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Technology curriculum in programs

Early Childhood - Elementary Education - Elementary MAT - Secondary

Early Childhood B.A.

In addition to technology use in the individual courses technology is assessed in the unit wide FSEHD Implemented Lesson Rubric and during student teaching in the Observation Rubric. 

ECED 301, Developmental Approaches to Teaching Learning uses technology to enhance teaching and learning through the use of Blackboard, the internet, Universal Design for Learning, and other resources.  Teacher candidates develop a Resource Project related to the teaching standards and Conceptual Framework using varied and diverse resources and technologies including online community resources, the library, the www, state, national, and international resources. During their practicum, candidates are encouraged to incorporate technology into their lesson plans.

  • Through the use of technology, teacher candidates write a research paper related to effective early childhood teaching and learning that includes instruction for on-line researching at Adams Library.
  • Teacher candidates present early childhood constructivist models using the internet and links to websites.  Technology is explored and discussed in class through class presentations, educational websites, and the ISTE National Educational Technology Standards (NETS•T) and Performance Indicators for Teachers.
  • Class presentations include the use of technology including PowerPoints, discussion groups on Blackboard, links to websites, videos, and audiotapes.  Teacher candidates are encouraged to creatively present their research projects using multiple means of presentation, engagement, and expression.

ECED 419 Early Care and Education, Birth to Three Years
Because of the early age of the children, the students have a limited opportunity to use technology in the classroom.  However, the teacher candidates are required to create a brochure specifically for the families of the children to assist them with area resources.
ECED 420 Early Mathematics Pre-K through Grade 2
The Early Childhood Mathematics (ECED 420) course utilizes technology to enhance teaching and learning through the use of Blackboard.  In addition, the course is taught in the Rhode Island College's STEM Center classrooms which utilize a variety of technology including:

  • Dual projection (or monitors)
  • Sound reinforcement and program audio
  • Wireless microphone
  • DVD/VCR playback
  • Lectern or desk with fold-out shelf
  • PC with Symposium 350 interactive display
  • Laptop and peripheral connections
  • Wireless networking
  • Video conferencing
  • Content capture
  • Document camera
  • Tablet PC/PC cart

The teacher candidates see the use of various technology components modeled during the
lecture portion of the course. When available in the field sites, technology is utilized by the teacher candidates in their teaching.

ECED 423 Developmental Literacy and the Language Arts I uses technology to enhance teaching and learning through the use of Blackboard, internet materials and multimedia sources. Information is provided to the teacher candidates regarding the use of media, the computer, CD ROMs, videos, selective TV programs, and digital images, as well as other types of visuals and media to promote literacy. Teacher candidates are expected to be able demonstrate an awareness of how technology can assist students to grow in literacy; and describe how to effectively use media and technology to promote young children's growth and interest in literacy and the language arts.

ECED 425 Developmental Literacy and the Language Arts II
Materials for lectures are researched through Internet resources, PBS television programming and CD resources of published texts. Lectures are presented through the use of dual projectors and monitors, the instructor's laptop, Internet resources and document camera in the STEM Center classroom. Presentations include Power Point, links to websites and audio sites.
Teacher candidates use Internet resources to develop lesson plans, research content for discussion and interact with their colleagues and the instructor. Teacher candidates each make a PowerPoint presentation to the group. Teacher candidates often include appropriate instruction support through laptop computers they bring to the field experiences.

ECED 429 Early Childhood Science and Social Studies
The Early Childhood Science (ECED 429) course is taught in the Rhode Island College's STEM Center classrooms which utilize a variety of technology including:

  • Dual projection (or monitors)
  • Sound reinforcement and program audio
  • Wireless microphone
  • DVD/VCR playback
  • Lectern or desk with fold-out shelf
  • PC with Sympodium 350 interactive display
  • Laptop and peripheral connections
  • Wireless networking
  • Video conferencing
  • Content capture
  • Document camera
  • Tablet PC/PC cart

The teacher candidates see the use of various technology components modeled during the
lecture portion of the course. When available in the field sites, technology is utilized by the teacher candidates in their teaching.
In addition, the course uses technology to enhance teaching and learning through the use of Blackboard. 

Elementary Education B.A.

One of the Elementary Education admissions requirements is that an applicant be proficient in the use of technology. Each applicant must provide documentation of the successful completion of the FSEHD Technology Competency Requirement. This requirement can be met in one of two ways, through a technology exam or a three-credit course, both offered only at RIC. The successful completion of this requirement provides evidence of the applicant's ability to use technology and therefore, his readiness to learn about its integration into instruction.

The ELED course instructors share the expectations that each candidate will use technology to accomplish course requirements, in coursework and field experiences. Most ELED course instructors use Blackboard® as a means of communication and instruction. In addition, several of the courses are held in the STEM Center classrooms, which are equipped with state-of-the-art technology.

Each STEM Center classroom includes:

  • Dual projection (or monitors)
  • Sound reinforcement and program audio
  • Wireless microphone
  • DVD/VCR playback
  • Lectern or desk with fold-out shelf
  • PC with Sympodium 350 interactive display
  • Laptop and peripheral connections
  • Wireless networking
  • Video conferencing
  • Content capture
  • Document camera
  • Tablet PC/PC cart

Courses regularly held in the Stem Center include the elementary mathematics and science methods courses: ELED 438 and 437. The course instructor's use of equipment during instruction acts not only as an overview of available technology but also as a model of the ways a candidate will/can use technology in his field placement.

In ELED 438: Teaching Elementary School Mathematics, course instructors use document cameras and SMARTboards. The candidate has access to a laptop (from the cart) and is able to collaborate with peers to search for lesson ideas and plan for instruction. Most class time the teacher candidate is engaged in a variety of activities. The candidate explores mathematics concepts and shares ideas using the available technology; the course instructors believe this hands-on approach to solving problems and sharing ideas via the document camera helps extend the candidate's knowledge of pedagogy and also builds confidence in the candidate's ability to integrate this technology into instruction once in the field.

ELED 437: Teaching Elementary School Science is the course most heavily weighted in technology. The ELED teacher candidate uses the following tools during the course:

  • Blackboard Learning Management System-to access course materials, share ideas individually and small groups, submit assignments, and receive feedback/grades.
  • Chalk and Wire Assessment Management System (C&W): Teacher candidate purchases a subscription to C&W, develops e-course portfolio and uploads the “Preparing to Teach” portfolio artifact.
  • Web browsers - accesses readings and other resources
  • e-mail
  • Scanner and digital camera for completing a Chalk and Wire course portfolio, preparing lesson materials.
  • Classroom laptops
  • Classroom response system
  • Video-conferencing equipment

One class session is devoted to the integration of technology into instruction. The candidate is introduced to the ISTE standards, browses web sites, views video clips, and reflects on the prospects of using these “emerging” technologies for 21st Century classrooms:

  • Digital microscopy
  • Probeware for digital data collection
  • Online video streaming
  • Interactive simulations
  • Interactive white board (smart board)
  • Digital photography (pocket-sized camcorders)

Finally, at field placement site, the teacher candidate has the opportunity to use the following:

  • Document camera
  • Tablet PCs
  • Connectivity to Internet
  • Digital projector
  • Scanner/printer
  • Video streaming (Discovery Education)
  • Classroom response system (i>clickers.com)
  • PowerPoint

As a result, the candidate is well prepared to use technology to enhance instruction, when the technology is available, during the final phase of the program, student teaching. In addition, technology use is assessed in the unit wide FSEHD Teacher Candidate Work Sample and the FSEHD Observation Report.

Elementary MAT

Competence in technology is demonstrated in many ways. Program courses, including methods courses, have expectations that candidates will use technology to accomplish course requirements. In addition, all candidates in initial certification programs must demonstrate proficiency using technology to enhance teaching and learning by meeting the Technology Competency Requirement prior to student teaching. The following areas have been identified as essential for all teachers: word processing; spreadsheet; copyright and ethics; and the world wide web. Candidates have various options to fulfill the Technology Competency requirement. They may learn the required skills independently and pass the Technology Competency Test, or they may elect to take INST 251: Introduction to Emerging Technologies, a three-credit course that addresses each competency. Candidates who take and pass this course meet the Technology Competency requirements.

Candidates learn about integrating technology into instruction during program courses. Most courses use Blackboard as a means of communicating between faculty and candidates. In addition, several of the courses are held in the STEM Center in classrooms that are state-of-the-art technologically. These classrooms include:

  • Dual projection (or monitors)
  • Sound reinforcement and program audioSecondary Initial Programs

    All students applying for entrance into FSEHD take and pass either a Technology Competency Exam or INST 251 with a C or better.  This ensures that they have basic technology skills prior to beginning their professional sequence.
    Initial Methods Courses

    Teacher candidates take SED 406: Instructional Design, Methods, and Technology initially in their professional SED sequence and are introduced to the potential of technology to enhance and differentiate instruction as well as engage and motivate learners. (Catalog Description) Students learn the fundamentals of lesson design and methods for integrating instructional technology to enhance content area teaching and learning. Students design and present model lessons in a laboratory setting.  Teacher Candidates in SED 406 utilize the Web for resources and teaching strategies (blogs, web design etc.); evaluate online resources; explore how to integrate various technologies into different forms of instruction (direct, inquiry-based etc.); and develop and teach mini-lessons to their peers that are assessed in part on their integration of appropriate technology into the lesson. The expectation that they will utilize technology in their teaching carries through into SED 407: Instructional Design, Methods, and Content Literacy and subsequently the content methods/ practicum and student teaching experience.

    SED 411: Content and Pedagogy In Secondary Education and SED 412: Field Practicum In Secondary Education (Formerly SED 410)

    • SED 411: Students examine principles, methods, content, and curriculum in the content area and prepare lessons and units that incorporate the needs of diverse learners and effective assessment strategies.
    • SED 412: Teacher candidates, under the supervision of college and cooperating instructors, plan, develop, and implement lesson plans within middle/secondary cooperating settings, drawing on content developed in SED 411.

    In SED 411 and SED 412, candidates routinely utilize technology in their teaching, as noted by the following two objectives: 


    Develop critical literacy practices as the means for analyzing a myriad of texts, including the canon, multicultural texts, web-based materials, and various forms of media and popular culture.

    Atwell 9; Appleman 1,2, 4,5; Christensen 4; Beers handout

    Class discussion; practice group lessons; reading log(formative);
    mini-TCWS and field-based lessons (summative); critical analysis of media lesson plan (summative)

    RIPTS 1,2, 5,8,9; NCTE 2.4, 4.1, 4.5, 4.6, 4.7, 4.9; Pedagogy, Diversity

    Utilize technology effectively in planning and implementation of lesson plans.

    models

    Mini-TCWS (summative)

    RIPTS 2, 4; NCTE 4.6; Knowledge, Pedagogy

    As part of the course design, candidates utilize and critique internet resources (such as state, school, and the NCTE websites), and communicate via online technologies such as blogs and discussion boards.  Technology is understood as a tool and resource that makes it possible to serve the needs of students not only for access to content, but also to accomplish other objectives (e.g., differentiating instruction, addressing ELL needs, fostering active learning, etc.).   
    The possibilities for utilizing technology in the field are at times circumscribed by available resources at the schools in which they teach, but given that candidates teach in two different schools over the course of the semester, most have some opportunity to access a range of technology.  

    Teacher Candidate Mini-Work Sample Components.  Teacher Candidates in SED 411 develop a unit plan with three lesson plans from the unit that reflect a variety of instructional strategies/techniques. 
    One aspect they are asked to address in their three lessons relates specifically to technology:

    • Technology:  Describe how you will use technology in your planning and/or instruction.  If you do not plan to use any form of technology, provide a clear rationale for its omission AND how planning and/or instruction could be enhanced with the use of technology. (Technology is defined as any high tech or low tech mechanical aid that makes learning more inclusive and effective for all students.  Technology is not limited to the use of the computer.)

    Candidates are then evaluated on their use of technology in the three lessons:

    Use of Technology
    (RIPTS 2)

         (Unacceptable)
    Technology is inappropriately used OR candidate does not use technology or provide a rationale for its omission.

    A description of how planning and/or instruction could be enhanced with the use of technology is absent.

          (Acceptable)
    Candidate uses technology appropriately.

    Technology contributes to teaching and learning.
    OR
    Candidate provides a clear rationale for omission of technology AND describes how planning and/or instruction could be enhanced with the use of technology.

            (Target)
    Candidate consistently integrates appropriate technology.

    Use of technology makes a significant contribution to teaching and learning.

    Lesson Planning and Delivery in Practicum. The college supervisor and cooperating teacher use the Observation and Progress Report to evaluate the candidates at least once at each of the two practicum sites. The candidate's use of technology in lesson planning and delivery is given a rating from 0 – 6.  See the Observation and Progress Report for rating descriptions) on the indicators below:    

    • LESSON PLANNING: The instructional strategies, activities and technical resources (e.g. manipulatives, adaptive or assistive technologies, electronic technology) in this lesson plan demonstrate attention to students' experience, preparedness, and/or learning styles.  The instructional strategies, activities and technical resources (e.g. manipulatives, adaptive or assistive technologies, electronic technology) in this lesson plan demonstrate attention to issues of access, equity, and diversity for students.
    • ACTION: The teacher candidate designs or adapts relevant learning experiences that incorporate digital tools and resources (e.g. manipulatives, adaptive or assistive technologies, electronic technology) to promote student learning and creativity. The teacher candidate customizes and personalizes learning activities using digital tools and resources (e.g. manipulatives, adaptive or assistive technologies, electronic technology).

    Student Teaching (SED 421) and Student Teaching Seminar (SED 422)
    In SED 421, candidates are evaluated on their use of technology via the Observation and Progress Report and the Teacher Candidate Work Sample. 

    Observation and Progress Report. Both the college supervisor and the cooperating teacher (a minimum of 3x each = 6) evaluate the teacher candidate's use of technology in specific lessons that they observe, giving them a rating from 0 – 6 (see Observation and Progress Report for rating descriptions) on the same indicators as above.               

    In the OPR section titled “Ongoing Progress,” cooperating teachers are asked to rate their student teachers on their use of technology three times over the course of the student teaching semester.  At each time, they evaluate the student teachers on their “ongoing” utilization of technology in their lessons, using the rating scale below:
    Use the following rating scale to rate the Technology Indicators (below).


    0
    Unacceptable

    1-2
    Developing

    3-4
    Acceptable

    5-6
    Target

    Not present.

    The candidate does not include the indicator in his/her planning, action, or reflection.

    Elements of the indicator are clearly present but are partially or ineffectively carried out.

    The candidate is developing an awareness and may be beginning to meet the knowledge, skills, and competencies needed to meet the needs of some learners.

    Elements of the indicator are of good quality, but there is room for improvement.

    The candidate knows and demonstrates the methods, skills, and strategies needed to meet the needs of most learners.

    High quality implementation of indicator.

    The candidate knows and consistently demonstrates the
    methods, skills, and strategies needed to meet students' diverse needs and interests.

     

    Technology Indicators

    Rating

    • The teacher candidate designs or adapts relevant learning experiences that incorporate digital tools and resources (e.g. manipulatives, adaptive or assistive technologies, electronic technology) to promote student learning and creativity.

     

    ____

    • The teacher candidate develops technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.

     

    ____

    • The teacher candidate customizes and personalizes learning activities using digital tools and resources (e.g. manipulatives, adaptive or assistive technologies, electronic technology).

     

    ____

    • The teacher candidate demonstrates fluency with available technology systems.

    ____

    • The teacher candidate communicates relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.

    ____

    • The teacher candidate models and facilitates effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.

     

    ____

    Teacher Candidate Work Sample Components.  As with the Design for Instruction in the mini-TCWS, student teachers develop and implement a unit plan that includes three lesson plans taught during the unit that reflect a variety of instructional strategies/techniques. 
    One aspect they are asked to address in their three lessons relates specifically to technology:

    • Technology:  Describe how you will use technology in your planning and/or instruction.  If you do not plan to use any form of technology, provide a clear rationale for its omission AND how planning and/or instruction could be enhanced with the use of technology.  (Technology is defined as any high tech or low tech mechanical aid that makes learning more inclusive and effective for all students.  Technology is not limited to the use of the computer.)

    Teacher Candidates are then evaluated on their use of technology in the three lessons.

    Use of Technology
    (RIPTS 2)

         (Unacceptable)
    Technology is inappropriately used OR candidate does not use technology or provide a rationale for its omission.

    A description of how planning and/or instruction could be enhanced with the use of technology is absent.

          (Acceptable)
    Candidate uses technology appropriately.

    Technology contributes to teaching and learning.
    OR
    Candidate provides a clear rationale for omission of technology AND describes how planning and/or instruction could be enhanced with the use of technology.

            (Target)
    Candidate consistently integrates appropriate technology.

    Use of technology makes a significant contribution to teaching and learning.

    Electronic Portfolios
    Finally, students model technology design skills through construction of an electronic portfolio on Chalk and Wire.  Candidates upload their Mathematics Content Portfolio, their mini-TCWS and their TCWS to their electronic portfolio.  The electronic portfolios provides an opportunity for teacher candidates to reflect on their growth over their final year in the program and throughout their teacher career.

   
s to locate, analyze, evaluate, and use information resources to support research and learning.

 

____

Teacher Candidate Work Sample Components.  As with the Design for Instruction in the mini-TCWS, student teachers develop and implement a unit plan that includes three lesson plans taught during the unit that reflect a variety of instructional strategies/techniques. 
One aspect they are asked to address in their three lessons relates specifically to technology:

Teacher Candidates are then evaluated on their use of technology in the three lessons.

Use of Technology
(RIPTS 2)

     (Unacceptable)
Technology is inappropriately used OR candidate does not use technology or provide a rationale for its omission.

A description of how planning and/or instruction could be enhanced with the use of technology is absent.

      (Acceptable)
Candidate uses technology appropriately.

Technology contributes to teaching and learning.
OR
Candidate provides a clear rationale for omission of technology AND describes how planning and/or instruction could be enhanced with the use of technology.

        (Target)
Candidate consistently integrates appropriate technology.

Use of technology makes a significant contribution to teaching and learning.

Electronic Portfolios
Finally, students model technology design skills through construction of an electronic portfolio on Chalk and Wire.  Candidates upload their Mathematics Content Portfolio, their mini-TCWS and their TCWS to their electronic portfolio.  The electronic portfolios provides an opportunity for teacher candidates to reflect on their growth over their final year in the program and throughout their teacher career.