Preparing Digital Teachers and Teacher Educators:

Integrating ICT into Teacher Preparation

Presentation for the International Forum onTeacher Education in Transformation

Wuhan, China June 2012

Victoria B. Costa, Professor Department of Secondary EducationCalifornia State University Fullerton

• Logic Model: – What should a Digital Teacher Preparation Program include

and why?• Example:

– What does this model look like in practice? – How might student teacher coursework and fieldwork align

with ISTE National Education Technology Standards for Teachers?

• Next Steps: – How do we transform credential programs to more effectively

prepare teachers for ICT –rich learning environments?

Presentation Agenda

LOGIC MODELFor Program Design

K-12 policy, environment, and inservice teachers

University

administrators

and faculty

Preservice Teachers

K-12 students

University policy and environment

Logic Model (1): Preparing Digital Teachers

• Teacher Education– Accreditation: National Council on the Accreditation of Teacher

Education• National Standards for Teacher Education Programs• (National Education Technology Standards)• (National Board for Professional Teaching Standards)• (standards from professional subject matter organizations)

– Accreditation: California Commission on Teacher Credentialing• California Standards for Teacher Education Programs• Teaching Performance Expectations for Teacher Candidates• (California Standards for Teaching Profession)

• University – Accreditation: Western Association of Schools and Colleges – University Policy Statements

• Curriculum policies for traditional, blended, and online courses

– Available digital resources and policies

University Environment and Policiesfor Preparing Digital Teachers

University Administrators and Faculty

• What should university administrators and faculty do to prepare future digital teachers?

Preservice Teachers

• What should pre-service teachers know and be able to do as a result of their participation in a Digital Teacher Preparation Program?

K-12 Students• What should K-12 students know

and be able to do as a result of being taught by digital teachers?

Logic Model (2): Preparing Digital Teachers

University Administrators and Faculty

•In the Preparation of Future Digital Teachers:•Increase access to digital resources and learning environments in university and partner schools•Increase faculty use of digital resources and learning environments•Develop expertise in use of use of digital resources for higher education instruction•Model /use technologies as educational, research, communication, collaboration, productivity, & utility/administrative tools

International Society of Technology EducationNational Educational Technology Standards for Administrators

Inspire and lead development and implementation of a

shared vision for comprehensive integration of

technology.

Create, promote, and sustain a dynamic, digital-age learning culture.

Promote an environmentof professional practice thatempowers educators to infuse digital tools and resources.

Provide digital age leadership and management to continuously improve the organization through the effective use of information and technology resources.

Model and facilitate

understanding of social, ethical and legal issues

andresponsibilities

related to an evolving digital

culture.

Preservice Teachers

• Within Teacher Education:• Increase use of digital resources to support

learning• Increase access to digital learning

environments in program coursework and fieldwork

• Develop expertise in use of use of digital resources for K-12 instruction

• Transition seamlessly between university and school technology-rich learning environments

• Model/use technologies as educational, research, communication, collaboration, productivity, & utility tools

Teachers use their knowledge of

subject matter,teaching and learning, and

technology to facilitate

experiences that advance student

learning,creativity, and innovation in

both face-to-faceand virtual

environments.

Teachers design, develop, and evaluate authenticlearning experiences and assessment incorporatingcontemporary tools and resources to maximize contentlearning in context and to develop the knowledge,skills, and attitudes identified in the NETS·S.

Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.

Teachers understand local and global societalissues and responsibilities in an evolving digitalculture and exhibit legal and ethical behavior intheir professional practices.

Teachers continuously improve

their professionalpractice, model

lifelong learning, and exhibit

leadership in their school and

professionalcommunity by

promoting and demonstrating

the effective use of digital tools and

resources.

International Society of Technology Education National Education Technology Standards - Teachers

K-12 Students

•Central to Teachers’ Instruction:•Increase access to digital resources and learning environments•Increase skill in use of digital resources•Increase achievement in all content areas•Use technologies as educational, research, communication, collaboration, productivity, and utility tools

International Society of Technology Education National Education Technology Standards - Students

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

Fullerton Secondary Credential Program

Preparing Digital Teachers for Secondary (7-12 grade) Schools

Fullerton Digital Credential Program• WEB 2.0 ADVISEMENT SUPPORT - Candidates are advised

and supported through Web 2.0 tools.• DIGITAL COURSEWORK – Candidates complete courses in

traditional, blended, and online delivery modes. • MODELING OF TECHNOLOGY - Faculty model multiple

strategies for using technology to improve teaching and learning. • TECHNOLOGY-RICH FIELDWORK - Candidates complete

fieldwork in technology-rich settings.• DIGITAL ASSESSMENTS - Candidates videotape and evaluate their

teaching. Assessments are submitted, reviewed, and stored electronically.• TECHNOLOGY USED TO SUPPORT K-12 TEACHING -

Candidates use technology for collection, communication, collaboration, presentation, organization, and interaction.

• DIGITAL TEACHING – Candidates complete some fieldwork requirements in online setting (coming in 2012-13).

Program Information• Narrated pres

entation on program overview

Online Advisement Resources

• Fullerton has a Moodle-based course management system

• Student teachers may complete up to seven (7) credential program courses in online mode

Online Course Delivery

EDSC 320 Example

• EDSC 304 is foundational course for ICT– Objective is to learn how to “plan with technology in mind”– Course text is Intel Essentials (Digital Viewer CD)

• Student teacher candidates:– Create a teacher site to improve communication with

parents– Create a digital unit plan in which teachers and students

use technology to support teaching and learning– Utilize digital tools and resources to complete course

assignments and develop their unit plan– Demonstrate legal and ethical behavior as they use digital

resources– These skills then are used throughout credential program

EDSC 304: Proficiency in Educational Technology

Intel Essentials CourseGoal • Help teachers discover how to use computer technology to captivate,

motivate, and move students toward 21st century learning. Strategies • Focus on ways students/teachers use technology for research,

communication, collaboration, and productivity • Emphasize hands-on learning • Promote student-centered learning that encourages self-direction and

higher-order thinking • Encourage teachers to collaborate with colleagues to improve instructionContent • The course addresses an Essential Question: How can technology be used

most effectively to support and assess student learning? • Teachers create a technology-infused, student-centered, standards-based

unit.

Sample Digital Unit Plans/Teacher SitesClick here to view videos of three sample Digital Unit Plan/Teacher Sites. The first two

were initiated in EDSC 304 so the focus is on the digital resources; the last example was finalized in EDSC 442 so it includes more detail on lesson plans.

Genetics (EDSC 304)• Digital Unit Plan• Teacher Site• Screencast

GeoMEtry (EDSC 304)• Digital Unit Plan• Teacher Site• Screencast

World War II (EDSC 442)• Digital Unit Plan• Teacher Site• Screencast

Teacher Site and Digital Unit Plan Assignments (Google Site)Digital Unit Plan Assignment (Wikispaces)

Part I: Teaching Performance Assessment• Four tasks measure a range of teaching

performance expectations. – Subject-Specific Pedagogy Task– Designing Instruction Task– Assessing Learning Task– Culminating Teaching Experience Task

• Candidates submit narrative responses to Teaching Performance Assessment via Task Stream

Online Candidate Evaluation System

Part II: Assessment by Supervisors/Master Teachers• Candidates are also evaluated by their

University Supervisor and Master Teachers• These evaluations are submitted and

stored electronically.• Evaluations are based on the

Teaching Performance Expectations.

Online Candidate Evaluation System

First Steps to Transforming

Credential Programs

• Encourage administrators to meet ISTE NETS-A.• Equip faculty with laptops or iPads.• Provide critical software for home use (free or low cost).• Offer incentives for online and blended online delivery

of courses. • Provide rubrics for assessing quality online instruction.• Provide a strong course management system.• Develop policy statements on effective online

instruction, online course syllabus requirements, and faculty work obligations for online/hybrid online classes.

Enhance University Administration and Environment

Enhance Digital Credential Program Environment

• Provide rich digital resources easy access to program information, application, and requirements.

• Favor technology-rich student teaching placements.• Require teacher candidates to have laptops; provide

check-out service for projectors.

• Equip supervisors with a laptop to monitor/collect observations and evaluations via digital communication and assessment tools.

• Encourage faculty to meet ISTE NETS-Teachers.• Increase effective use of campus resources (applications,

survey tools, email tools, faculty development) by faculty and administrators.

• Provide robust training in digital tools.• Allocate time for technology tips and training at department

meetings and college retreats.

Enhance Faculty Technology Tools and Skills

• Give digital swag (presentation remotes, memory sticks, iPads, iTouches, Flip Cameras, iTunes cards, laptops).

Enhance Digital Learning

• Deliver 10-25% of your methods/student teaching seminar courses online.

• Utilize digital content.• Model the instructional use of

digital technologies. – Use Web-based multimedia/presentation/ communication/

collaboration tools. – Use Mobile phone strategies.

• Require students to use digital tools to demonstrate learning.

• Prepare candidates to be digital teachers and to meet both ISTE NETS-T and NETS-S.