D e p a r t t m e n t t o f f T e a c h i i n g
A n d
S o c i i a l l S e r v i i c e s s
I I n s s t t i i t t u t t i i o n a l l R e p o r t t
N o v e m b e r r 5 9 , , 2 0 0 5

Instructional Technology
Beginning with assignments in Education 203 Human Development, candidates produce and use electronically generated documents in presentations and early field experiences throughout the program.
For example, in Education 242 Principles of Education candidates operate in teams to show in action their knowledge gained through research on exemplary school practices. Part of this major project in the course is to present their knowledge in the form of a design proposal for an exemplary middle school; part of this project involves the team making and using instructional-technology products to convey their design – typically, a PowerPoint
© presentation is utilized.
Results of major-project evaluations for Education 242 Principles of Education candidates constitute evidence that candidates meet NCATE standards for technology knowledge and skills – that is, over 99% of the Unit’s candidates in this sophomore level course the capacity to Know, apply and demonstrate instructional-technology competence [see, Foundations Data Table: Candidates’ EDUC 242 Major-
Project Evaluations 2003-2005 in Data Tables]:
EDUC 242 Technology Summary Data Table
Total Candidates
(assessed by project teams)
Sem/Yr
Course
Taken
Technology Criteria Met Through Successful Completion
of the
Exhibition: Design an Exemplary Middle School
[Average of the evaluation panel’s ratings: i.e. instructor’s rating plus ratings by 2-5 peers and/or outside faculty members – reported in percent]
Selected Criteria
Know, apply and demonstrate instructional-technology competence
23
20
20
S03
Ave.
F03
S04
Ave.
F04
Ave.
100
Data Not Available 1
97
100
22 S05
Ave.
Aggregated Ave.
100
99%
1 EDUC 242 was taught fall ‘03 by an adjunct instructor; data were inconsistently recorded across project teams.
Results of candidates’ professional portfolios evaluations pertaining to instructional-technology knowledge and skills constitute evidence that candidates increasingly meet standards for technology knowledge – that is, over a three-year period candidates have increased performance to levels above 90% in terms of meeting or exceeding criteria for demonstrating this knowledge [see, Bethany College
Candidates’ Professional Portfolio Evaluations 2003-2005 in Data Tables]:

# of
Grad.
Program
Graduates
Year
Professional Portfolios Instructional Technology
Summary Data Table
Performance Area Rated 1
Certification
Areas Represented
Performance Area Rated 1
INTASC Standard 6 – Unit Goal 2: The teacher candidate utilizes a variety of instructional strategies, including the teacher’s and the students’ use of technology, to enhance student learning
– reported in average ratings percent.
20
29
2003
Elementary Education; English; Math; Social
Studies; Spanish; Special Education
2004
Elementary Education; English; Multi-cat. SPED;
Physical Education; Math; Middle School; Social
Studies; Spanish
29 2005
Elementary Education; English; Math; Multi-cat.
SPED; Middle School; Physical Education; Social
Studies
Ave.
1
INTASC Model Standardsds:
1.
Content Mastery [Unit Goal 5]
2.
Child Development [Unit Goal 4]
3.
Multicultural Diversity [Unit Goal 4]
4.
Learning Strategies [Unit Goal 2]
5.
Learning Environment [Unit Goal 4]
6.
Interpersonal Communication [Unit Goal 2]
7.
Instructional Planning [Unit Goal 5]
8.
Authentic Assessment [Unit Goal 1]
9.
Instructional Reflection [Unit Goal 3]
10.
Professional Relationships [Unit Goal 3]:
66%
82%
84%
77%

Results of candidates’ student teaching evaluations pertaining to technology-skills indicators constitute evidence that candidates meet standards for technology knowledge – that is, at or above the level of 91% the Unit’s candidates meet or exceed the program’s criteria for demonstrating this knowledge [see,
ELEM,
ELEM/SPED, MS and SEC Candidates’ Student Teaching Data Table, by Years, ’03-’05 in Data Tables]:
Candidates’ Student Teaching Instructional Technology Summary Data Table
Performance Area Rated 2
[5=Exceeds Expectations; 3=Meets Expectations; 1=Approaches Expectations]
# of
Program
Grad.s
Grad.
Year
Certification
Areas Surveyed
Program Goal II – The teacher candidate utilizes a variety of instructional strategies, including the teacher’s and the students’ use of technology, to enhance student learning
22
30
2003
English; Special Education Learning Disabilities;
Elementary Education; Math; Social Studies; Spanish
2004
Elementary Education; Multi-categorical SPED;
Spanish; Physical Education; Social Studies; English;
Middle Level Education (Science; Social Studies)
92%
92%
28 2005
Elementary Education; Multi-categorical SPED;
Physical Education; English; Math; Social Studies
91&
Average 92%
1 Surveys sent to Graduates; they gave them to respective supervisors (e.g. Principal); Supervisor completed and mailed them to the Dept. of Teaching and Social Services.
2 Program Goals:
I. The teacher candidate understands and applies formal and informal assessment strategies to ensure student achievement
II. The teacher candidate utilizes a variety of instructional strategies, including the teacher’s and the students’ use of techno logy, to enhance student learning
III. The teacher candidate is a reflective practitioner who demonstrates awareness of and enacts his/her professional roles and responsibilities to the school, students, parents, and community
IV. The teacher candidate draws upon knowledge of human development, human diversities, and exceptionalities to create learning environments that are effective and demonstrate high expectations for all students
V. The teacher candidate plans and instructs based upon sound knowledge of subject matter and curriculum goals