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SB 2042 Multiple and Single Subject Preliminary Program Standards

Standard 11: Using Technology in the lassroom Through planned prerequisites and/or professional preparation, the teacher preparation program ensures the following: Candidates are familiar with basic principles EDUU451/551 Educational Applications of Computers: of operation of computer hardware and software, and implements basic Candidates receive specific instruction on the basics of using computer hardware and software in educational troubleshooting techniques for computer classroom environments in this prerequisite educational technology course. Assessment of these skills is through systems and related peripheral devices before observation and written e amination. Candidates define concepts related to the operation and maintenance of accessing the appropriate avenue of technical computer systems, including peripheral hardware, software, networked applications, and online interactive support. technologies. Candidates use basic peripherals including printers, document reader, smart board, !C" display, headsets and microphones, #$% drives, and audio/video devices in the computer lab. Additional peripheral technology devices are demonstrated and evaluated through online video and web&based resources. 'n EDUU451/551 candidates gain skill in organi(ing and storing their computer files on #$% drives and online file managers and storage applications. 'n )"##*+,/++, candidates create an electronic assessment portfolio providing evidence of meeting California level one technology standards and Teacher -erformance ) pectations .T-)s/. Candidates are assessed through a technology portfolio in !iveTe t. They learn how to use the !iveTe t portfolio system in EDUU451/551 by copying the template, uploading key assignments as artifacts, creating links to online resources, and writing reflections on how technology can be help them meet the standards for the teaching profession. Integrating Technology tandards into !ther Credential Courses: )very %randman classroom is equipped with a networked computer, !C", audio system, "0", and television. $ome classrooms have document readers and smart boards. All credential courses are presented using either a blended or fully online %lackboard shell. Candidates utili(e online threaded discussion, blogs, wikis, web&based videos, assignment tools, and synchronous video conferencing through %lackboard and 1imba voice conferencing in all coursework. Candidates troubleshoot technology issues as they work independently and collaboratively in the online portion of their courses. Candidates utili(e university technology specialists who provide one&on&one technical %lackboard support for students in all education programs. Candidates access the %randman #niversity technical support website for help with other computer issues including email, 1eb Advisor, the library databases, and synchronous video conferencing through 1imba and Adobe Connect. Computer hardware and software programs, as well as web&based programs, are used in every course in the education programs. 'n EDUU51" Introduction to Teaching# prospective teachers develop a basic knowledge of and ability to use current technological tools in learning situations: word processing, databases, educational software, and the internet. All submitted work is word processed using A-A style basics. Candidates begin their professional teaching !iveTe t portfolio based on the Teacher -erformance ) pectations .T-)s/ and submit signature assignments and assessments in !iveTe t in EDUU51". They continue to upload assignment artifacts in the !iveTe t online portfolio and file management system in each credential course throughout the multiple and single sub2ect programs. -ortfolio checks are made in each methods course. Candidates present their electronic

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Adopted 5anuary 6778

Standard 11: Using Technology in the lassroom Through planned prerequisites and/or professional preparation, the teacher preparation program ensures the following: !iveTe t portfolio as their final assessment at the end of the program as a part of their e it interview. All candidates are enrolled in a %lackboard Teacher -erformance Assessments .T-A/ organi(ation in the 'ntroduction to )ducation course .EDUU51"/. They continue to access the CalT-A %lackboard site throughout the credential program. Candidates download T-A prompts and training materials, interact with online narrated video, and upload their final T-As in the %lackboard dropbo . Candidates use digital video to document their teaching in ED$U 5%& 'istory# ocial cience and (isual/)erforming Arts in *+, and ED U 5&" Theories# $ethods# and $aterials for Teaching English -earners, ED U5&1 econdary Instructional trategies for -anguage/Culturally Di.erse Classrooms and ED U5&% Effecti.e -iteracy Instruction for ingle u/0ect Candidates . 'n addition, candidates prepare a 67 minute video and submit through %lackboard or !iveTe t as evidence for teacher performance assessment. The e perience of using the %lackboard shell for instruction and assessment in both the blended and fully online courses, submitting signature assignments in !iveTe t, creating an electronic portfolio through !iveTe t, and using the %lackboard CalT-A organi(ation for submitting teacher performance assessments familiari(es candidates with basic principles of operation of computer hardware and software and requires that they implement basic troubleshooting techniques for computer systems and related peripheral devices before accessing the appropriate avenue of technical support. EDUU 451/551: Educational Applications of Computers: 'n EDUU451/551, candidates are required to select and evaluate wide array of technologies for relevance, effectiveness, and alignment with state&adopted academic content standards, and value added to student learning. Candidates are assessed through lesson planning and presentation assignments that require them to select a wide array of technologies, align lesson ob2ectives to state&adopted academic content standards, and evaluate their relevance and effectives for student learning. Candidates create lessons that integrate technology into teaching and meet California adopted academic content standards. Candidates navigate the California !earning 9esource 4etwork .C!94/ to e plore electronic learning resources .)!9s/ and web instructional links .1'!s/ useful for instruction. Candidates determine which technologies are most appropriate to incorporate in their lesson plan design using the C!94 !esson -lan %uilder. Candidates create an essential question web scavenger hunt lesson plan for student research based on academic content standards and post the lesson on a free blog or wiki site. Candidates create a collaborative wiki in %lackboard to share reviews of technologies useful for classroom curriculum, instruction, and assessment. Candidates create -ower-oint multimedia presentations to engage students in learning curriculum based on grade level academic content standards in EDUU451/551. -ro2ect&based and presentation assignments are assessed through rubrics. Integrating Technology tandards into !ther Credential Courses: 'n EDUU 51% The Art and Craft of Teaching, students evaluate a curriculum 1eb:uest to determine if the task

Candidates use appropriate technology to facilitate the teaching and learning process. Candidates are able to evaluate and select a wide array of technologies for relevance, effectiveness, and alignment with state& adopted academic content standards, and the value they add to student learning.

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Adopted 5anuary 6778

Standard 11: Using Technology in the lassroom Through planned prerequisites and/or professional preparation, the teacher preparation program ensures the following: aligned with state&adopted academic content standards, developmentally appropriate for the grade level, and effective for student learning. 3ultiple sub2ect students review websites integrating technology into literacy lessons for younger students in ED$U 5%" and older students in ED$U 5%1 1-iteracy and -anguage in *+, Classrooms I and II2. Candidates apply technology resources to content curriculum and instruction by completing a virtual manipulatives pro2ect in the ED$U 5%% $athematics and cience in *+, Classrooms. 'n ED$U 5%& 'istory# ocial cience and (isual/)erforming Arts in *+,, candidates make virtual connections, e plore and evaluate virtual tools that support history&social science instruction. Candidates create and present multimedia -ower-oint lesson presentations for video&taping and peer critique. 9ubrics are used for assessment for each of these assignments. $econdary candidates prepare lesson -ower-oint presentations to meet academic content standards using multimedia technology and video in each of the four single sub2ect courses. Candidates in ED U 5&" Theories# $ethods# and $aterials for Teaching English -earners videotape or create a narrated slideshow demonstrating a $pecially "esigned Academic 'nstruction in )nglish .$"A')/ strategy. Candidates in ED U 5&1 econdary Instructional trategies for -anguage/Culturally Di.erse Classrooms create a ;&week unit plan that requires e tensive integration of technology into lessons. Candidates are required to video&tape a micro&lesson of their own teaching. <nline students post their videos on =ouTube and embed them in a class wiki. Candidates in ED U 5&% Effecti.e -iteracy Instruction for ingle u/0ect create a virtual creative art poster pro2ect that demonstrates a sketch of contemporary adolescents, their literacy interests, and behaviors. The content specific single sub2ect methods courses .ED U5&&s/ design instruction in their content area for one grade level .>&,6/ and incorporate an original multimedia -ower-oint presentation into their lesson as an anticipatory set to tap into prior knowledge and engage students in learning. -ro2ects, presentations, lesson/unit plans, discussions, 2ournals, and wikis are assessed through rubrics. EDUU451/551 Educational Applications of Computers: 'n EDUU451/551, candidates are required to define ethical and social issues related to the use of technology including issues of access, equity, privacy, the protection of children, copyright, fair use, and ownership of intellectual property. 'n this course, candidates study research on legal and ethical issues concerning the use of technology and the internet in the classroom. Candidates take an online e am testing their knowledge and understanding of issues of copyright, fair use, privacy, security, safety, and acceptable use. They participate in an online training course on plagiarism and are tested on their understanding of legal and ethical use of research. 'n EDUU451/551, candidates prepare an internet student research lesson using a blog or wiki in order to preview and evaluate educational resources that are safe and accurate for their students. They write a collaborative acceptable use policy for the use of the internet for student research in the classroom. Candidates e plore student administrative databases typically used in school districts for collecting information, e amining student demographics, tracking student progress, and analy(ing standardi(ed test data. Candidates design an ) cel gradebook for student assessment data tracking using formulas for computation. They analy(e data collected and create charts and graphs to display data. Candidates evaluate online gradebooks and e amine school student management and information systems typically used for information collection, analysis, and management in the

Candidates demonstrate knowledge and understanding of the legal and ethical issues related to the use of technology, including copyright issues and issues of privacy, security, safety, and acceptable use. Candidates demonstrate knowledge and understanding of the appropriate use of computer&based technology for information collection, analysis, and management in the instructional setting.

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Adopted 5anuary 6778

Standard 11: Using Technology in the lassroom Through planned prerequisites and/or professional preparation, the teacher preparation program ensures the following: instructional setting. Integrating Technology tandards into !ther Credential Courses: 'n EDUU51" Introduction to Education, candidates collect and analy(e data through online government databases to determine demographics of students in California schools. 'n EDUU 51% The Art and Craft of Teaching, candidates evaluate a curriculum 1eb:uest and determine appropriate, safe, and acceptable use of online resources for @&,6 students. 3ultiple sub2ect candidates evaluate research and internet resources for appropriate use of technology for younger students in ED$U 5%" and older students in ED$U 5%1 1-iteracy and -anguage in *+, Classrooms I and II2. Candidates evaluate technology applications and resources for appropriate use in ED$U 5%% $athematics and cience in *+, Classrooms. 'n ED$U 5%& 'istory# ocial cience and (isual/)erforming Arts in *+,, candidates make virtual connections, e plore and evaluate virtual tools that support history&social science instruction. The secondary methods candidates discuss legal and ethical issues related to the use of technology, including copyright issues and issues of privacy, security, safety, and acceptable use as they create lesson and unit plans involving student internet research, multimedia, and interactive presentations. Candidates demonstrate knowledge and understanding of the appropriate use of computer&based technology for information collection, analysis, and management in secondary instructional settings by creating student assessments to inform their teaching practice. They share and evaluate school data management systems used in local schools and districts in discussion. Throughout the credential programs, all candidates are monitored for appropriate use of technology on campus as well as through the learning management system, %lackboard. 4etiquette is included in every blended and online %lackboard shell. 'n all credential coursework, candidates use computer&based technology to collect, analy(e, and manage information as preparation for assignments, interactive discussion, and reflective 2ournals. Candidates follow the university technology acceptable use policy posted in 3y 1indows which states that the university networking and computer services are Afor educational purposes and to carry out the legitimate business of the #niversity.B EDUU451/551 Educational Applications of Computers: 'n EDUU451/551, candidates use 'nternet search engines, resources, and databases and evaluate the authenticity, reliability, and bias of the data gathered. Candidates review online peer&reviewed academic research related to best practices and the use of technology to deliver lessons that enhance student learning and write a critique using A-A documentation format. Candidates use the Chapman/%randman library database search engines to conduct peer& reviewed research article searches using %oolean logic. They are required to write a research article review assessing authenticity, reliability, and bias of data gathered from %randman library databases. They are required to use A-A citations and references and adhere to formal writing conventions and academic e pectations. 1ritten papers and reflective 2ournals are assessed through rubrics. 'n EDUU451/551 candidates e amine peer&reviewed research on how to effectively integrate technology to

Candidates demonstrate competence in the use of electronic research tools and the ability to assess the authenticity, reliability, and bias of the data gathered. Candidates analy(e best practices and research on the use of technology to deliver lessons that enhance student learning.

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Adopted 5anuary 6778

Standard 11: Using Technology in the lassroom Through planned prerequisites and/or professional preparation, the teacher preparation program ensures the following: promote student learning. Candidates analy(e best practices and research on the use of technology in the academic discipline and grade levels they plan to teach. They assess the authenticity, reliability, and bias of the data gathered in preparation for teaching. Integrating Technology tandards into !ther Credential Courses: Candidates provide A-A citations and references for all resources in all of their credential coursework as they write threaded discussion responses, 2ournal blog, wiki entries, research papers, and personal reflections. $pecific grading rubrics are used for each different type of writing assignment. Candidates are assessed on their ability to analy(e resources and evaluate websites for instructional planning in all multiple and single sub2ect teaching methods courses. )ffective use of technology is addressed and assessed in lesson and unit planning and the creation of student assessments in academic content areas. )ducational research on best practice and effective teaching is a part of every credential course. The online interactivity in both blended and online courses includes threaded discussion, peer collaboration, and reflective 2ournaling focused on reading and critical analysis of current research literature. Candidates assess the authenticity, reliability, and bias of data gathered through research and they evaluate evidence that supports the use of appropriate technologies that result in student learning of academic content. 'n EDUU51" Introduction to Teaching# prospective teacher candidates develop a basic knowledge of and ability to use current technological tools in learning situations: word processing, databases, educational software, and the internet. 'n multiple and single sub2ect methods courses, the use of technology for teaching and learning is evaluated in all coursework and emphasi(ed in the content specific strategies courses. 'n ED$U 5%% $athematics and cience in *+, and ED$U 5%& 'istory# ocial cience and (isual/)erforming Arts in *+,# candidates e amine and evaluate developmentally appropriate ways to integrating content with technology. 'n ED U5&" Theories# $ethods# and $aterials for Teaching English -earners, candidates write a philosophy paper based on research on planning lessons to meet the individual needs of )nglish learners. ED U5&1 econdary Instructional trategies for -anguage/Culturally Di.erse Classrooms and ED U5&% Effecti.e -iteracy Instruction for ingle u/0ect Candidates require that candidates evaluate the effectiveness of technology tools and strategies .including internet research, multimedia, interactive presentations and assessment tools/ for lesson and/or unit planning and assessment. 'n the content specific ED U5&& Effecti.e Instruction for ingle u/0ect courses, candidates prepare a rationale for how they plan to teach their sub2ect matter using content&specific research evidence to support their ideas. Candidates research a variety of technologies and innovative digital tools to determine effectiveness for student learning. EDUU451/551 Educational Applications of Computers: The primary goal in EDUU451/551 is to learn effective ways to integrate technology into instructional planning for student research, learning activities, and presentations based on state&adopted academic content standards, learning theory, and student&centered teaching strategies that promote equitable access to technology resources for all

Candidates integrate technology&related tools into the educational e perience and provide equitable access to available resources to all students. Candidates encourage the use of technology with students in their research,

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Adopted 5anuary 6778

Standard 11: Using Technology in the lassroom Through planned prerequisites and/or professional preparation, the teacher preparation program ensures the following: learning activities, and presentations. students. Candidates e amine the use of technology in the universal design for learning .#"!/. They utili(e online resources from the Center for Applied $pecial Technology .CA$T/ to e amine and evaluate strategies that utili(e a variety of technologies to meet the needs of all learners and provide equitable access to students with special needs. Candidates e plore the resources at the 4ational Center for #niversal "esign for !earning and analy(e ways to use technology to adapt and modify instruction for all students. Candidates evaluate emerging digital tools and information resources supporting, managing, and enhancing student research and learning. This is assessed through 2ournal blogs, wikis, and threaded discussion. Candidates create interactive multimedia presentations applying the theory of multiple intelligences using te t, graphics, sound, hyperlinks, animation, video, and the 'nternet to address the needs of diverse learners .including racial, ethnic, linguistic, gender, cultural, and socio&economic, and special needs/. Candidates design web&based lesson student research activities that promote digital citi(enship and responsibility, and develop information literacy and problem solving skills for all students. These products are evaluated through performance&based rubric assessment tools. Integrating Technology tandards into !ther Credential Courses: 'n EDUU51" Introduction to Teaching# candidates develop a basic knowledge of and ability to use current technological tools in learning situations: word processing, databases, educational software, and the internet. $tudents use A-A basics creating word processed professional documents for all assignments. 'n EDUU51%: The Art and Craft of Teaching# candidates investigate instructional approaches that utili(e technology. Candidates evaluate the effectiveness of 1eb:uests as an effective learning activity to provide equitable access of all resources to students. 'n both ED$U 5%% $athematics and cience in *+, and ED$U 5%& 'istory# ocial cience and (isual/)erforming Arts in *+, candidates e amine avenues for integrating content in specific academic content with technology. 3ath and science candidates use resources including the 4ational !ibrary of 0irtual 3anipulatives, the @ahn Academy, $T)3, and 6,st Century $kills resources. 3ultiple sub2ect candidates create lesson plans and assessments that integrate technology&related tools into the educational e perience and provide equitable access to available resources to all students. 'n the single sub2ect methods courses, the use of technology for teaching and learning is evaluated in all coursework and emphasi(ed in the content specific strategies courses. Candidates in ED U5&" Theories# $ethods# and $aterials for Teaching English -earners plan a $"A') lesson that uses technology to make sub2ect matter content comprehensible and accessible to all students. Candidates utili(e technology to provide equitable access to academic content in their student learning and assessment activities as they tutor an )nglish !earner. Course ob2ective ,7 in ED U5&1 econdary Instructional trategies for -anguage/Culturally Di.erse Classrooms requires that candidates incorporate a variety of technology tools and strategies .including internet research, multimedia, interactive presentation and assessment tools/ into lesson and unit planning as well as assessment. Candidates incorporate a section on technology tools and strategies for student learning and assessment within their si &week unit plan. They use multimedia technology in their final lesson presentation. 'n ED U5&% Effecti.e -iteracy Instruction for ingle u/0ect Candidates# candidates are required to incorporate a variety of technology tools and strategies .including internet research, multimedia, interactive presentations and assessment tools/ into lesson

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Adopted 5anuary 6778

Standard 11: Using Technology in the lassroom Through planned prerequisites and/or professional preparation, the teacher preparation program ensures the following: and/or unit planning. Candidates use electronic images and graphic presentations in their creative pro2ect and lesson presentations focused on content area literacy. 'n the content specific ED U5&& Effecti.e Instruction for ingle u/0ect courses, candidates integrate technology& related tools into their lesson planning designed to provide equitable access to available resources to all students. Candidates design online student research lessons using the %ig; skills and essential question lesson plans based on Understanding /y Design. They incorporate technology into their $"A') and $'<- lesson plans as they design learning activities and presentations that provide equitable and comprehensible access to academic content. 'n ED U5&&:"4 English/-anguage Arts and ED U5&&:13 'istory/ ocial ciences candidates integrate a variety of technologies into teaching and assessment and incorporate innovative digital tools into student learning activities for online research, publishing, oral presentations, and online communication and collaboration. Candidates use -ower-oint or -re(i presentations to create anticipatory set for their signature assignments. They utili(e technology in their lesson planning, presentations, and performance rubric design for assessment. $cience, Technology, )ngineering, and 3athematics .$T)3/ literacy is emphasi(ed strongly in threaded discussions and blogs in the math, science, and career technical methods classes for single sub2ect. Candidates e amine and reflect on 6,st Century $kills in all the content&specific methods courses through threaded discussion and private 2ournal blogs. Candidates in each content&specific section of ED U5&& create a student&generated wiki to share useful websites and resources for content. 'n ED U5&&:"4 $athematics, candidates integrate a variety of technologies into teaching and assessment and incorporate innovative digital tools into student learning activities for online research, publishing, oral presentations, virtual manipulations, simulations, and calculations. Candidates review online mathematics lessons and incorporate online calculators and virtual manipulatives in instructional planning. Candidates in ED U5&&:1, ciences integrate a variety of technologies into teaching and assessment and incorporate innovative digital tools into student learning activities for online research, publishing, oral presentations, scientific laboratory investigations, and technical production. Candidates analy(e the effectiveness of interactive multimedia websites for instruction and laboratory simulations. The math and science methods courses review and evaluate $T)3 literacy resources and locate content&rich web and video resources such as the @ahn Academy. 'n ED U5&&:%" $usic and (isual Arts, candidates integrate a variety of technologies into teaching and assessment and incorporate creative digital tools into student learning activities for online research, publishing, oral presentations, and graphic art production or musical composition, improvisation, and digital recording. Candidates for Teaching -anguages other than English: ED U5&&:", e plore world languages and culture through online resources. 'n ED U 5&&:15 Effecti.e 'ealth cience and )hysical Education, candidates use technologies and innovative digital tools in student learning activities for online research, publishing, oral presentations, and physical performance in health and physical education. Candidates in ED U 5&&:14 Effecti.e Career Technical Education Instruction for ingle u/0ect Candidates integrate a variety of technologies into teaching and assessment and incorporate

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Adopted 5anuary 6778

Standard 11: Using Technology in the lassroom Through planned prerequisites and/or professional preparation, the teacher preparation program ensures the following: innovative digital tools into student learning activities for online research, publishing, oral presentations, and technical production in agriculture, business, home economics, or industrial technology education. They e amine and discuss the connections between $T)3 and career technical curriculum content. They participate in threaded discussions, 2ournal blogs, and wikis as they locate resources that will help them design technology&rich lessons to meet not only the CT) standards, but also the goals of the -artnership for 6, st Century $kills. $tudents in all of the content specific ED U5&& courses research and discuss application of universal design for learning .#"!/ to adapt and modify instruction and provide equitable access to academic content for all students. Candidates analy(e strategies and analy(e classroom videos demonstrating the use of technology to meet the needs of all learners and provide equitable access to students from the Center for Applied $pecial Technology .CA$T/. Candidates collaborate on practical ways to apply these strategies to academic instruction in authentic secondary classroom environments. Candidates e plore the resources at the 4ational Center for #niversal "esign for !earning and brainstorm ways to use technology to adapt and modify instruction for all students. Candidates develop and are assessed on a variety of technology&infused lesson plans designed to help all students including those with instructional challenges meet academic content goals. -roducts that foster student learning through research pro2ects, interactive learning activities, and multimedia presentations must meet the criteria posted in assessment rubrics designed for each assignment. 'n EDUU54" 6isdom through )ractice, candidates view and respond to classroom interaction video, video&tape themselves teaching and analy(e their progress. They also create a -ower-oint presentation and embed classroom video of themselves and others within the presentation. Candidates also prepare and conduct a virtual chat teaching case discussion. EDUU451/551 Educational Applications of Computers: Candidates use computer&based technologies for professional communication and collection, analysis, and management of records .e.g. attendance, newsletters, databases, spreadsheets, charts, tables, forms, rubrics, grades, portfolios, and performance assessments/. They learn to manipulate and analy(e data using computer applications to assess student learning, inform instruction, manage records, and provide feedback to students and their parents. Candidates in EDUU451/551 design a parent newsletter for parent&home communication. They design a rubric table for performance assessment. They create graphic organi(ers, and design word processing and desktop publishing materials useful for teacher productivity. Candidates use ) cel spreadsheets to manipulate and analy(e data as a tool for assessing student learning and managing records. They create an ) cel gradebook with calculations, charts, and graphs, as well as design a mailing list with mail merge functions for providing feedback to parents. Candidates evaluate online grade books and school student management and information systems as useful tools for assessing student learning, informing instruction, managing records, and providing feedback to students and their parents. 'n EDUU451/551, candidates create an electronic assessment portfolio providing evidence of meeting California level one technology standards and Teacher -erformance ) pectations .T-)s/. Candidates use !iveTe t portfolio assessment throughout the credential program to demonstrate their competencies with the Teacher -erformance

Candidates use computer applications to manipulate and analy(e data as a tool for assessing student learning, informing instruction, managing records, and providing feedback to students and their parents.

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Adopted 5anuary 6778

Standard 11: Using Technology in the lassroom Through planned prerequisites and/or professional preparation, the teacher preparation program ensures the following: ) pectations .T-)s/. Candidates e perience first&hand the process of portfolio assessment and reflection based on the T-)s as they prepare their final portfolio for the e it interview from the program. Integrating Technology tandards into !ther Credential Courses: 'n EDUU51%: The Art and Craft of Teaching# candidates investigate instructional approaches that utili(e technology. They plan instruction and design lessons that utili(e a variety of instructional strategies and e amine grading systems and methods of reporting student progress. Candidates use technology to collect and analy(e data on student demographics and assessment/standardi(ed test scores through state online databases to inform their instructional planning. Candidates e amine formative and summative assessment strategies that monitor student learning and inform instructional practice, including standards&based content. Candidates design an assessment and learn how to accurately interpret assessment results of individuals and groups in order to develop and modify instruction. Assessment technologies are evaluated for effectiveness in tracking student progress and providing feedback to inform instruction. Candidates design a variety of assessments utili(ing technology throughout the multiple and single sub2ect methods courses. Candidates in the multiple sub2ect and single sub2ect literacy courses manipulate and analy(e data as a tool for assessing student learning, informing instruction, managing records, and providing feedback to students and their parents throughout their tutoring pro2ects. Candidates in multiple sub2ect ED$U5%% and )D$U5%& courses design assessment rubrics for their academic content that would inform their instruction. Candidates in the single sub2ect methods course ED U5&1 econdary Instructional trategies for -anguage/Culturally Di.erse Classrooms create rubrics and assessments as a part of their si &week unit plan. ED U 5&% Effecti.e -iteracy Instruction for ingle u/0ect e amines media literacy and incorporates a variety of assessments that use technology in the tutoring pro2ect. The ED U5&& single sub2ect content specific methods classes use technology to design a performance rubric of a pro2ect&based lesson and create an online test as a student assessment to inform instruction. EDUU451/551 Educational Applications of Computers: 'n EDUU451/551 candidates collaborate and communicate with students, colleagues, school support personnel, and families using a wide variety of technology tools providing the full range of learners with equitable access to all school and community resources .print media, online portals, e&mail, discussion, chat, blogs, wikis, audio/video conferencing, social networking, and emerging technologies/. 'n EDUU451/551, candidates use all of the tools in the %lackboard online portal including blogs, wikis, threaded discussion, chat, email, and audio/video conferencing. 'n addition, they create print media in the word processing and desktop publishing unit of study. They create and are assessed on a classroom newsletter designed to communicate with parents, family, and the community members. They use social media for professional collaboration with colleagues and e amine the potential for providing equitable access with students, families, and community through the use of technology. Integrating Technology tandards into !ther Credential Courses: The blended and online course delivery systems provide candidates with e perience in using a variety of

Candidates learn to use a variety of technologies to collaborate and communicate with students, colleagues, school support personnel, and families to provide the full range of learners with equitable access to all school and community resources.

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Adopted 5anuary 6778

Standard 11: Using Technology in the lassroom Through planned prerequisites and/or professional preparation, the teacher preparation program ensures the following: technologies to collaborate and communicate with students, colleagues, school support personnel, and families. )ach course syllabus includes a statement describing the instructional strategies used in every education course at %randman #niversity. The e tensive use of collaborative communication technologies, both synchronous and asynchronous, throughout the credential program provides a foundational authentic e perience and serves as a model for using a variety of technologies in @&,6 schools for each teacher candidate. Candidates are assessed informally as they use various technologies to participate in blended and online classroom environments. tatement included in each sylla/us: I7 T8UCTI!7A- T8ATE9IE This course is delivered in an C&week format. The blended class meets on campus each week and that learning environment is e tended through weekly online collaborative and independent learning activities. Classroom instructional strategies include e periential activities, large and small group activities, presentations, and discussions. The online instructional strategies for the blended course, delivered through %lackboard, include threaded discussions, 2ournals, wikis, blogs, readings, videos, links to web research and resources, and the use of audio/video synchronous and asynchronous multimedia tools. The fully online version of this course requires that each student take personal responsibility for completing all required readings and assignments independently, as well as actively participating in online discussions and collaborative activities each week throughout the C&week term. <nline instructional strategies through %lackboard include threaded discussions, 2ournals, wikis, blogs, readings, videos, links to web research and resources, and the use of audio/video synchronous and asynchronous multimedia tools. $ome courses will have scheduled synchronous meetings.

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Adopted 5anuary 6778