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Compliance with NCATE/PSC Requirements
New or Significantly Revised Program or Concentration, or New Degree Approval
Undergraduate and Graduate Programs
Kennesaw State University
Please be precise and specific in responding to these items. Responses to these items will accompany the standard UPCC or
GPCC forms and, if required, PSC standards. Concise narrative will be sufficient. Contact Beverly for templates related to
Standards/Curriculum Matrix and Assessment System (next 2 tables) that are appropriate for your program.
1.
(CF) Describe how this program reflects the unit’s conceptual framework.
The Master of Education Program in Instructional Technology (ITEC) supports the Kennesaw State
University (KSU) Bagwell College of Education’s commitment to preparing accomplished educational
leaders through the collaborative development of expertise in teaching and learning. This commitment is
consistent with the conceptual framework of the Professional Teacher Education Unit (PTEU), which
outlines a vision for developing educators from novice to proficient to expert and leader. The
Instructional Technology Program aims to foster the development of knowledge, skills, and dispositions
required to be an effective user and facilitator of instructional technologies to improve teaching and
learning. In concert with the PTEU vision, the goal of the Master of Education in Instructional
Technology is to establish technology teachers who are experts in their field, facilitators of twenty-first
century learning, and collaborative professionals who are active leaders in their profession. This
program further develops Kennesaw State University’s philosophical foundation emphasizing ethics,
leadership and community engagement by preparing an accomplished community of technology leaders
to advocate for school improvement.
The PTEU embraces the development of educational professionals who, as collaborative partners,
engage in local, state, national, and international endeavors in teaching, research, and service to become
subject matter experts capable of facilitating high levels of learning within diverse student populations.
The Master of Education Program in Instructional Technology embraces these ideals by promoting
scholarly activity that supports inquiry, research, and the validation of instructional technology
initiatives aimed to bring all Georgia students to higher levels of learning. Kennesaw State University
faculty are committed to promoting candidates who achieve intellectual proficiency in a challenging and
facilitative collegial environment that fosters high-quality academic preparation, pedagogical study, and
professional leadership experiences.
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2.
(National/State Standards) Specify applicable national and/or state standards to which this program will
demonstrate compliance. Please attach a copy of the applicable standards. (Attachment A – National Standards
and Attachment B – State Standards)
3.
(Institutional Standards) Specify candidate proficiencies to be demonstrated and assessed during the program.
(Same as State Standards – See Attachment B)
4.
(Assessment System) Using the curriculum matrix (Attachment C), indicate where the subject area standards are
addressed in the proposed curriculum. Then identify in the next chart (Attachment D) the unit and program
assessments that will be used to determine if candidates meet proficiencies and standards. The three items to follow
should be addressed as well in narrative form:
a) Transition Points
Describe how this program meets the applicable portions of Standard 2, element a. Your program may include some
or all of the following transition points: Program Entry, Student Teaching Entry, Student Teaching Exit, Program
Exit, and Employment (or Induction after Hire). In this part of the report, describe the transition points used in your
program, and relate or align them with the requirements your candidates have to satisfy to accomplish each of the
transitions. Also summarize deliberative processes used by your faculty to determine which candidates are able to
transition successfully at each point. (If the preparation program includes different options, please include
descriptions of transition points for each option.
There are a variety of transition points as indicated in the table below. Upon admission, candidates are
assigned an advisor. Each semester, the advisor updates the program of study for the advisee and ensures
that the advisee is progressing successfully. If not, the advisor meets with the candidate to offer support
and assistance. The advisor continues to do this throughout the program of study to ensure that students
are transitioning successfully from one semester to the next. Additionally, in the beginning of the
program, candidates complete a diversity survey. The survey assesses how knowledgeable the students
are on a variety of diversity issues. This same survey is given at the end of the program as well. In the
first semester, candidates also complete the Engaged Learning Project Assessment and the Technology
Planning Project Assessment. These are two program level assessments.
In the midpoint of the M.Ed. program, candidates complete the CPI, CDA, ISLA, and PDU. These are
all program and unit level assessments. Once again, the advisor completes the advisor evaluation to
ensure that students are transitioning successfully.
In the endpoint, students are required by the PSC to complete the GACE test. They also have to
complete a capstone project. The capstone project is the culminating experience for students in the
Master’s Degree in Instructional Technology, providing students with the opportunity to apply and
integrate key concepts from each course in their program of study. Candidates must collaborate with
their school community to identify an authentic and challenging technology-related need, problem, or
research study to complete within the school, district or other educational agency. Working with faculty
and relevant stakeholders, candidates must design, implement, and evaluate an appropriate solution to
meet the need or problem. The capstone experience also includes a defense in which students explain,
clarify, and answer questions posed by Instructional Technology faculty or invited professional
educators, defending the decisions or results of their capstone experience.
In the endpoint, candidates must also complete and present their professional portfolios. Work on the
portfolio begins upon entry into the Instructional Technology program. The portfolio development
process is dynamic and ongoing. Candidates work with professors throughout the program to develop a
unique representation of their preparation for technology facilitation. The portfolio also serves as a
summative evaluation tool to assure that each candidate completing the master’s degree in Instructional
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Technology meets both the PSC Instructional Technology standards and ISTE’s Technology Facilitation
(TF) standards. (See table below for further specifics.)
Transition Point
Admission
Beginning of Program
Midpoint
Endpoint
After Graduation
Assessment or Requirement
Graduate Application
Official transcripts from EACH college attended with at
least a 2.75 GPA.
Georgia Teaching Certificate
Statement of Support Form
Mentor Form
Professional Resume
Engaged Learning Project Assessment
Technology Planning Project Assessment
Diversity Survey
Advisor Evaluation
Candidate Performance Instrument (CPI)
Candidate Disposition Assessment
Impact on Student Learning (ISLA)
Professional Development Unit Assessment
Advisor Evaluation
Capstone Project
Professional Portfolio – Portfolio Narrative Rubric
(PNR)
Candidate Performance Instrument (CPI)
Advisor Evaluation
Candidate Disposition Assessment (CDA)
Diversity Survey
Exit Survey
GACE Test (not required for graduation, but required to
upgrade certificate by the PSC)
b) Data Collection, Analysis and Evaluation
Describe how this program meets the applicable portions of Standard 2, element b. Describe the processes and
procedures used to regularly and systematically collect, compile, aggregate, summarize, and analyze candidate and
program performance data.
Data is collected systematically each semester. It is the Program Coordinator’s responsibility to ensure
that program assessments are completed by ITEC faculty members. At the beginning of the semester in
an ITEC departmental meeting, the Program Coordinator discusses which assessments are required in
each course. An assessment schedule is given to each faculty member and reminders are send
throughout the semester. If any faculty member does not complete a required assessment, the Program
Coordinator sends this information to the Chair of the Department. Faculty member are trained regularly
on the use of Chalk and Wire to ensure that they understand how to enter the assessment results into
C&W.
c) Use of Data for Program Improvement
Describe how this program meets the applicable portions of Standard 2, element c. Describe the processes and
procedures used to evaluate the efficacy of this program, the processes and procedures used to make candidate
performance data available to candidates and faculty, and how candidate and program performance data are used to
initiate changes in the program.
The Master’s Degree in Instructional Technology just launched Fall 2010. As a result, we do not have
any data to evaluate. However, we have collected data on two (2) assessments this past semester and
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will be reflecting on the data at the January 2011 ITEC Departmental meeting. Data reflections will be a
standing item on our departmental meeting agendas. We will use this data to make changes to our
instruction, as well as to our assessments. We may also find that changes are needed to our program
sequence. The data will determine what types of changes we make to our overall curriculum. We will
engage in the data analysis process to ensure continuous improvement of our program. The ITEC
Department also participates in the annual data reflections that take place at the college level in October
of each year.
In addition to reflecting on the two program assessments in January 2011, we will also be reflecting on
the Diversity Survey that was given to our students this semester. The faculty members hope this
diversity data will give us the information we need to inform the diversity topics needed within each
course. The Program Coordinator will organize and present the data to faculty, as well as lead all data
discussions.
5.
(Field Experiences) Describe required field experiences and clinical practice that help candidates develop
knowledge and skills in helping all students learn. Include:
a) How members of the professional community work with the program to design, deliver and evaluate field
experiences
As indicated in the Field Experience table below, candidates in the M.Ed. in Instructional Technology
program engage in a series of field experiences throughout each course in the program. The course
assignments have been developed as field-based experiences and a minimum of 30 hours of field work is
required to complete the class assignments. In addition to the 30 hours, candidates are required to work
with their mentor to design and complete a minimum of 10 additional hours of field experiences.
Candidates are encouraged to review the standards and evaluate areas of weakness in order to determine
what types of field experiences to complete, particularly standards involving diversity. During the 3rd
and 6th semesters, the mentors complete the Candidate Performance Instrument (CPI) and evaluate
candidates on the PSC and ISTE technology standards. This data will be used to help faculty determine
how to improve field experiences in the future.
Course Title
ITEC 7400: 21st Century
Teaching and Learning
Field Experience Activities
Develop and implement an engaged learning project;
Log Technology Facilitation Activities
# of Hours
30 + 10
(unstructured)
ITEC 7410: Instructional
Technology Leadership
Complete a SWOT analysis and action plan; Log
Technology Facilitation Activities
30 + 10
(unstructured)
ITEC 7430: Internet Tools in Implement a lesson plan using Internet tools in your
classroom; Log Technology Facilitation Activities
the Classroom
.
ITEC 7445: Multimedia and
Web Design in Education
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Develop a multimedia project to use in your
classroom; Log Technology Facilitation Activities
30 + 10
(unstructured)
30 + 10
(unstructured)
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ITEC 7305: Data Analysis &
School Improvement
Complete a series of data analysis activities on your
school data and develop a presentation to present at
your school; Log Technology Facilitation Activities
30 + 10
(unstructured)
ITEC 7460: Professional
Learning and Technology
Innovation
Implement a professional learning seminar in your
school; Log Technology Facilitation Activities
30 + 10
(unstructured)
ITEC 7470: Educational
Research
Conduct an applied research project in your
classroom; Log Technology Facilitation Activities
30 + 10
(unstructured)
ITEC 7480: Facilitating
Online Learning
Deliver an online module in your school with
participating teachers; Log Technology Facilitation
Activities
30 + 10
(unstructured)
ITEC 7500: Capstone
Experience and Portfolio
Design and complete a capstone project in your
school; Log Technology Facilitation Activities
50
370 hours
Total
b) Required qualifications for school-based faculty who supervise candidates in clinical practice (i.e. cooperating
teachers, coaches, mentors, etc.)
The Instructional Technology program provides degree candidates with authentic, field-based learning
experiences in every graduate-level course. Completion of these experiences requires the facilitation of
an educator (current administrator, Instructional Lead Teacher, Instructional Technology Specialist,
technology-savvy teacher, etc.) who agrees to serve as the candidate’s mentor during his or her degree
program. The mentor operates as part of a learning team with the candidate and university faculty,
ensuring the candidate has an opportunity to complete his or her field experiences and/or working with
university faculty and candidates to identify appropriate alternative experiences. The candidate selects a
mentor at the building or district level with instructional technology knowledge and experience. The
mentor is required to sign a mentor form indicating that they agree and are capable of fulfilling the roles
as outlined below.
Roles of the mentors:
 Provide access to a wide range of instructional technology experiences required by the candidate’s degree
program (such as participating on school data teams, serving on the school technology committee, and
conducting a technology inventory).
 Facilitate, as necessary, the candidate’s access to school and/or district resources necessary to complete
his or her field experiences (such as providing the candidate with access to appropriate student
performance data).
 If the candidate is unable to complete field experiences assigned by university faculty due to district or
school constraints, working with the candidate and university faculty to identify appropriate alternative
experiences.
 Provide time for meaningful reflection on field experiences with the candidate.
 Provide, as necessary, feedback to the candidate and/or university faculty on the mentor’s perceptions of
the candidate’s growth as a technology facilitator in the school.
 Complete university-required assessments of the candidate’s progress.
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c)
Methods used to ensure that candidates have field experiences in all required grade levels:
Early Childhood: grades PK-K, 1-3, and 4-5;
Middle Grades: grades 4-5 and 6-8;
P-12: grades PK-2, 3-5, 6-8, and 9-12;
Secondary fields: grades 6-8 and 9-12
Candidates are informed of the requirement to complete field experiences in all required grade levels.
The following paragraphs are included in every syllabus:
Statement for Field Experiences:
While completing your graduate program at Kennesaw State University, you are required to be involved
in a variety of technology-based field-based experiences directed at the improvement of teaching,
learning, and school leadership. Appropriate activities may include, but are not limited to, attending and
presenting at professional conferences, actively serving on or chairing field-based technology-related
committees, leading or presenting professional development activities at the school or district level, and
participating in technology-related community events. As you continue your instructional technology
experiences, you are encouraged to explore every opportunity to complete field experiences that
required you to apply course work, analyze P-12 student learning, and reflect on your practice in the
context of theories on teaching, learning, and technology integration.
You are required to complete your field experiences in diverse settings with diverse populations. In
addition, you are required to complete your field experiences at all P-12 school levels (P-2, 3-5, 6-8, and
9-12). In order to meet these requirements, you should complete several of your field experiences in
diverse settings at other schools. You are required to document in your field-experience log the diverse
settings and various P-12 school levels in which you complete your field experiences. Approximately
30% of class assignments will involve field experiences. You are also required to log an additional 10
hours of field experiences that you design along with your mentor. You are encouraged to review the
PSC/ISTE standards and evaluate areas of weakness in order to determine what types of field
experiences to complete, particularly standards involving diversity. You should design field experiences
with your mentor that require you to work with male and female P-12 students from different
socioeconomic groups and at least two ethnic/racial groups. Additionally, you should work with English
language learners and students with disabilities during some of your field experiences. You are required
to log your hours and reflect on what you have learned. The field-based documentation will serve as
artifacts in your professional portfolio.
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In addition, candidates are required to complete a field experience log in which they document the
populations and subgroups they are working with during their field experiences.
See Field Experience Log below:
Field Experience Log
M.Ed. in Instructional Technology
DIVERSITY TABLE
Place an X in the box representing the ethnic population(s) or subgroup(s) involved in the completion of this artifact.
Ethnicity
P-12 Faculty/Staff
P-2
3-5
6-8
9-12
P-2
P-12 Students
3-5
6-8
9-12
Race/Ethnicity:
Asian
Black
Hispanic
Native American/Alaskan Native
White
Multiracial
Subgroups:
Students with Disabilities
Limited English
Proficiency
Eligible for Free/Reduced
Meals
Reflection
Reflection (Answer the questions below):
 What did you learn about technology facilitation and leadership from completing this field
experience?
 How did this learning relate to the knowledge (what you must know), skills (what you must be
able to do) and dispositions (attitudes, beliefs, enthusiasm) required of a technology facilitator?
Refer to the standards/elements you selected for this field experience and use the language of the
standards in your answer. Reflect on all 3—knowledge, skills, and dispositions.
 Describe how this field experience impacted school improvement, faculty development or
student learning at your school. How can the impact be assessed?
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d) How field experiences will be assessed and be intensive and extensive enough to demonstrate that candidates:
1) demonstrate the proficiencies in the professional roles, 2) reflect on their work, and 3) impact student
learning.
Since most of the field experiences are designed as course assignments, faculty members see first-hand
the quality of the field experiences. Many of these field experiences are part of the assessment system
and are further analyzed by all faculty members at our data reflection meetings. Additionally, field
experiences are a major part of the artifacts represented in the candidate’s portfolio and are evaluated
using the PNR assessment during ITEC 7500. Within the field experience log, candidates are required
to describe how the field experience impacted school improvement, faculty development or student
learning at their school. Additionally, they are asked to reflect on how the impact can be assessed.
6.
(Field Experiences and Diversity) Describe how the program ensures that all candidates have opportunities to
work with P-12 students with exceptionalities and from diverse populations. Include:
a. Curriculum that supports knowledge about diverse populations; ensuring diverse placements
b. Experiences working with diverse faculty
c. Experiences working with diverse peers
The PSC and ISTE standards include an emphasis on diversity. Therefore, candidates completing field
experiences in the Instructional Technology program are required to work with students with
exceptionalities and from diverse populations. See below the PSC and ISTE standards referencing
diversity.
PSC Standards
Element 2.2 Research-Based Learner-Centered Strategies
Candidates model and facilitate the use of research-based, learner-centered
strategies addressing the diversity of all students.
Element 2.5 Differentiation
Candidates model and facilitate the design and implementation of technologyenhanced learning experiences making appropriate use of differentiation, including
adjusting content, process, product, and learning environment based upon an
analysis of learner characteristics, including readiness levels, interests, and personal
goals.
Element 2.8 Data Analysis
Candidates model and facilitate the effective use of digital tools and resources to
systematically collect and analyze student achievement data, interpret results,
communicate findings, and implement appropriate interventions to improve
instructional practice and maximize student learning.
Element 3.4 Adaptive and Assistive Technology
Candidates facilitate the use of adaptive and assistive technologies to support
individual student learning needs.
Element 4.1 Digital Equity
Candidates model and promote strategies for achieving equitable access to digital
tools and resources and technology-related best practices for all students and
teachers.
Element 4.3 Diversity, Cultural Understanding & Global Awareness
Candidates model and facilitate the use of digital tools and resources to support
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diverse student needs, enhance cultural understanding, and increase global
awareness.
ISTE Standards:
TF IIA
Design developmentally appropriate learning opportunities that apply technologyenhanced instructional strategies to support the diverse needs of learners.
TF IIIB
Use technology to support learner-centered strategies that address the diverse needs
of students.
TF IVB
Use technology resources to collect and analyze data, interpret results, and
communicate findings to improve instructional practice and maximize student
learning.
TF VIB
Apply technology resources to enable and empower learners with diverse
backgrounds, characteristics, and abilities.
TF VIC
Identify and use technology resources that affirm diversity.
TF VIE
Facilitate equitable access to technology resources for all students.
Two levels of diversity are documented in the field experience log—working with diverse
faculty as well as working with diverse students. In addition, the Field Experience Log requires
candidates to indicate the subgroup populations involved in each field experience.
Many of the field experiences engage candidates in working with issues addressing diversity. For
example, in ITEC 7400 Teaching & Learning in the 21st Century, candidates are assigned to
develop an engaged learning project that includes adaptations/adaptive technology resources or
students with learning disabilities, limited English Proficiency, and physical disabilities. In ITEC
7430, Internet Tools in the Classroom, candidates are required to develop and implement a
lesson plan that includes differentiation strategies in order to meet the diverse needs of all
students.
7.
(Technology) Describe how the program ensures candidates can integrate technology in their practice.
The purpose of the Instructional Technology Master’s Degree program is to offer an advanced program
of study in Instructional Technology, which will provide the knowledge, skills, and dispositions to
prepare candidates to act as building/campus-level technology facilitators. Candidates who successfully
complete the program will exhibit the knowledge, skills, and dispositions equipping them to teach
technology applications; demonstrate effective use of technology to support student learning of content;
and provide professional development, mentoring, and basic technical assistance for other teachers who
require support in their efforts to apply technology to support K-12 student learning (ISTE/NCATE,
2004).
The Instructional Technology Program aims to foster the development of knowledge, skills, and
dispositions required to be an effective user and facilitator of instructional technologies to improve
teaching and learning. Technology integration is the primary goal of the program and will be immersed
throughout the program and emphasized in each course. The goal of the program is to establish
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technology teachers who are experts in their field, facilitators of twenty-first century learning, and
collaborative professionals who are active leaders in their profession.
8.
(Capacity) How does the program ensure that its resources are adequate to prepare candidates to
meet professional, state, and institutional standards?
The Department of Instructional Technology ensures that its resources are adequate to prepare
candidates to meet professional, state, and institutional standards by:

Establishing a Department to house and serve as a steward of the Instructional Technology
programs.

Partnering with the Educational Technology Center to provide state-of-the art technology labs
and facilities.

Advocating for resources to be spent on Instructional Technology programs.

Hiring a new faculty member to teach within the M.Ed in Instructional Technology effective
August 2011.

Managing cohort numbers so that enrollment never exceeds capacity.
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Attachment A
NATIONAL Standards
ISTE (International Society for Technology in Education)
Technology Facilitator Standards
Technology Facilitation Standard I. (TF-I)
Technology Operations and Concepts.
Educational technology facilitators demonstrate an in-depth understanding of technology operations and
concepts. Educational technology facilitators:
TF-I.A. Demonstrate knowledge, skills, and understanding of concepts related to technology (as
described in the ISTE National Educational Technology Standards for Teachers). Candidates:
1. Assist teachers in the ongoing development of knowledge, skills, and understanding of
technology systems, resources, and services that are aligned with district and state
technology plans.
2. Provide assistance to teachers in identifying technology systems, resources, and services
to meet specific learning needs.
TF-I.B. Demonstrate continual growth in technology knowledge and skills to stay abreast of current and
emerging technologies. Candidates:
1. Model appropriate strategies essential to continued growth and development of the
understanding of technology operations and concepts.
Technology Facilitation Standard II. (TF-II)
Planning and Designing Learning Environments and Experiences.
Educational technology facilitators plan, design, and model effective learning environments and
multiple experiences supported by technology. Educational technology facilitators:
TF-II.A. Design developmentally appropriate learning opportunities that apply technology-enhanced
instructional strategies to support the diverse needs of learners. Candidates:
1. Provide resources and feedback to teachers as they create developmentally appropriate
curriculum units that use technology.
2. Consult with teachers as they design methods and strategies for teaching
computer/technology concepts and skills within the context of classroom learning.
3. Assist teachers as they use technology resources and strategies to support the diverse
needs of learners including adaptive and assistive technologies.
TF-II.B. Apply current research on teaching and learning with technology when planning learning
environments and experiences. Candidates:
1. Assist teachers as they apply current research on teaching and learning with technology
when planning learning environments and experiences.
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TF-II.C. Identify and locate technology resources and evaluate them for accuracy and suitability.
Candidates:
1. Assist teachers as they identify and locate technology resources and evaluate them for
accuracy and suitability based on district and state standards.
2. Model technology integration using resources that reflect content standards.
TF-II.D. Plan for the management of technology resources within the context of learning activities.
Candidates:
1. Provide teachers with options for the management of technology resources within the
context of learning activities.
TF-II.E. Plan strategies to manage student learning in a technology-enhanced environment. Candidates:
1. Provide teachers with a variety of strategies to use to manage student learning in a
technology-enhanced environment and support them as they implement the strategies.
TF-II.F. Identify and apply instructional design principles associated with the development of
technology resources. Candidates:
1. Assist teachers as they identify and apply instructional design principles associated with
the development of technology resources.
Technology Facilitation Standard III. (TF-III)
Teaching, Learning, and the Curriculum.
Educational technology facilitators apply and implement curriculum plans that include methods and
strategies for utilizing technology to maximize student learning. Educational technology facilitators:
TF-III.A. Facilitate technology-enhanced experiences that address content standards and student
technology standards. Candidates:
1. Use methods and strategies for teaching concepts and skills that support integration of
technology productivity tools (refer to NETS for Students).
2. Use and apply major research findings and trends related to the use of technology in
education to support integration throughout the curriculum.
3. Use methods and strategies for teaching concepts and skills that support integration of
research tools (refer to NETS for Students).
4. Use methods and strategies for teaching concepts and skills that support integration of
problem solving/decision-making tools (refer to NETS for Students).
5. Use methods and strategies for teaching concepts and skills that support use of mediabased tools such as television, audio, print media, and graphics.
6. Use and describe methods and strategies for teaching concepts and skills that support use
of distance learning systems appropriate in a school environment.
7. Use methods for teaching concepts and skills that support use of web-based and non webbased authoring tools in a school environment.
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TF-III.B. Use technology to support learner-centered strategies that address the diverse needs of
students. Candidates:
1. Use methods and strategies for integrating technology resources that support the needs of
diverse learners including adaptive and assistive technology.
TF-III.C. Apply technology to demonstrate students' higher order skills and creativity. Candidates:
1. Use methods and facilitate strategies for teaching problem solving principles and skills
using technology resources.
TF-III.D. Manage student learning activities in a technology-enhanced environment. Candidates:
1. Use methods and classroom management strategies for teaching technology concepts and
skills in individual, small group, classroom, and/or lab settings.
TF-III.E. Use current research and district/region/state/national content and technology standards to
build lessons and units of instruction. Candidates:
1. Describe and identify curricular methods and strategies that are aligned with
district/region/state/national content and technology standards.
2. Use major research findings and trends related to the use of technology in education to
support integration throughout the curriculum.
Technology Facilitation Standard IV. (TF-IV)
Assessment and Evaluation.
Educational technology facilitators apply technology to facilitate a variety of effective assessment and
evaluation strategies. Educational technology facilitators:
TF-IV.A. Apply technology in assessing student learning of subject matter using a variety of assessment
techniques. Candidates:
1. Model the use of technology tools to assess student learning of subject matter using a
variety of assessment techniques.
2. Assist teachers in using technology to improve learning and instruction through the
evaluation and assessment of artifacts and data.
TF-IV.B. Use technology resources to collect and analyze data, interpret results, and communicate
findings to improve instructional practice and maximize student learning. Candidates:
1. Guide teachers as they use technology resources to collect and analyze data, interpret
results, and communicate findings to improve instructional practice and maximize
student learning.
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TF-IV.C. Apply multiple methods of evaluation to determine students' appropriate use of technology
resources for learning, communication, and productivity. Candidates:
1. Assist teachers in using recommended evaluation strategies for improving students' use of
technology resources for learning, communication, and productivity.
2. Examine and apply the results of a research project that includes evaluating the use of a
specific technology in a P-12 environment.
Technology Facilitation Standard V. (TF-V)
Productivity and Professional Practice.
Educational technology facilitators apply technology to enhance and improve personal productivity and
professional practice. Educational technology facilitators:
TF-V.A. Use technology resources to engage in ongoing professional development and lifelong
learning. Candidates:
1. Identify resources and participate in professional development activities and professional
technology organizations to support ongoing professional growth related to technology.
2. Disseminate information on district-wide policies for the professional growth
opportunities for staff, faculty, and administrators.
TF-V.B. Continually evaluate and reflect on professional practice to make informed decisions regarding
the use of technology in support of student learning. Candidates:
1. Continually evaluate and reflect on professional practice to make informed decisions
regarding the use of technology in support of student learning.
TF-V.C. Apply technology to increase productivity. Candidates:
1. Model advanced features of word processing, desktop publishing, graphics programs, and
utilities to develop professional products.
2. Assist others in locating, selecting, capturing, and integrating video and digital images in
varying formats for use in presentations, publications and/or other products.
3. Demonstrate the use of specific-purpose electronic devices (such as graphing calculators,
languages translators, scientific probeware, or electronic thesaurus) in content areas.
4. Use a variety of distance learning systems and use at least one to support personal/
professional development.
5. Use instructional design principles to develop hypermedia and multimedia products to
support personal and professional development.
6. Select appropriate tools for communicating concepts, conducting research, and solving
problems for an intended audience and purpose.
7. Use examples of emerging programming, authoring or problem solving environments
that support personal/professional development.
8. Set and manipulate preferences, defaults, and other selectable features of operating
systems and productivity tool programs commonly found in P-12 schools.
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TF-V.D. Use technology to communicate and collaborate with peers, parents, and the larger community
in order to nurture student learning. Candidates:
1. Model the use of telecommunications tools and resources for information sharing, remote
information access, and multimedia/hypermedia publishing in order to nurture student
learning.
2. Communicate with colleagues and discuss current research to support instruction, using
applications including electronic mail, online conferencing, and web browsers.
3. Participate in online collaborative curricular projects and team activities to build bodies
of knowledge around specific topics.
4. Design, develop, and maintain Web pages and sites that support communication between
the school and community.
Technology Facilitation Standard VI. (TF-VI)
Social, Ethical, Legal, and Human Issues.
Educational technology facilitators understand the social, ethical, legal, and human issues surrounding
the use of technology in P-12 schools and assist teachers in applying that understanding in their practice.
Educational technology facilitators:
TF-VI.A. Model and teach legal and ethical practice related to technology use. Candidates:
1. Develop strategies and provide professional development at the school/classroom level
for teaching social, ethical, and legal issues and responsible use of technology.
2. Assist others in summarizing copyright laws related to use of images, music, video, and
other digital resources in varying formats.
TF-VI.B. Apply technology resources to enable and empower learners with diverse backgrounds,
characteristics, and abilities. Candidates:
1. Assist teachers in selecting and applying appropriate technology resources to enable and
empower learners with diverse backgrounds, characteristics, and abilities.
2. Identify, classify, and recommend adaptive /assistive hardware and software for students
and teachers with special needs and assist in procurement and implementation.
TF-VI.C. Identify and use technology resources that affirm diversity. Candidates:
1. Assist teachers in selecting and applying appropriate technology resources to affirm
diversity and address cultural and language differences.
TF-VI.D. Promote safe and healthy use of technology resources. Candidates:
1. Assist teachers in selecting and applying appropriate technology resources to promote
safe and healthy use of technology.
TF-VI.E. Facilitate equitable access to technology resources for all students. Candidates:
1. Recommend policies and implement school/classroom strategies for achieving equitable
access to technology resources for all students and teachers.
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Technology Facilitation Standard VII. (TF-VII)
Procedures, Policies, Planning, and Budgeting for Technology Environments.
Educational technology facilitators promote the development and implementation of technology
infrastructure, procedures, policies, plans, and budgets for P-12 schools. Educational technology
facilitators:
TF-VII.A. Use the school technology facilities and resources to implement classroom instruction.
Candidates:
1. Use plans to configure software/computer/technology systems and related peripherals in
laboratory, classroom cluster, and other appropriate instructional arrangements.
2. Use local mass storage devices and media to store and retrieve information and resources.
3. Discuss issues related to selecting, installing, and maintaining wide area networks
(WAN) for school districts.
4. Model integration of software used in classroom and administrative settings including
productivity tools, information access/ telecommunication tools, multimedia/hypermedia
tools, school management tools, evaluation/portfolio tools, and computer-based
instruction.
5. Utilize methods of installation, maintenance, inventory, and management of software
libraries.
6. Use and apply strategies for troubleshooting and maintaining various hardware/software
configurations found in school settings.
7. Use network software packages used to operate a computer network system.
8. Work with technology support personnel to maximize the use of technology resources by
administrators, teachers, and students to improve student learning.
TF-VII.B. Follow procedures and guidelines used in planning and purchasing technology resources.
Candidates:
1. Identify instructional software to support and enhance the school curriculum and develop
recommendations for purchase.
2. Discuss and apply guidelines for budget planning and management procedures related to
educational computing and technology facilities and resources.
3. Discuss and apply procedures related to troubleshooting and preventive maintenance on
technology infrastructure.
4. Apply current information involving facilities planning issues and computer related
technologies.
5. Suggest policies and procedures concerning staging, scheduling, and security for
managing computers/technology in a variety of school/ laboratory/classroom settings.
6. Use distance and online learning facilities.
7. Describe and identify recommended specifications for purchasing technology systems in
school settings.
TF-VII.C. Participate in professional development opportunities related to management of school
facilities, technology resources, and purchases. Candidates:
1. Support technology professional development at the building/school level utilizing adult
learning theory.
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Technology Facilitation Standard VIII. (TF-VIII)
Leadership and Vision.
Educational technology facilitators will contribute to the shared vision for campus integration of
technology and foster an environment and culture conducive to the realization of the vision. Educational
technology facilitators:
TF-VIII.A. Use the school technology facilities and resources to implement classroom instruction.
Candidates:
1. Discuss and evaluate current research in educational technology.
TF-VIII.B. Apply strategies for and knowledge of issues related to managing the change process in
schools. Candidates:
1. Discuss the history of technology use in schools.
TF-VIII.C. Apply effective group process skills. Candidates:
1. Discuss the rationale for forming school partnerships to support technology integration
and examine an existing partnership within a school setting.
TF-VIII.D. Lead in the development and evaluation of district technology planning and
implementation. Candidates:
a. Participate in cooperative group processes and identify the processes that were effective.
b. Conduct an evaluation of a school technology environment.
c. Identify and discuss national, state, and local standards for integrating technology in the
school environment.
d. Describe curriculum activities or performances that meet national, state, and local
technology standards.
e. Discuss issues related to developing a school technology plan.
f. Discuss the elements of and strategies for developing a technology strategic plan.
g. Examine issues related to hardware and software acquisition and management.
TF-VIII.E. Engage in supervised field-based experiences with accomplished technology facilitators
and/or directors. Candidates:
1. Examine components needed for effective field-based experiences in instructional
program development, professional development, facility and resource management,
WAN/LAN/wireless systems, or managing change related to technology use in school
based settings.
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Attachment B
STATE Standards
Proposed PSC Standard for Instructional Technology
Standard 1: Visionary Leadership
Candidates demonstrate the knowledge, skills, and dispositions to inspire and lead the development and
implementation of a shared vision for the effective use of technology to promote excellence and support
transformational change throughout the organization.
Element 1.1 Shared Vision
Candidates facilitate the development and implementation of a shared vision for the use of
technology in teaching, learning, and leadership.
Element 1.2 Strategic Planning
Candidates facilitate the design, development, implementation, communication, and evaluation of
technology-infused strategic plans.
Element 1.3 Policies, Procedures, Programs & Funding
Candidates research, recommend, and implement policies, procedures, programs, and funding
strategies to support implementation of the shared vision represented in the school, district, state,
and federal technology plans and guidelines. Funding strategies may include the development,
submission, and evaluation of formal grant proposals.
Element 1.4 Diffusion of Innovations & Change
Candidates research, recommend, and implement strategies for initiating and sustaining technology
innovations and for managing the change process in schools.
Standard 2: Teaching, Learning, & Assessment
Candidates demonstrate the knowledge, skills, and dispositions to effectively integrate technology into
their own teaching practice and to collaboratively plan with and assist other educators in utilizing
technology to improve teaching, learning, and assessment.
Element 2.1 Content Standards & Student Technology Standards
Candidates model and facilitate the design and implementation of technology-enhanced learning
experiences aligned with student content standards and student technology standards.
Element 2.2 Research-Based Learner-Centered Strategies
Candidates model and facilitate the use of research-based, learner-centered strategies addressing the
diversity of all students.
Element 2.3 Authentic Learning
Candidates model and facilitate the use of digital tools and resources to engage students in authentic
learning experiences.
Element 2.4 Higher Order Thinking Skills
Candidates model and facilitate the effective use of digital tools and resources to support and
enhance higher order thinking skills (e.g., analyze, evaluate, and create); processes (e.g., problemsolving, decision-making); and mental habits of mind (e.g., critical thinking, creative thinking,
metacognition, self-regulation, and reflection).
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Element 2.5 Differentiation
Candidates model and facilitate the design and implementation of technology-enhanced learning
experiences making appropriate use of differentiation, including adjusting content, process, product,
and learning environment based upon an analysis of learner characteristics, including readiness
levels, interests, and personal goals.
Element 2.6 Instructional Design
Candidates model and facilitate the effective use of research-based best practices in instructional
design when designing and developing digital tools, resources, and technology-enhanced learning
experiences.
Element 2.7 Assessment
Candidates model and facilitate the effective use of diagnostic, formative, and summative
assessments to measure student learning and technology literacy, including the use of digital
assessment tools and resources.
Element 2.8 Data Analysis
Candidates model and facilitate the effective use of digital tools and resources to systematically
collect and analyze student achievement data, interpret results, communicate findings, and
implement appropriate interventions to improve instructional practice and maximize student
learning.
Standard 3: Digital Learning Environments
Candidates demonstrate the knowledge, skills, and dispositions to create, support, and manage effective
digital learning environments.
Element 3.1 Classroom Management & Collaborative Learning
Candidates model and facilitate effective classroom management and collaborative learning
strategies to maximize teacher and student use of digital tools and resources.
Element 3.2 Managing Digital Tools and Resources
Candidates effectively manage digital tools and resources within the context of student
learning experiences.
Element 3.3 Online & Blended Learning
Candidates develop, model, and facilitate the use of online and blended learning, digital content,
and learning networks to support and extend student learning and expand opportunities and
choices for professional learning for teachers and administrators.
Element 3.4 Adaptive and Assistive Technology
Candidates facilitate the use of adaptive and assistive technologies to support individual student
learning needs.
Element 3.5 Basic Troubleshooting
Candidates troubleshoot basic software and hardware problems common in digital learning
environments.
Element 3.6 Selecting and Evaluating Digital Tools & Resources
Candidates collaborate with teachers and administrators to select and evaluate digital tools and
resources for accuracy, suitability, and compatibility with the school technology infrastructure.
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Element 3.7 Communication & Collaboration
Candidates utilize digital communication and collaboration tools to communicate locally and
globally with students, parents, peers, and the larger community.
Standard 4: Digital Citizenship & Responsibility
Candidates demonstrate the knowledge, skills, and dispositions to model and promote digital citizenship
and responsibility.
Element 4.1 Digital Equity
Candidates model and promote strategies for achieving equitable access to digital tools and
resources and technology-related best practices for all students and teachers.
Element 4.2 Safe, Healthy, Legal & Ethical Use
Candidates model and facilitate the safe, healthy, legal, and ethical uses of digital information
and technologies.
Element 4.3 Diversity, Cultural Understanding & Global Awareness
Candidates model and facilitate the use of digital tools and resources to support diverse student
needs, enhance cultural understanding, and increase global awareness.
Standard 5: Professional Learning & Program Evaluation
Candidates demonstrate the knowledge, skills, and dispositions to conduct needs assessments, develop
technology-based professional learning programs, and design and implement regular and rigorous
program evaluations to assess effectiveness and impact on student learning.
Element 5.1 Needs Assessment
Candidates conduct needs assessments to determine school-wide, faculty, grade-level, and subject
area strengths and weaknesses to inform the content and delivery of technology-based professional
learning programs.
Element 5.2 Professional Learning
Candidates develop and implement technology-based professional learning that aligns to state and
national professional learning standards, integrates technology to support face-to-face and online
components, models principles of adult learning, and promotes best practices in teaching, learning,
and assessment.
Element 5.3 Program Evaluation
Candidates design and implement program evaluations to determine the overall effectiveness of
professional learning on deepening teacher content knowledge, improving teacher pedagogical
skills and/or increasing student learning.
Standard 6: Candidate Professional Growth & Development
Candidates demonstrate the knowledge, skills, and dispositions to engage in continuous learning, reflect
on professional practice, and engage in appropriate field experiences.
Element 6.1 Continuous Learning
Candidates demonstrate continual growth in knowledge and skills of current and emerging
technologies and apply them to improve personal productivity and professional practice.
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Element 6.2 Reflection
Candidates regularly evaluate and reflect on their professional practice and dispositions to improve
and strengthen their ability to effectively model and facilitate technology-enhanced learning
experiences.
Element 6.3 Field Experiences
Candidates engage in appropriate field experiences to synthesize and apply the content and
professional knowledge, skills, and dispositions identified in these standards.
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Attachment C
Master’s Degree in Instructional Technology
Standards/Curriculum Matrix
Standards Based On: ISTE and PSC Standards
Directions: In the far left column, use numbers corresponding to the specific standards in the set or use 1-2 word descriptors
(preferred) so as to identify the specific standard. Replace the generic prefix and course number in the columns with the actual prefix
and number of each course. Then determine where the standard is addressed in the curriculum by using a “” or “X” in the
intersecting cell. If additional columns are needed for courses, develop a second table. You may also wish to develop this chart in
EXCEL and download into this document. We will accept whatever works best for you.
Subject
ITEC 7400
Area
Standards
ISTE TF I
ISTE TF II
X
ISTE TF III
X
ISTE TF IV
X
ISTE TF V
ISTE TF VI
ISTE TF VII
ISTE TF
X
VIII
PSC I
PSC II
X
PSC III
X
PSC IV
X
PSC V
PSC VI
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Required Course Work That Addresses Subject Area Standards
ITEC 7410 ITEC 7430 ITEC 7445 ITEC 7305 ITEC 7460 ITEC 7470
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
ITEC 7480
X
X
X
X
X
ITEC
7500
X
X
X
X
X
X
X
X
X
X
X
X
X
X
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Attachment D
Assessment System
M.Ed. in Instructional Technology
AY11 (Fall 10, Spring 11, Summer 11 only)
In this chart, list the 6-8 (if applicable) assessments that will be used to verify how your candidates meet national/state/institutional standards.
If a state licensure exam in the content area is not required, you should substitute an assessment that verifies candidate attainment of content
knowledge. This table is set up for “initial” programs and parallels the Faculty Assessor and Assessment Form (FAAR). Contact Beverly
Mitchell for new advanced, cert-only, endorsement, and EdL program charts.
Type of
Assessment
- - WHAT –
- WHERE -
- WHEN –
ALIGNMENT
a) Actual Title of The
Assessment1
b) Actual Title of Rubric in
C & W or Location if not in
C &W
Georgia Special Technology
Requirement/GACE
In What Course/Transition
Point The Assessment is
Administered2
Semester(s)
Course/
Assessment is
Offered
N/S/I Standards
Addressed by this
Assessment
ENDPOINT
Completion of Program
Fall 10
N/A
TF I-VIII
PSC I-VI
Data provided by Office of
Associate Dean, Assessment
and Accreditation
Spring 11
N/A
1 - [licensure
assessment, or
other contentbased assessment]
Data provided by Office of
– Required
Associate Dean, Assessment
and Accreditation
PAAR: GACE
II (Georgia
Content
Assessment)
NCATE Std 1a
NCATE
Standard 1a:
Content
Knowledge for
1
2
Data provided by Office of
Associate Dean, Assessment
and Accreditation
Data provided by Office of
Associate Dean, Assessment
and Accreditation
Summer 11
N/A
Examples: CPI, ISLA, PNR, Major Project, Lesson Plan – TOSS, etc
Indicate the point in the program when assessment is administered (e.g. course, decision point (eg, admission to TOSS, midpoint, end of program, etc)
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Type of
Assessment
- - WHAT –
- WHERE -
- WHEN –
ALIGNMENT
a) Actual Title of The
Assessment1
b) Actual Title of Rubric in
C & W or Location if not in
C &W
In What Course/Transition
Point The Assessment is
Administered2
Semester(s)
Course/
Assessment is
Offered
N/S/I Standards
Addressed by this
Assessment
Endpoint:
ITEC 7500 – Capstone
Experience & Portfolio
Fall 10
N/A
TF I-VIII
PSC I-VI
Teacher
Candidates
2 - [content based
assessment] –
Required
a) PNR
b) ITEC M.Ed. PNR
Rubric #
Spring 11
N/A
PAAR:
Assessment of
Candidates’
Content
Knowledge
(Content
Knowledge)
NCATE Std 1a
NCATE
Standard 1a:
Content
Knowledge for
Teacher
Candidates
3 - [Assessment
of candidate
ability to plan and
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Summer 11
N/A
a) Engaged Learning Project
b) Engaged Learning Project
Beginning Point:
ITEC 7400 – 21st Century
Teaching and Learning
Fall 10
TF II, III, IV, VIII
PSC II, III, IV
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Type of
Assessment
implement
appropriate
teaching and
learning
experiences] –
Required
PAAR:
Assessment
Candidates’
Professional &
Pedagogical
Knowledge &
Skills (Planning)
NCATE
Standard 1b:
Pedagogical
Content
Knowledge and
Skills for
Teacher
Candidates
NCATE
Standard 1c:
Professional and
Pedagogical
Knowledge and
Skills for
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- - WHAT –
- WHERE -
- WHEN –
ALIGNMENT
a) Actual Title of The
Assessment1
b) Actual Title of Rubric in
C & W or Location if not in
C &W
(ELP) Assessment
Rubric #
In What Course/Transition
Point The Assessment is
Administered2
Semester(s)
Course/
Assessment is
Offered
N/S/I Standards
Addressed by this
Assessment
Spring 11
N/A
Summer 11
N/A
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Type of
Assessment
- - WHAT –
- WHERE -
- WHEN –
ALIGNMENT
a) Actual Title of The
Assessment1
b) Actual Title of Rubric in
C & W or Location if not in
C &W
In What Course/Transition
Point The Assessment is
Administered2
Semester(s)
Course/
Assessment is
Offered
N/S/I Standards
Addressed by this
Assessment
a) Candidate Performance
Instrument (CPI)
Midpoint (3rd Semester)
&
Endpoint (6th Semester)
Fall 10
N/A
TF I - VIII
PSC I - VI
(Collected by program
coordinators and input into
C&W)
Spring 11
N/A
Teacher
Candidates
4 – [assessment
of internship,
practicum, or
other clinical
experience] –
Required
PAAR:
Assessment of
Candidates’
Skills in
Providing
Instruction
(Clinical
Practice)
NCATE
Standard 1b:
Pedagogical
Content
Knowledge and
Skills for
Teacher
Candidates
NCATE
Standard 1c:
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b) ITEC M.Ed. CPI Mentor 3rd Semester
Rubric #
or
ITEC M.Ed. CPI Mentor 6th Semester
Rubric #
Summer 11
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Type of
Assessment
Professional and
Pedagogical
Knowledge and
Skills for
Teacher
Candidates
5 - [assessment of
candidate effect
on student
learning] –
Required
PAAR:
Assessment of
Candidates’
Effects on
Student
Learning
(Effects on
Student
Learning)
NCATE
Standard 1d:
Student
Learning for
Teacher
Candidates
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- - WHAT –
- WHERE -
- WHEN –
ALIGNMENT
a) Actual Title of The
Assessment1
b) Actual Title of Rubric in
C & W or Location if not in
C &W
In What Course/Transition
Point The Assessment is
Administered2
Semester(s)
Course/
Assessment is
Offered
N/S/I Standards
Addressed by this
Assessment
Midpoint:
ITEC 7470
Fall 10
N/A
TF II, III, IV
PSC II, III, IV
a) Impact on Student
Learning Analysis
(ISLA)
b) ITEC M.Ed. Impact
on Student Learning
Analysis (ISLA)
Rubric #
Spring 11
N/A
Summer 11
N/A
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Type of
Assessment
6 - [dispositions’
assessment that
addresses N/S/I
standards] –
Required
PAAR:
Assessment of
Candidates’
Dispositions
(Dispositions)
- - WHAT –
- WHERE -
- WHEN –
ALIGNMENT
a) Actual Title of The
Assessment1
b) Actual Title of Rubric in
C & W or Location if not in
C &W
a) Candidate Disposition
Assessment (CDA)
In What Course/Transition
Point The Assessment is
Administered2
Semester(s)
Course/
Assessment is
Offered
N/S/I Standards
Addressed by this
Assessment
Midpoint (3rd Semester)
&
Endpoint (6th Semester)
Fall 10
N/A
TF I-VIII
PSC I-VI
(Collected by program
coordinators and input into
C&W)
Spring 11
N/A
b) ITEC M.Ed. CDA Mentor 3rd Semester
Rubric #
or
ITEC M.Ed. CDA Mentor 6th Semester
Rubric #
Summer 11
NCATE
Standard 1g:
Professional
Dispositions for
All Candidates
7 - [additional
assessment that
addresses
SPA/PSC
standards] –
Optional
PAAR: Optional
Institutional
Assessment #1
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a) Professional Development
Unit (PDU)
b. ITEC M.Ed.
Professional
Development Unit
(PDU)
Rubric #
Midpoint:
ITEC 7460 Professional
Learning and Technology
Innovation
Fall 10
(N/A)
Spring 11
(N/A)
Summer 11
(N/A)
TF V
PSC I, III, V
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Type of
Assessment
8 - [additional
assessment that
addresses
SPA/PSC
standards] –
Optional
PAAR: Optional
Institutional
Assessment #1
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- - WHAT –
- WHERE -
- WHEN –
ALIGNMENT
a) Actual Title of The
Assessment1
b) Actual Title of Rubric in
C & W or Location if not in
C &W
a) Tech Plan Project
(TPP)
In What Course/Transition
Point The Assessment is
Administered2
Semester(s)
Course/
Assessment is
Offered
N/S/I Standards
Addressed by this
Assessment
Beginning:
ITEC 7410 Instructional
Technology Leadership
Fall 10
TF VII, VIII
PSC I, IV
b) ITEC M.Ed. Tech
Plan Project (TPP)
Rubric #
Spring 11
Summer 11