current innovative practices, assessment of technology will be part of the quality assurance system across the EPP.

 
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