Description of program or practice that is nominated:
The program to be nominated is the teacher education program in the College of Education, specifically the technology integration efforts by the teacher education program. This program meets the NETS*T standards by requiring all teacher education students to take Instructional Technology (ISTC) 201 and Instructional Technology (ISTC) 301, both of which specifically incorporate the Maryland Teacher Technology Standards (which are based on the NETS*T standards). In addition, an integral part of the teacher education program is the Technology Integration Project (TIP - funded by a national PT3 grant) that helps all faculty members in the College of Education integrate technology standards into their methods classes.
Towson University’s Teacher education program strives to inspire, educate and prepare facilitators of active learning for diverse and inclusive communities of learners in environments that are technologically advanced. The Towson University College of Education is restructuring the teacher preparation program to include a more integrated approach to infusing technology into the framework of courses. The redesign increases the use of technology in teacher training and varies instruction strategies based on student needs. In some courses students are required to submit assignments in digital format and create electronic educational technology teaching portfolios. Other courses require the students to participate in online class sessions allowing the shared intelligence to be distributed via the use of technology.
Instructional
Technology and other education courses take place in state-of-the-art computer
labs where the learning environment is enticing and exciting. Given the array of hands-on experience that
faculty members have had with the facilities, they are comfortable
incorporating advanced technology tools into the curriculum to improve teaching
and support learning.
The web-enhanced instructional design of courses at Towson University is created using LearnOnline (A Blackboard, Inc. Product). The faculty and students make use of telecommunications for academic communication to prepare students in the teacher education program to use technologies effectively and appropriately to communicate information with peers, instructors and the community in a variety of formats. Faculty consistently plan effective learning opportunities supported by technology. Digital cameras produce images to be included in online portfolios. Digital video segments reveal faculty and student perspectives on the distinctive teaching and learning culture that is part of the Towson University, College of Education. Students learn to access and evaluate technology resources to support research projects.
Certifications/Accreditations/Other Recognitions for
nominated program.
*Provide Links to any online institutional accreditation portfolios
Towson University’s College of Education successfully underwent an NCATE accreditation review in 2000. The following is a link to the online portfolio done for the review:
http://www.towson.edu/coe/ncate
The Association of Teacher Educators nationally recognized the PDS Network in 1998 as the “Distinguished Program in Teacher Education”.
Number of graduates or status of first group of students in NETS*T programs.
Teacher education students were first required to take both ISTC 201 and ISTC 301 as part of their graduation requirements in Fall 2000. This first group of approximately 500 will complete coursework and graduate in May 2004.
The majority of the teacher candidates at Towson University are developing various kinds of electronic portfolios to show evidence of their ability to meet the NETS*T standards. The online teaching portfolios demonstrate the students’ abilities to effectively integrate multiple technology tools into specific content areas. The students are also required to submit a companion print portfolio showing mastery of the newly acquired instructional technology skills. ISTC 301 (Utilization of Instructional Media) students are demonstrating the following ISTE National Educational Technology Standards by developing online teaching portfolios:
·
V. Productivity and Professional
Practice (A,B,C,D)
Students
enrolled in Using Information Effectively in Education (ISTC 201-202) develop
online research portfolios to exhibit projects and achievements in examining
current issues in education. The collection shows evidence of students'
abilities to research, gather, evaluate and communicate information. Work samples also demonstrate efficient use
of online information resources to meet needs for collaboration, research,
productivity and publication. ISTC 201
students are demonstrating the following ISTE NETS by developing online
research portfolios:
Describe the process that resulted in the NETS*T integration (give a timeline for activities)
For nearly four
years the College of Education (COE) at Towson University has been involved in
an organized systematic program of faculty development with technology. For
three of those years the COE has received funding from the federal government
under the Preparing Tomorrows Teachers to Use Technology (PT3) program.
The purpose of this program is to enhance the skills of faculty to integrate
technology into teaching with pre-service teacher education students.
The College of Education has been a direct recipient of two PT3 (Preparing Tomorrow’s Teachers to Use Technology) awards. The college has also been a partner with the Maryland State Department of Education in their 1999-2001 PT3 Catalyst grant. Over half of the college’s faculty was involved in the process of developing the Maryland Teacher Technology Standards (MTTS) and carefully aligned them with the NETS*T standards. By Fall of 2001, most education faculty were well on their way to integrating the MTTS into their curriculum.
Provide online links to documentation about the NETS*T integration. This should include a matrix or other mapping of courses and/or experiences to the NETS*T standards as well as links to possible student products such as portfolios. It should illustrate the conceptual framework of the program.
Teacher candidates meet National Educational Technology
Standards and state content standards as they plan and design technology
enhanced learning activities to be implemented into specific content areas. The
instructors and students are engaged in continuous learning as they review the
content of course assignments and examine skills acquired in the online
portfolio development process.
Below is an example of course syllabi showing the Towson University faculty commitment to meeting the ISTE NETS*S standards.
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Utilization
of Instructional Media (ISTC 301) |
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·
http://pages.towson.edu/jkenton/istc301/standards.html |
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Using
Information Effectively in Education (ISTC 201/ 202) |
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·
http://www.towson.edu/~pryan/202/#objectives |
The following matrix provides a summary of Towson University’s College of Education’s aim to prepare teachers who will be delivering instruction in technology-enriched settings and hyperlinks to specific teacher candidates’ work samples. The information describes and substantiates the degree to which course assignments, activities and experiences meet each guideline.
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ISTE National Educational Technology Standards
(NETS) and Performance Indicators for Teachers Professional Preparation Performance Profile |
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All classroom teachers should be prepared to meet
the following standards and performance indicators. |
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I.
Technology operations
and concepts. Teachers demonstrate a sound understanding of
technology operations and concepts.
Teachers: A.
demonstrate
introductory knowledge, skills and understanding of concepts related to
technology (as described in the ISTE National Educational Technology
Standards for Students). B.
Demonstrate continual
growth in technology knowledge and skills to stay abreast of current and
emerging technologies. |
·
A student-generated graphic shows an understanding of
an overview of educational technology. |
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II. Planning and Designing Learning
Environments and Experiences Teachers
plan and design effective learning environments and experiences supported by
technology. A. Design
developmentally appropriate learning opportunities that apply
technology-enhanced instructional strategies to support the diverse needs of
learners. B. Apply
current research on teaching and learning with technology when planning
learning environments and experiences. C. Identify
and locate technology resources and evaluate them for accuracy and
suitability. D. Plan
for the management of technology resources within the context of learning activities.
E. plan
strategies to manage student learning in a technology enhanced environment. |
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A student locates curriculum-specific web resources,
and conducts a critical evaluation of the online resources. |
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III.
Teaching, Learning, and the Curriculum Teachers
implement curriculum plans that include methods and strategies for applying
technology to maximize student learning. Teachers: A. facilitate
technology-enhanced experiences that address content standards and student
technology standards. B. Use
technology to support learner-centered strategies that address the diverse
needs of students. C. Apply
technology to develop students’ higher order skills and creativity. D. Manage
student learning activities in a technology-enhanced environment. |
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IV. Assessment and Evaluation: Teachers apply technology to facilitate a variety of
effective assessment and evaluation strategies: Teachers: A.
apply
technology in assessing student learning of subject matter using a variety of
assessment techniques. B.
use
technology resources to collect and analyze data, interpret results, and
communicate findings to improve instructional practice and maximize student
learning. C. apply multiple methods of
evaluation to determine students' appropriate use of technology resources for
learning, communication, and productivity. |
·
Artifacts of student use of spreadsheet software to
collect and analyze data, and communicate findings in an online portfolio.
Also included is a student reflection about how spreadsheets can be used to
enhance teaching and learning, and the Maryland Teacher Technology Standards
met by the project. The Maryland
Teacher Technology Standards are closely aligned with the ISTE NETS
standards. |
|
V.
Productivity and Professional Practice Teachers use
technology to enhance their productivity and professional practice. Teachers: A.
use
technology resources to engage in ongoing professional development and
lifelong learning. B.
continually
evaluate and reflect on professional practice to make informed decisions
regarding the use of technology in support of student learning. C.
Apply
technology to increase productivity. D.
Use
technology to communicate and collaborate with peers, parents, and the larger
community in order to nurture student learning. |
·
A
teacher candidate developed professional development plan provides a
framework to demonstrate for a target audience of (10th grade)
teachers how to make effective use of digital audio and video clips to
support Social Studies instruction.
The student online portfolio page includes a detailed plan: complete
with an example of a digital audio clip; an instructional video clip;
procedures; and an evaluation of the professional development
opportunity. The technology standards
met by the professional development activity are also included at the bottom
of the page in the students’ online teaching portfolio. |
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VI.
Social,
Ethical, Legal, and Human Issues Teachers
understand the social, ethical, legal and human issues surrounding the use of
technology in Pk-12 schools and apply that understanding in practice. Teachers: A. model and teach legal and
ethical practice related to technology use. B. Apply technology resources
to enable and empower learners with diverse backgrounds, characteristics, and
abilities. C. identify and use
technology resources that affirm diversity. D. promote safe and healthy
use of technology resources. E.
facilitate equitable access to technology
resources for all students. |
·
Teacher candidates share thoughts about ·
The
following is an excerpt from a teacher candidate’s reflection, “Assistive
technology can help students with disabilities to communicate and learn so
that their disabilities do not create a huge gap in the knowledge they are
able to attain.” Click here to see the entire reflection in the
online portfolio.
http://tiger.towson.edu/~asando2/ethicaluseofinfo.htm Here is another teacher candidate’s reflection
about using technology to empower all learners, “In
addition computer programs can be adjusted to the level of the student, and
or slightly higher in addition to the teacher having control of the path a
program can take. Technology gives teachers unlimited ability to help their
students discover learning.” The reflection in its’
entirety can be found on the following webpage: http://tiger.towson.edu/~sbaier1/theorycomparison.htm |
The Maryland Teacher Technology Standards (based on NETS*T):
http://www.smcm.edu/msde-pt3/projects.htm
The Technology Integration Project (TIP) grant website:
Describe the environment in which the program takes place (labs, classrooms, support, faculty involvement, other resources).
There are four computer classrooms in which the majority of classes take place. These classrooms have 30-35 up-to-date computers or laptops that are connected to the Internet and contain a variety of software. In addition, there is an educational technology center that is located on the same floor as the classes that contains an additional 30 computers (both PC and MAC) on which students can work out of class. This center is staffed with technical support personnel who are available to help students at any time. In addition, the center also contains a library with reference books and resource books on education, technology integration, and proceedings from professional conferences.
In addition to the computer classrooms, most College of Education classrooms have a teacher workstation with a computer and LCD projector. Many of the classrooms also have 3-4 computers. There are many roll-carts with computers and LCD projectors that can also be put in rooms as needed.
Grant personnel are also on hand to assist faculty in a variety of ways. Most specifically, those interested in taking part of the formal PT3 grant work with a mentor and grant personnel to integrate standards-based projects into their curriculum.
How are the NETS*T standards assessed at the institution? Provide documents or rubrics that are used as well as samples from actual students.
The on-going focus of the College of Education TIP grant is to make certain that faculty in the COE are successfully integrating technology within their teacher education courses.
We collect and analyze evaluation data in these categories to determine that faculty within our teacher education program are effectively integrating technology within their teaching:
For a complete listing of grant requirements, data collection tools and to access each form, see http://wwwnew.towson.edu/tip/links.htm.
We have two full-time staff members dedicated to overseeing the TIP grant, monitoring each faculty member, making classroom visits, and ensuring that the technology standards are being addressed and integration projects are being successfully implemented.
In addition to the Technology Integration Project, teacher candidates at Towson University are assessed on their abilities to meet the NETS *T standards. For example, to assess student learning, a scoring rubric is developed prior to the technology enhanced lessons, to inform students of the expectations to achieve the same goals. Students are then able to explore and work together to help one another to meet the set goals, in such a way that is most meaningful to them. The assessment is not only an assessment OF the students’ work, but also an assessment FOR students, to help them reach their personal learning goals. The following links to scoring rubrics are the types of assessment used at Towson University that helps students determine what they need to do and how best to move toward their goals.
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Type of Assessment |
URL |
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Online Teaching
Portfolio |
http://www.towson.edu/~pryan/301/rubriconlineteachingportfolio.htm |
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Team Presentation |
http://www.towson.edu/~pryan/201/teampresentation.htm |
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Course Project Rubrics |
http://pages.towson.edu/jkenton/istc301/rubrics.html |
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Web Page Development |
http://pages.towson.edu/bsadera/istc301/projects.html#project2 |
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Online Research
Portfolio |
http://www.towson.edu/~pryan/201/researchportfoliorubric.htm |
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Views on Classroom Computer Use
|
http://pages.towson.edu/bsadera/istc301/projects.html#project1 |
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Theorist Presentation |
http://pages.towson.edu/bsadera/istc301/projects.html#project3 |
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Digital Portfolio |
http://pages.towson.edu/bsadera/istc301/assessment/portfolio.htm |
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The Future of Information in Education |
Provide descriptions of at least two required field experiences for graduates that meet the NETS*T standards.
Teacher education
students are required to participate in 2 extensive field experiences
(internships) one being a full semester in length and the other for half a
semester. Over 50% of the experiences now occur within our PDS sites. The
Towson University PDS network consists of over 50 schools in seven school
districts within the Baltimore metropolitan area. These PDS sites are schools
that have housed 32 different technology integration projects over the last 4
years. Part of the TIP process involves teachers within these PDS sites
demonstrating their technology integration project to Towson University
Interns.
Field experiences are
part of one ISTC 301 faculty member’s course design. The following hyperlink leads to an example of one teacher
candidate’s two (2) Field Experience Reports.
http://tiger.towson.edu/~bvelte1/fieldexperiences.htm
A Towson University faculty member conducted a research
project to examine the effectiveness of field experiences for teacher
candidates to observe technology use in k-12 classrooms; and to identify the
knowledge gained from ongoing professional communication between teacher
candidates and practicing teachers about issues surrounding technology
integration. This website provides an
overview of the entire Instructional Technology Field Experience project. Instructional
Technology Course: Take a Field Trip to
the K-12 Schools: Field Experiences for Instructional Technology
During the Spring 2003 semester, approximately 15 teacher
candidates will facilitate technology enhanced learning activities with 5th
grade students in a local school. The
field experience aims to support an inquiry approach to teaching and learning
about science in the field for elementary school teachers, students and
pre-service teachers. The following website provides a detailed look at the
plans for the Integrating Technology into the Elementary Science Curriculum
~ Keeping it Real in the Field project.
http://pages.towson.edu/pryan/science/
Provide examples of typical student work or evidences that support the NETS*T integration.
The following link provides a matrix of nearly 100 teacher candidates’ online teaching portfolios showing evidence of mastery of the ISTE NETS*T standards.
http://www.towson.edu/~pryan/301/studentportfolios.htm
Another link provides links to eleven (11) additional portfolios.
www.towson.edu/~bsadera/istc301/portfolio.html
The following website provides links to strong examples of technology in the curriculum evaluation created by Towson University Students.
www.towson.edu/~wizer/501/3.htm
The following link provides a matrix of nearly 100 students
enrolled in the course Using Information Effectively in Education. The student work samples, compiled in an Online Research Portfolio, demonstrate
efficient use of online information resources to meet needs for collaboration,
research, productivity and publication.
http://www.towson.edu/~pryan/201/researchportfolio.htm
This is a link to
the HONORS students’ Online Research Portfolios:
http://www.towson.edu/~pryan/202/honorsresearchportfolios.htm
For overall course themes see:
www.towson.edu/~wizer/501/mt.htm
Provide links to any other documents, artifacts, or resources that show how you have integrated NETS*T.
The National Educational Technology Standards for Teachers have been seamlessly woven into the course design of many courses in the College of Education at Towson University. Specifically, in the Using Information Effectively in Education (ISTC 201-202) course, and the Utilization of Instructional Media (ISTC 301/501) course. For the most complete list of student artifacts connected to the NETS*T see:
www.towson.edu/~pryan/301/studentportfolios.htm
Describe any unique features of the program.
The Technology Integration Project (TIP) began in 1999 through PT3 funding as an effort to help college of education faculty develop technology skills and integrate standards-based technology projects in their curriculum.
The intention is
that faculty becomes proficient users of technology to enhance the quality of
their teaching and the pre-service teacher education experience throughout the
COE including the internship experience in our PDS sites.
Interested faculty apply each fall and are paired with a mentor (another faculty member with extensive technology integration experience) who helps guide them through the process of framing and implementing a technology project into their courses. Grant personnel also work with the pairs to ensure they are incorporating the Maryland Teacher Technology Standards into their projects.
The College of Education was awarded a second PT3 grant, and used it to expand this program to include K-12 teachers in Baltimore, Harford, and Howard counties (within Towson University Professional Development Schools) who are also interested in integrating technology into their curriculum. These teachers also work directly with Towson education student interns, and give them further opportunities to see and participate in effective technology integration. Also, the College of Math and Sciences and the College of Liberal Arts faculty members who teach education students have also been included as part of the TIP project.
This program has had a definite impact on the overall teacher education program at Towson University. Teacher education students are now required to take two classes (ISTC 201 and ISTC 301) that deal directly with technology integration and standards. They are also exposed to faculty in their other methods courses who are effectively integrating technology and demonstrating how they can use technology in their future teaching. In addition, as they do internships, they often work with K-12 teachers who have participated in the TIP project and are integrating standards-based technology programs in their own classrooms.
Identify any state technology-related certifications that program graduates may receive.
Graduate students who complete the Instructional Technology School Library Media track are eligible for certification by the Maryland State Department of Education as an Educational Media Generalist (Level II).
Number of faculty involved in teacher preparation:
Full-time faculty in College of Education is approximately 70.
Number of faculty integrating NETS*T into courses:
The number of full-time faculty within the College of Education integrating technology into courses is 41. In addition, 12 full-time faculty in other colleges at Towson University who work with teacher education students. Finally, we 32 technology integration projects over 4 years in our PDS network.
Describe professional development activities for faculty to prepare them to deliver the NETS*T program.
The Technology Integration Project (TIP) provides an opportunity for Towson University faculty to create and integrate exemplary standards-based technology projects into their teaching. Those participating as protégés (faculty who have no or limited experience with technology) reported learning and integrating many new technology skills into their teaching. The results of the project indicate that protégés significantly enhanced their technology skills in twelve of twenty-one items that were on the assessment (Note significance at .05 level or less). The project staff independently rated seven of these items as vital skills to be learned in this project. All seven of these items are skills in which the protégés demonstrated significant improvement. Additionally, mentors (other faculty members) have also indicated that their own technology and teaching skills have increased as a result of participating in the project.
All participants are made aware of the Maryland Teacher Technology Standards, and are required to report on which standards their projects address.
Faculty can also further their technology knowledge and skills by working with the Center for Instructional Advancement and Technology (CIAT). This campus resource supports excellence in teaching and learning by providing Towson University faculty the opportunity to investigate and apply sound learning theory and technology to instruction.
In fact, one faculty member from the College of Education is
currently working on a CIAT Technology Fellow project. The aim of the project is threefold: (1) get information from visitors to course
websites, and (2) use the website to facilitate online discussions among
practicing teachers, teacher candidates, and experts, and (3) manage
student-learning activities to add research and data-gathering elements to their
online portfolios. Furthermore, the faculty member is able to
integrate teaching and assessment to measure the effectiveness of
technology-supported teaching strategies by gathering student feedback in the
form of the online survey forms. The following links show examples
of the faculty members’ engagement in the CIAT professional development
opportunity aligned with the ISTE-NETS standards.
Online Survey:
http://pages.towson.edu/pryan/301survey/
This survey is designed to collect information in an attempt to improve the knowledge and ability of future teachers to use technology in teaching practices and learning opportunities, and to improve the quality of the instructional technology course
Online Discussion (complete with student postings on April 14, 2003): http://pages.towson.edu/pryan/discussion/
This on-line discussion forum called, Teaching and Learning With Technology, is designed to stimulate communication between practicing K-12 teachers and pre-service teachers enrolled in Instructional Technology courses at Towson University.
Online Searchable Database of Towson University Student
Online Research Portfolios (ISTE NETS standards listed on the web page):
http://136.160.172.7/ryan/research_portfolio_search.cfm
Online Searchable Database of Towson University Student
Online Teaching Portfolios (ISTE NETS standards listed on the web page):
http://ciat-saigon.towson.edu/ryan/teaching_portfolio_search.cfm
Describe
collaboration with arts and sciences faculty that support the program.
The
Technology Integration Project (TIP) works with faculty in the College of
Education, as well as the College of Math & Science and the College of
Liberal Arts who have a significant number of pre-service teachers in their
courses. 75% of faculty members who have applied to be part of the program have
been accepted. 7 faculty members from Liberal Arts and 12 faculty members from
CSM have participated in the program thus far.
A
representative from Liberal Arts and a representative from the College of Math
& Science both sit on the grant’s advisory committee that meets on a
regular basis to discuss development
The Center for Instructional Advancement and Technology (CIAT) is also a partner in the MM-TIP program. They provide individual faculty training for those who may want to learn additional skills or supplement what they do with their mentors.
Why is your program model exemplary? Provide specifics and details.
Over 75% of full-time
faculty in the College of Education have participated in the TIP grant as
either a mentor or protégé. Over 950
pre-service teachers have been impacted by this grant. A high percentage of
faculty members have also worked with CIAT to develop technology projects that
meet state technology standards.
In addition data was
analyzed on the instructional impact of the integration project. For protégés
100% indicated that the project would have an immediate instructional impact.
For the mentors 82.6% (or 19 of 23) indicated that the project would have an
immediate instructional impact.
Faculty teaching the ISTC
201 and 301 courses are required to include the specific Maryland Teacher
Technology Standards their course addresses in their syllabi, and discuss how
these standards are being met as the course progresses. From the beginning
students are exposed to the standards and start to see how their teachers
integrate them within their courses and can start to think of ways they can
integrate the standards in their own future courses.