ࡱ> mol'` bbjbjLULU ?.?.?Z*8*Lv$*f^tttO?L($ hf#=OO=ttR2tt:,7t K$,f h0 .$K$77H$|==***d d****** CCTC Program Standard 9: Using Technology in the Classroom Through planned prerequisite and/or professional preparation, each candidate learns and begins to use appropriately computer-based technology to facilitate the teaching and learning process. Each candidate demonstrates knowledge of current basic computer hardware and software terminology and demonstrates competency in the operation and care of computer related hardware. Each candidate demonstrates knowledge and understanding of the legal and ethical issues concerned with the use of technology. Each candidate demonstrates knowledge and understanding of the appropriate use of computer-based technology for information collection, analysis and management in the instructional setting. Each candidate is able to select and evaluate wide array of technologies for effective use in relation to the state-adopted academic curriculum. 9 (a) Each candidate considers the content to be taught and selects appropriate technological resources to support, manage and enhance student learning in relation to prior experiences and level of academic accomplishment. STEP candidates have numerous opportunities to explore, develop and report on their use of appropriate technological resources to support student learning. Candidates develop their ability to utilize technology to support student learning in a variety of contexts: workshops and individual tutorials led by STEPs technology coordinator; content-specific methods courses, which address technology as a teaching tool; and clinical placements, where candidates explore the use of technology and develop multimedia representations of their teaching practice. STEP candidates learn about, analyze, and evaluate various subject-specific and generic applications of technology, use computer-based technologies to design engaging materials that incorporate multiple representations of content, and develop tasks to assess student learning. In addition, in their clinical placements candidates routinely use digital video to document and learn from their own practice and the work of their students. Candidates complete a mid-year survey Technology Field Placement Survey to gauge what opportunities they have had in their field placements to observe and practice the use of technology to support student learning (see  HYPERLINK "SupportingDocuments/TechnologyFieldPlacementSurvey.doc" Technology Field Placement Survey). Data from the 2007-08 survey indicate that virtually all candidates routinely use computer applications to manage student records and communicate with parents and students. Feedback from supervisors and cooperating teachers indicates that candidates often serve as catalysts for the expanded use of technology as a teaching tool in their placements. STEP employs a technology coordinator (see  HYPERLINK "SupportingDocuments/STEP_TechnologyCoordinator_JobDescrip.doc" Technology Coordinator Job Description) who provides ongoing support and instruction in the use of educational technology. Responsibilities of this position include the following: training and supporting students, faculty, and staff in the effective use of educational technology and the use of extensive technological resources available at the program, school and university levels; identifying new technology practices and keeping STEP current with innovations in the field; maintaining an effective inventory and lending process for the program's extensive technology-based resources; keeping STEP in compliance with state and national technology standards; and maintaining professional knowledge and skills to support the integration of educational technology into STEP. STEP benefits from the resources provided by the School of Educations Information Technology Department (SUSE IT). The SUSE IT staff routinely provides technical assistance on computing issues. SUSE IT staff members also conduct professional development workshops that focus on various applications and programs useful to educators, including teachers and researchers. STEP also benefits from the advice and counsel of the STEP Technology Advisory Board. This board is comprised of the program directors, the technology coordinator, members of the STEP faculty, graduate students, faculty from SUSEs Learning Design and Technology Program, teacher education faculty from other local universities, STEP graduates who are local classroom teachers, and Instructional Technology teacher educators from local districts. Members of the board advise program staff and administration on practical applications of educational technology, trends in the K-12 setting, and on current research in the field of educational technology. 9(b) Each candidate analyzes best practices and research findings on the use of technology and designs lessons accordingly. Technology use is primarily taught and assessed in the context of curriculum development within each discipline. Across the curriculum and instruction sequence, as evidenced in course activities and assignments, candidates begin to develop a framework for discipline-specific ways to integrate technology into their teaching practices. Unit plans by Single Subject candidates include a technology learning target and instructional plans for the use of technology in instruction (see  HYPERLINK "SupportingDocuments/Syllabi" syllabi). In ED246H: Elementary Teaching Seminar (spring quarter) Multiple Subject candidates develop lesson plans to demonstrate their ability to design instruction that incorporates technology. 9(c) Each candidate is familiar with basic principles of operation of computer hardware and software, and implements basic troubleshooting techniques for computer systems and related peripheral devices before accessing the appropriate avenue of technical support. Candidates are familiar with basic principles of operation of computer hardware and software as a pre-requisite to admission to the program. Participation in the application process for admission to STEP requires use of a web-based application program, and the process of accepting an offer of admission also requires basic skills in word processing, internet use, and email software. Early in the year, STEPs technology coordinator administers a Technology Pre-assessment Survey to capture what candidates already know and can do as they enter STEP (see HYPERLINK "http://halibut.stanford.edu/ss/wsb.dll/kbmiller/techsurv0708.htm"  Technology Pre-assessment Survey). Data from the 2007-08 pre-assessment showed that candidates rated themselves as proficient in most basic word processing skills, as well as some advanced features. They felt confident in manipulating digital images, creating PowerPoint presentations, subscribing to a listserve, using search engines, and bookmarking favorite websites. Candidates were less confident in their abilities to merge information from a spreadsheet or database into a word processing program, use spreadsheets, create webpages, and manipulate graphics in multiple file formats. Orientation sessions on the use of Technology in STEP provide many resources for technical support (see  HYPERLINK "SupportingDocuments/SummerOrientationLessonPlans.doc" Summer Orientation lesson plans). During the year, the STEP technology coordinator conducts a series of workshops (e.g., Word, Excel, Powerpoint) for candidates who identify the need for additional skill development. In the spring quarter, STEP offers an elective course on uses of educational technology. The technology coordinator teaches this course and designs the curriculum around the individual needs and goals of candidates who enroll in the course. After the first session, when the syllabus has been determined, it is published to the entire STEP community so that candidates, faculty, and staff who are not officially enrolled in the course may attend on days that address a topic of particular interest to them. As part of this course, candidates are encouraged to explore how particular technology is used at their school site and among the youth they teach. Practicing teachers are invited as guest lecturers to share their expertise on selected topics. 9(d) Each candidate uses computer applications to manage records and to communicate through printed media. As stated in response to Standard 9(c), candidates must have knowledge of basic computing skills in order to gain admission to the program. During STEP, candidates use the following applications on a routine basis: email, word processing, and the internet. Much of STEPs coursework requires the ability to communicate via email, listserves, online learning communities, and printed media. In their field placements, candidates create materials like worksheets, handouts, and graphic organizers and learn to manage records as they collect assessment data for grading purposes and record contact information for their students. University supervisors observations and candidates responses to the Technology Field Placement Survey provide additional evidence of candidates proficiency in this area. Candidates use HYPERLINK "http://stepnet.stanford.edu/"STEPnet, STEPs database, to review the quarterly assessments submitted online by their university supervisors and cooperating teachers. They also use STEPnet to track their completion of credential requirements and to manage the personal information relevant for program completion. Candidates complete a series of online surveys throughout the year designed to capture data about both the content of their coursework and the quality of their clinical placements. At the end of the year candidates prepare an electronic portfolio to meet requirements for program completion (see  HYPERLINK "SupportingDocuments/STEP_GraduationPortfolio_2008.doc" STEP Graduation Portfolio). Candidates also utilize electronic records (typically CDs or DVDs) to document their work for PACT, for their final curriculum units, and for the Graduation Portfolio. These portfolios are archived and reviewed for program evaluation and in some cases used as models for analysis by future cohorts. 9(e) Each candidate interacts with others using e-mail and is familiar with a variety of computer-based collaborative. Candidates use email as a part of the application process, for official communications, and for informal communications with all members of the STEP community. Candidates use email to communicate with their cooperating teachers, their supervisors, their instructors, and their colleagues. In their clinical placements candidates use email as a tool for communication with parents and families, and at times with students. STEP maintains a database of current candidate contact information (including email addresses) and requires that they create and maintain a free University email account for official communications. Candidate emails are combined into listservs that use their email accounts. During orientation, candidates are encouraged to forward their email to any other accounts that are more flexible for off-campus use (i.e. hotmail or gmail accounts). After candidates graduate, they receive a free email address through the universitys alumni association. They also update STEPnet with their post-graduation email addresses, and these addresses are added to alumni mailing lists organized by cohort years and content areas. Graduates can use these electronic networks to share curricula, collaborate, and provide support to each other. STEP also uses the listserve to collect data from alumni and notify them about opportunities for professional development (e.g., the Continuing Studies Program, the Summer Teaching Institute, activities of the New Teacher Center, etc.). Some candidates use collaborative software in the form of course management sites where course documents, candidate work, and threaded discussions are posted. uses proprietary course management software called Coursework, but the School of Education also provides its faculty access to BlackBoard. Recently, candidates participated in the pilot of a STEP-focused wiki and have explored the collaborative and dynamic use of this tool in a variety of ways, including setting up reading groups, arranging carpools to school sites, and organizing professional development opportunities. Some instructors are using the wiki to share student work and to take advantage of more flexible structures not available in more traditional course management software. Some Curriculum and instruction faculty are using the wiki to post student work for peer review and to compile lists of internet resources for a particular content area (see  HYPERLINK "http://step0708.pbwiki.com/Content+Area+Pages" http://step0708.pbwiki.com/Content+Area+Pages). 9 (f) Each candidate examines a variety of current educational technologies and uses established selection criteria to evaluate materials, for example, multimedia, Internet resources, telecommunications, computer-assisted instruction, and productivity and presentation tools. (See California State guidelines and evaluations.) Candidates examine a variety of current educational technologies as part of their lesson and curriculum unit planning and in response to the technology requirements of the PACT Teaching Event. Candidates learn about educational technologies throughout the year and learn how to adapt productivity and presentation tools, as well as other instructional technology, for teaching and learning within their individual content areas. Based on the data collected from the Tech Pre-assessment Survey and Tech Field Placement Survey, workshops are designed to meet the needs of candidates who need more preparation in learning to select and use a variety of educational technologies. Candidates have opportunities to examine, evaluate, and utilize educational technology in their curriculum and instruction courses. For example, in ED263A-C: Curriculum and Instruction in Mathematics, candidates examine three different learning technologies (probeware, dynamic software, and graphing calculators). Prior to the session on probeware, candidates read research about the effectiveness of handheld devices and learn about the affordances and constraints of this technology. After engaging in activities using probeware, candidates reflect on its usefulness and limitations as a teaching tool. Candidates in mathematics are later introduced to Fathom, SimCalc and Geometers Sketchpad. A local classroom teacher serves as a resource by sharing examples of her students work using Geometers Sketchpad, sharing instructional ideas, and hosting the candidates for a visit to her classroom. Candidates are able to interview her students about their use of the software, and candidates later debrief their observations to identify strategies for using this instructional tool. For the final session on graphing calculators, Texas Instruments (TI) provides an extended session specifically designed for pre-service math teachers at the secondary level. Candidates study the uses and features of graphing calculators in this hands-on session and explore the appropriateness of this tool for particular topics in math. As a culminating activity,candidates prepare presentations that consider how a particular technology tool might support students mathematical understanding of a specific topic from the state or national standards. In ED268A-C: Curriculum and Instruction in History-Social Science, candidates examine a variety of strategies for evaluating internet resources. Drawing on a list of questions designed to identify the authority, accuracy, and currency of a website, candidates learn to identify the biases, goals, missions and legitimacy of web-based resources. Candidates apply these criteria in an internet resources fair for which they create a list of useful, credible internet resources on a particular theme or topic in history/social science. They write a 50-minute lesson in which they address how the internet resources will be used and provide a rationale to explain how reading the selected resources will help students build understanding of the historical topic and support the teaching of a targeted reading skill. In ED262A-C: Curriculum and Instruction in English, candidates explore innovative uses of productivity tools to support language instruction and literature analysis. They use multimedia to help their students gain access to the content of the language arts curriculum, and they also collect and evaluate internet resources for the language arts classroom. In ED264A-C: Curriculum and Instruction in World Languages, candidates explore the benefits of increased language comprehension from viewing video and watch web-based videos of language lessons. They use music software to create digital drumbeats and other music files to make language chants and songs more engaging. They also design lessons that use PowerPoint and visual images for comprehensible input. Candidates in ED267A-C: Curriculum and Instruction in Science examine the use of both probeware and a genetics simulation software (GenScope) to analyze how these tools might be useful in supporting student learning. They discuss issues related to implementing this software in their classrooms, including equipment availability and reliability, curriculum sequencing, scaffolding, language, assessment, diversity of prior knowledge, and technical assistance. Multiple subject candidates also have many opportunities to learn about the instructional uses of technology. For example, they explore the uses of calculators in elementary classrooms. Candidates review the National Council of Teachers of Mathematics (NCTM) standards with respect to calculators and then discuss the controversy about when to introduce calculators and for what purposes. They examine the affordances and constraints of calculators and other types of classroom technology. Candidates review selection criteria for web-based games and resources and then apply these criteria to one of several mathematical games websites. They evaluate the sites based on educational value, content, design and navigation, ease of use, and suitability. Multiple Subject candidates also explore the use of probeware in instructional activities that support K-8 students in learning to ask important questions and conduct careful investigations. Using probeware to do real-time graphing of temperature data, candidates engage in computation, graphing, and number skills to support inquiry activities in science. Candidates also discuss the question of whether probeware activities can be used as summative assessments. All candidates complete many activities and assignments using digital video throughout the year. During the first week of the STEP year, candidates learn how to use digital video cameras and receive basic instruction in simple video editing software on both the Mac and the PC. Candidates then work in small groups and utilize these skills to produce a short video introducing themselves and demonstrating their creativity to the STEP community (see  HYPERLINK "SupportingDocuments/OrientationSchedule_sum07.doc" Orientation Schedule). This activity orients candidates to the resources available in STEP (software, hardware and technical assistance) and introduces them to the tools and skills they will use to document and learn from their teaching and the work of their students in school placements. Other assignments that involve video include at least one videotaped supervisory observation per quarter, short segments for analysis in curriculum and instruction assignments, and the video requirements for the PACT Teaching Event. Candidates review videotaped observations with their supervisors to reflect on their teaching. Supervisory groups form informal video clubs to engage in peer review and to consider the outcomes of their lessons. Videos documenting candidates performance in their clinical placements are also analyzed in their subject-specific curriculum and instruction courses. Resources provided for video assignments include instruction during orientation activities, 50 miniDV camera kits and tripods, workshops for candidates and supervisors on using video to document classroom practice, a media lab with miniDV decks for reviewing and capturing video to a digital format, computers, and appropriate documentation tools for editing. STEPs technology coordinator is available daily to support the candidates in any technology-related activities. 9(g) Each candidate chooses software for its relevance, effectiveness, alignment with content standards, and value added to student learning. Candidates choose software or other appropriate technologies for the learning targets they identify as part of their lesson planning process. The unit assignment in the subject-specific curriculum and instruction course sequences requires the integration of appropriate technology. Candidates articulate a rationale that supports the selection of the technology and addresses the technologys relevance, effectiveness, and alignment with content standards. Lesson plans that incorporate technology include the preparation involved in using the specific technological tool or application. For example, do the students need to be taught how to use the technology in order to access the content? How does the candidate plan for that? In lesson plans candidates address relevant factors, such as students prior knowledge and the number of available devices. 9(h) Each candidate demonstrates competence in the use of electronic research tools and the ability to assess the authenticity, reliability, and bias of the data gathered. Candidates complete searches on both the internet and in the electronic databases of the libraries as an integral part of program coursework. Course assignments require searching and selecting resources found on the web, and class discussions address their relevance to teacher practice. 9(i) Each candidate demonstrates knowledge of copyright issues and of privacy, security, safety issues and Acceptable Use Policies. Candidates complete assignments in ED246A and E: Secondary Teaching Seminar and Elementary Teaching Seminar on copyright issues, focusing particularly on the applicability of the fair-use doctrine with respect to multimedia material (see HYPERLINK "SupportingDocuments/Summer2007TechAssignments.doc"Summer 2007 Technology Assignments). In addition, candidates learn about privacy, security, safety issues and acceptable use policies at their field placements. Most school districts have an Acceptable Use Policy and require parents and guardians to file consent forms at enrollment regarding their childs use of technology. Candidates are expected to be familiar with these materials as part of their duties and responsibilities at their field site. Candidates seek permission to videotape or audiotape portions of their teaching. Candidates sign an affidavit kept on file with STEP affirming that they know the consent status (permit or decline) for each of their students.      PAGE 93 <= 2 d rDdel!"fgh:񻰩žrhaa hKhcHh$Rrh=b0J6'jh"h6B*Uphh$Rr6B*phjh$Rr6B*Uphh=b h=bhcH h=bh=bh=bhcHB*ph h@hcHh hp65h4hcH5hLhp6OJQJhcHOJQJhcHOJPJQJhcHh4hcH5CJ&<= d e EFnnoO -DM gd `^``gdO gd @^@`gd  !gdgd$a$gdbbcdeCD n7notu>^ijty=񬤟h=bhOhcHB*ph hO5h4hcH5hg4hcHB*phh7h$RrhcH0J6'j1h"h6B*Uphh$Rr6B*phjh$Rr6B*UphhcHh@ h4hcH8=- I!J!K!l!m!q!!"#$$G$mc_X h*jhcHhOhJhj 0J6'jkhJhJ6B*UphhJ6B*phjhJ6B*Uphhj h h4hcH5 hO5hg4hcHB*ph hOhcH hVhcHh=bh$RrhcH0J$jph"hB*Uphh$RrB*phjh$RrB*UphhcH!O P ##$%%%((((++--//,0-011#6$6<:=:;;,>-> ^`gdOgdG$H$I$\$]$c$d$h$i$j$%%%%%&.&/&'!'''((((((((()))<*[**++++++++++ÿÿÿûÿÿdzÿÿÿÿÿáÑyhJhcH0JjhUh$RrjhJUhcHB*phhcHB*ph hcH6 hO5h4hcH5h7hOhcH h*jhcHh$Rrhzb0Jh$RrhcH0Jjh$RrB*Uph$j^h"hB*Uph.+++++,,,,7,B,z,{,,,,$.%.h.i.j.o.....////////,000B1N1222233 333¸šׅ}x} hO5h4hcH5hA}hcHB*phh$RrhcH0J6h$Rrh?$0J6'j6h"h6B*Uphh$Rr6B*phjh$Rr6B*Uph hChcHhOhcH hJhcHjhJUhJhcH0JhJhO0J/3334(4)45.5{55555555556#697X7V8u83949999: : : :8:9:;:<:=:C:D:;=4===,>->>>>>>>>>>>I?h???ڿhnf hFhcH h*hcH h-LhcH hO5h4hcH5h?hcH0JjehcHU hB;hcHjhcHUhJ h+;hcH hO"hcHh$RrhcHhODDLLNQOQvTwTVVXX9Y:Y\\@]A]j^k^^^bbb 0^`0gdzb ^`gdzbgd=ZgdSSgShSkSUUUUAU`UV6VVVVVX8XXXXXX:YYYYYYYZZg[[\\\@]A]]]k^p^q^^"_]___```A`B`Ŀ߻߻߻ĿĶĿߩ hpQU0J$j h"hB*UphhpQUB*phjhB*Uph hcH6h  hzb5h4hcH5hhcHB*phhnfh$RrhcHhzbjh$Rr6B*Uphh$RrhcH0J65B`C`D`E`S`W```aabbbbbbbbbbbbbbbbbbbbòh7hZh7CJaJh"0JCJaJmHnHuhZh70JCJaJ!jhZh70JCJUaJhjhUh*hB*phh*hcHB*phhzb h*hcHhpQUhcHB*phhcHbbbbbbbbbbbb$a$gdZ =0&P1P]:pZ/ =!"#$% 1DyK yK ../../../Local Settings/Temp/SupportingDocuments/TechnologyFieldPlacementSurvey.docyX;H,]ą'c?DyK yK ../../../Local Settings/Temp/SupportingDocuments/STEP_TechnologyCoordinator_JobDescrip.docyX;H,]ą'cDyK yK ../../../Local Settings/Temp/SupportingDocuments/SyllabiyX;H,]ą'cDyK yK http://halibut.stanford.edu/ss/wsb.dll/kbmiller/techsurv0708.htm-DyK yK ../../../Local Settings/Temp/SupportingDocuments/SummerOrientationLessonPlans.docyX;H,]ą'cDyK yK :http://stepnet.stanford.edu//DyK yK ../../../Local Settings/Temp/SupportingDocuments/STEP_GraduationPortfolio_2008.docyX;H,]ą'c-DyK .http://step0708.pbwiki.com/Content+Area+PagesyK \http://step0708.pbwiki.com/Content+Area+Pages'DyK yK ../../../Local Settings/Temp/SupportingDocuments/OrientationSchedule_sum07.docyX;H,]ą'c'DyK yK ../../../Local Settings/Temp/SupportingDocuments/Summer2007TechAssignments.docyX;H,]ą'c@@@ NormalCJ_HaJmH sH tH DA@D Default Paragraph FontRiR  Table Normal4 l4a (k(No ListNR@N kBody Text Indent 2dd[$\$6U@6 +; Hyperlink >*B*ph@@@ Header  ! OJQJaJ@V@!@ vFollowedHyperlink>*B* 4 @24 ZFooter  !.)@A. Z Page NumberZ <=deEF nnoOP$%  ##%%'',(-())#.$.<2=233,6-6<<DDNIOIvLwLNNPP9Q:QTT@UAUjVkVVVZZZZZZZZZZZZZ000000000000000000000000000000000000000000000000000000000000000000000000@000@000@000@000@00 000 deEF ##%%'<DOIkVVVZ00,00000!@000000 M000000000000ԾQ000000300000 =G$+3?SSB`b25689:;=>O ->bb37<?b4! g  d JlHh###$&i&&1 282KRKgKWXAXZXXXXXXXXXX !8@0(  B S  ? _Hlt194119099 _Hlt194119100 _Hlt194119867 _Hlt194119868 _Hlt194119877 _Hlt194119878 _Hlt65072809 OLE_LINK1 OLE_LINK2######2-6-6Z@@@@@@@###### 2DDZ!    KLVWefnptijlr!!######$&&&&&079778@8CCCCKCGGCHLHIIKhKiKkKoKOO8P>PXXEXGXHXPXZZZZZZZZZZZZZZZF!  uy=(Ppil #h$%$&&&''#C-CeJKhKkKXX6Z@ZZZZZZZZZZZZZZZZ3333333!  mi##$&&KhKXXZZZZZZZZZZZZZZ!  mi##$&&KhKXXEXGXZ\ڿh^h`56CJOJQJo(9()h^`OJQJo(hHh^`OJQJo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJo(hHohPP^P`OJQJo(hH\         s Jku $M/$JkuM/ j ?$p6xIpQU Z=ZA ]=bzbnf$RrJ@LZ7cHO"?WZ}O@c Z@UnknownGz Times New Roman5Symbol3& z Arial3z Times?5 z Courier New;Wingdings"1hff ;M. ;M.!`4dZZv2qHP ?M2+Draft of Accreditation Report on Standard 9kbmillerbleslie  Oh+'0 (4 T ` lx,Draft of Accreditation Report on Standard 9 kbmiller Normal.dotbleslie2Microsoft Office Word@@< ,@< , ;M՜.+,D՜.+,` hp   .Z' ,Draft of Accreditation Report on Standard 9 Title 8@ _PID_HLINKSA<#<O../../../Local Settings/Temp/SupportingDocuments/Summer2007TechAssignments.doc WfO../../../Local Settings/Temp/SupportingDocuments/OrientationSchedule_sum07.doc ZH.http://step0708.pbwiki.com/Content+Area+Pages /$S../../../Local Settings/Temp/SupportingDocuments/STEP_GraduationPortfolio_2008.doc GDhttp://stepnet.stanford.edu/  R../../../Local Settings/Temp/SupportingDocuments/SummerOrientationLessonPlans.doc @ Ahttp://halibut.stanford.edu/ss/wsb.dll/kbmiller/techsurv0708.htm G9../../../Local Settings/Temp/SupportingDocuments/Syllabi 75[../../../Local Settings/Temp/SupportingDocuments/STEP_TechnologyCoordinator_JobDescrip.doc mlT../../../Local Settings/Temp/SupportingDocuments/TechnologyFieldPlacementSurvey.doc   !"#$%&'()*+,-./0123456789:;<=>?@BCDEFGHJKLMNOPQRSTUVWXYZ[]^_`abcefghijknRoot Entry FK$,pData A1TableI$WordDocument?SummaryInformation(\DocumentSummaryInformation8dCompObjq  FMicrosoft Office Word Document MSWordDocWord.Document.89q