Introduction to:
Computers and Instruction
Debbie Meadows
CSUB, EDCI 560
CTAP Level 2
Revised 3-06
Class Requirements
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For a Grade of “A”
Complete CTAP Portfolio for
Levels I & II
Multimedia
Presentation/PowerPoint
WebCt Discussions
10 Internet Site Reviews
within WebCT
One Article Review within
WebCT
Personal Technology Plan
Technology Research Paper
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For a Grade of “B”
Complete CTAP Portfolio for
Levels I & II
Multimedia
Presentation/PowerPoint
WebCT Discussions
10 Internet Site Reviews within
WebCT
One Article Review within
WebCT
Personal Technology Plan
Proficiency 2.1
2.1Communicates through a variety of
electronic media.
Possible examples include:
• PowerPoint Presentations
• Web pages
• Electronic portfolios
• Multimedia, hypermedia, and video projects
• Student projects that utilize digital tools to
interact with subject matter experts or
collaborate with others.
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Evidence for 2.1
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PowerPoint Presentations
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Teacher
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Lecture or game/activity
Student
Website
Electronic/Digital Portfolio
Hot List or WebQuest
Proficiency 2.2
2.2 Collaborates with others through
electronic media and computer based
collaborative tools.
Possible examples include:
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• Evidence of sustained communication
with parents, students, and/or colleagues
(e.g., email, mailing lists, video
conferencing, class web page, voice mail,
homework hotline.)
Evidence for 2.2
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Threaded Discussion Participation
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WebCt participation--screenshots
E-mail with colleagues or parents
Class Newsletter from template
Website updates if used by parents
Voicemail anecdotal records
Proficiency 2.3
2.3 Collaborate with other teachers, mentors,
librarians, resource specialists, and other
experts to support technology-enhanced
curriculum.
• Collaborate on lessons or projects that
incorporate the use of technology (e.g. locally,
interdisciplinary, cross-grade level, worldwide, etc.)
Evidence for 2.3
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Collaborative technology-based lesson
plan
Listserv questions for lesson
E-mail screenshots regarding the lesson
Internet site reviews applicable to
lesson
Proficiency 2.4
2.4 Contribute to site-based planning or local
decision-making regarding the use of
technology and acquisition of technological
resources.
• Participate in planning sessions with
teachers, administrators and/or parents that
involve the use or acquisition of technology
at your site.
• Be an active member of your site’s
technology committee.
• Attend conferences and share information
Evidence for 2.4
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Meeting notes from technology
committee meetings
Interview with a school site technology
leader
Conference attendance badge and
handouts or notes
Proficiency 2.5
2.5 Demonstrate competence in
evaluating the authenticity, reliability,
and bias of the data gathered.
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Include project/lesson plan and student
samples that demonstrate students
were taught to evaluate authenticity of
information from a variety of sources
such as Internet, email, books,
periodicals, etc.
Evidence for 2.5
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Lesson Plan to teach about Information
Literacy
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Students are taught about evaluation of
information
Websites such as Tree Octopus
Fact or Fantasy tie-in
Correct resource for research
2 samples of student work from the
lesson
Proficiency 2.6
2.6 Design or adapt lessons that promote the
effective use of technology in teaching and
state content standards or instructional
objectives.
• Content to be taught.
• Alignment with the state content standards or instructional objectives
• Student learning styles.
• Selection of relevant, effective software and hardware.
• Technology resources and learning environments available in the
classroom, library, media centers, and computer labs, and other
locations.
• Assessment of student learning
• Incorporate an Internet (or Internet derived) online project/lesson into
a core subject, or incorporate a primary source document from the
Internet into a curricular area.
Evidence for 2.6
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Technology Lesson Plan
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Follow requirements of proficiency
must be technology and core subject area
standards based
Or use of primary source documents
2 samples of student work from the
lesson
Reflection in narrative
Proficiency 2.7
2.7 Designs, adapts, and uses lessons which
develop student information literacy and
problem solving skills as tools for lifelong
learning
• Develop and teach learning units or lessons that encompass
information literacy skills, using technology to increase each
student’s ability to plan, locate, evaluate, select, and use
information to solve problems and draw conclusions.
• Determine outcomes and evaluate the success or effectiveness
of the process used.
• Develop and use a performance-based rubric for the
Evidence for 2.7
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Information Literacy lesson plan to
show student use of Information
Literacy skills
2 samples of student work form the
lesson
Performance-based rubric
Reflection in narrative
Proficiency 2.8
2.8 Demonstrate knowledge and understanding
of the legal and ethical issues concerned with
the use of computer-based technology.
• Intellectual property concerns.
•Privacy concerns.
•Copyright issues.
•Security and safety issues.
•Use of proper “net etiquette”.
•School’s/district’s Acceptable Use Policy (AUP). Appropriate
citation of resources
Evidence for 2.8
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Student AUP from local district
Student Classroom AUP from EDCI 560
Article on netiquette or acceptable use
Reflection on article in narrative
Proficiency 2.9
2.9 Use a computer application to manipulate
and analyze data.
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Disaggregate data from multiple sources to
compare or show student achievement
among sub-groups; for example, state and
local measures, classroom assessments,
etc.
In narrative, draw conclusions from the data
Evidence for 2.9
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Graphs from grades/spreadsheets
created for CTAP Level 1, proficiency
1.12
Accelerated Reader printouts
Enterprise Math printouts
Digital Report Cards
Evaluation of state test scores (API)
Proficiency 2.10
2.10 Use technology as a tool for assessing
student learning and for providing feedback to
students and their parents.
• Give an example of how technology was used
to assess student learning in a lesson
• Electronic portfolios
• Student multimedia projects with a rubric
• Video of student performance
• Student web pages with a rubric
• Individual learning reports for parents and
Evidence for 2.10
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Student multimedia projects and
websites
Rubrics for student work
Videos of student activities
Digital picture “scrapbook” of student
activities
Website (if parents use it)
Narrative reflection on assessments
Proficiency 2.11
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Locate or develop Internet-based learning
exercises and research projects relevant to
lesson plans and incorporate them into course
curricula.
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Incorporate an Internet (or Internet derived) online
project/lesson into a core subject, or
incorporate a primary source document from the
Internet into a curricular area (Photos, text, songs,
etc. from National Archives, Smithsonian, Library of
Congress, or similar resource.)
Evidence for 2.11
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Lesson Plans incorporating primary
sources
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Student activities demonstrating use of
primary source documents
WebQuests with student evidence
Treasure Hunts with student evidence
Correlate to 2.5-2.7 lessons
Portfolio Requirements
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Certification application
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Proficiency checklist
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Print out and fill out 2 applications
name at the top of each page
Current resume
Cover letter explaining the context of
your professional position and work
environment
Narrative describing each artifact
contained in the portfolio
Narrative Requirements
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There are two methods for describing
the artifacts in your portfolio. With
either method, the narrative description
should clearly describe how the
artifact/evidence has met the
requirements of the proficiency
standard.
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1. Narratives at the beginning of each proficiency
section describing the artifacts in that proficiency; or
2. Individual narratives placed on or with the artifacts
Multi-Media Presentation
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Required for all students in EDCI 560
Create a PowerPoint Presentation
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Idea-- one of your required lesson plans
Demonstrate for your colleagues
Rubric is in the syllabus
Internet Reviews
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Required for all students in EDCI 560
10 sites reviewed
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New sites, not sites show in class
Identify, review, and critique Internet
websites and demonstrate the ability to
use several search engines to locate
online information. (CTAP Proficiency
2.3)
Evaluation Sheet and Grading Rubric in
Article Reviews
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One Review for grade of “A”
One Review for grade of “B”
Read and compare two educational
articles that deal with technology in the
classroom. These articles may be found
online or in published professional
journals.
Grading Rubric in Syllabus
Personal Technology Plan
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Required for all students in EDCI 560
This plan will address how technology
applies to you:
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where you were before taking this class
where you are as you leave this class
where you see yourself a year from now
This is your Final Exam.
Technology Research Paper
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Required for a grade of “A”
4 - 5 page paper regarding the use of
technology in the classroom. You
should have four to six sources with
APA citations and bibliography.
Create A WebQuest
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Instead of the research paper, you can
create a webquest for your students
Resources
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http://www.educationworld.com/a_tech/tech
/tech011.shtml
http://webquest.sdsu.edu/materials.htm
http://www.teachersfirst.com/summer/webq
uest/quest-b.shtml
http://www.spa3.k12.sc.us/WebQuestTempla
te/webquesttemp.htm
Reminders
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Narrative must address all
artifacts/evidence
Articles must have a reflection in
narrative
Narratives are about 1 page singlespaced long (minimum) for this portfolio
Use in class activities in your
discussions
Required Materials
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Floppy Disks for Class
Printer Paper for Class
CTAP Level 1 Portfolio
2” binder with dividers
2 copies of the application
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http://wwwstatic.kern.org/gems/learningCTAP
/app.pdf
1 copy of Level 2 checklist
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http://wwwstatic.kern.org/gems/learningCTAP
Resources
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www.onlineeducator.info
http://www.csub.edu/~khines2/index.htm
http://www.ctap8.org/techcert.html
http://ctap.kern.org/