Preparing Digital Teachers and Teacher Educators: Integrating ICT into Teacher Preparation Presentation for the International Forum on Teacher Education in Transformation Wuhan, China June 2012 Victoria B. Costa, Professor Department of Secondary Education California State University Fullerton

Logic Model: – What should a Digital Teacher Preparation Program include and why? Example: – What does this model look like in practice? – How might student teacher coursework and fieldwork align with ISTE National Education Technology Standards for Teachers? Next Steps: – How do we transform credential programs to more effectively prepare teachers for ICT –rich learning environments? Presentation Agenda

LOGIC MODEL For Program Design

K-12 policy, environment, and inservice teachers University administrators and faculty Preservice Teachers K-12 students University policy and environment Logic Model (1): Preparing Digital Teachers

Teacher Education – Accreditation: National Council on the Accreditation of Teacher Education National Standards for Teacher Education Programs (National Education Technology Standards) (National Board for Professional Teaching Standards) (standards from professional subject matter organizations) – Accreditation: California Commission on Teacher Credentialing California Standards for Teacher Education Programs Teaching Performance Expectations for Teacher Candidates (California Standards for Teaching Profession) University – Accreditation: Western Association of Schools and Colleges – University Policy Statements Curriculum policies for traditional, blended, and online courses – Available digital resources and policies University Environment and Policies for Preparing Digital Teachers

University Administrators and Faculty What should university administrators and faculty do to prepare future digital teachers? Preservice Teachers What should pre-service teachers know and be able to do as a result of their participation in a Digital Teacher Preparation Program? K-12 Students What should K-12 students know and be able to do as a result of being taught by digital teachers? Logic Model (2): Preparing Digital Teachers

University Administrators and Faculty In the Preparation of Future Digital Teachers: Increase access to digital resources and learning environments in university and partner schools Increase faculty use of digital resources and learning environments Develop expertise in use of use of digital resources for higher education instruction Model /use technologies as educational, research, communication, collaboration, productivity, & utility/administrative tools

International Society of Technology Education National Educational Technology Standards for Administrators Inspire and lead development and implementation of a shared vision for comprehensive integration of technology. Create, promote, and sustain a dynamic, digital-age learning culture. Promote an environment of professional practice that empowers educators to infuse digital tools and resources. Provide digital age leadership and management to continuously improve the organization through the effective use of information and technology resources. Model and facilitate understanding of social, ethical and legal issues and responsibilities related to an evolving digital culture.

Preservice Teachers Within Teacher Education: Increase use of digital resources to support learning Increase access to digital learning environments in program coursework and fieldwork Develop expertise in use of use of digital resources for K-12 instruction Transition seamlessly between university and school technology-rich learning environments Model/use technologies as educational, research, communication, collaboration, productivity, & utility tools

Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS·S. Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. International Society of Technology Education National Education Technology Standards - Teachers

K-12 Students Central to Teachers’ Instruction: Increase access to digital resources and learning environments Increase skill in use of digital resources Increase achievement in all content areas Use technologies as educational, research, communication, collaboration, productivity, and utility tools

International Society of Technology Education National Education Technology Standards - Students Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

Fullerton Secondary Credential Program Preparing Digital Teachers for Secondary (7-12 grade) Schools

Fullerton Digital Credential Program WEB 2.0 ADVISEMENT SUPPORT - Candidates are advised and supported through Web 2.0 tools. DIGITAL COURSEWORK – Candidates complete courses in traditional, blended, and online delivery modes. MODELING OF TECHNOLOGY - Faculty model multiple strategies for using technology to improve teaching and learning. TECHNOLOGY-RICH FIELDWORK - Candidates complete fieldwork in technology-rich settings. DIGITAL ASSESSMENTS - Candidates videotape and evaluate their teaching. Assessments are submitted, reviewed, and stored electronically. TECHNOLOGY USED TO SUPPORT K-12 TEACHING - Candidates use technology for collection, communication, collaboration, presentation, organization, and interaction. DIGITAL TEACHING – Candidates complete some fieldwork requirements in online setting (coming in ).

Program Information Narrated presentation on program overview Narrated presentation on program overview Online Advisement Resources

Fullerton has a Moodle-based course management system Student teachers may complete up to seven (7) credential program courses in online mode Online Course Delivery

EDSC 304 is foundational course for ICT – Objective is to learn how to “plan with technology in mind” – Course text is Intel Essentials (Digital Viewer CD) Student teacher candidates: – Create a teacher site to improve communication with parents – Create a digital unit plan in which teachers and students use technology to support teaching and learning – Utilize digital tools and resources to complete course assignments and develop their unit plan – Demonstrate legal and ethical behavior as they use digital resources – These skills then are used throughout credential program EDSC 304: Proficiency in Educational Technology

Intel Essentials Course Goal Help teachers discover how to use computer technology to captivate, motivate, and move students toward 21st century learning. Strategies Focus on ways students/teachers use technology for research, communication, collaboration, and productivity Emphasize hands-on learning Promote student-centered learning that encourages self-direction and higher-order thinking Encourage teachers to collaborate with colleagues to improve instruction Content The course addresses an Essential Question: How can technology be used most effectively to support and assess student learning? Teachers create a technology-infused, student-centered, standards- based unit.

Sample Digital Unit Plans/Teacher Sites Click here to view videos of three sample Digital Unit Plan/Teacher Sites. The first two were initiated in EDSC 304 so the focus is on the digital resources; the last example was finalized in EDSC 442 so it includes more detail on lesson plans. Genetics (EDSC 304) Digital Unit Plan Teacher Site Screencast GeoMEtry (EDSC 304) Digital Unit Plan Teacher Site Screencast World War II (EDSC 442) Digital Unit Plan Teacher Site Screencast Teacher Site and Digital Unit Plan Assignments Teacher Site and Digital Unit Plan Assignments (Google Site) Digital Unit Plan Assignment Digital Unit Plan Assignment (Wikispaces)

Part I: Teaching Performance Assessment Four tasks measure a range of teaching performance expectations. – Subject-Specific Pedagogy Task Subject-Specific Pedagogy Task – Designing Instruction Task Designing Instruction Task – Assessing Learning Task Assessing Learning Task – Culminating Teaching Experience Task Culminating Teaching Experience Task Candidates submit narrative responses to Teaching Performance Assessment via Task Stream Teaching Performance Assessment Online Candidate Evaluation System

Part II: Assessment by Supervisors/Master Teachers Candidates are also evaluated by their University Supervisor and Master Teachers These evaluations are submitted and stored electronically. Evaluations are based on the Teaching Performance Expectations.Teaching Performance Expectations Online Candidate Evaluation System

First Steps to Transforming Credential Programs

Encourage administrators to meet ISTE NETS-A. Equip faculty with laptops or iPads. Provide critical software for home use (free or low cost). Offer incentives for online and blended online delivery of courses. Provide rubrics for assessing quality online instruction. Provide a strong course management system. Develop policy statements on effective online instruction, online course syllabus requirements, and faculty work obligations for online/hybrid online classes. Enhance University Administration and Environment

Enhance Digital Credential Program Environment Provide rich digital resources easy access to program information, application, and requirements. Favor technology-rich student teaching placements. Require teacher candidates to have laptops; provide check-out service for projectors. Equip supervisors with a laptop to monitor/collect observations and evaluations via digital communication and assessment tools.

Encourage faculty to meet ISTE NETS-Teachers. Increase effective use of campus resources (applications, survey tools, tools, faculty development) by faculty and administrators. Provide robust training in digital tools. Allocate time for technology tips and training at department meetings and college retreats. Enhance Faculty Technology Tools and Skills Give digital swag (presentation remotes, memory sticks, iPads, iTouches, Flip Cameras, iTunes cards, laptops).

Enhance Digital Learning Deliver 10-25% of your methods/student teaching seminar courses online. Utilize digital content. Model the instructional use of digital technologies. – Use Web-based multimedia/presentation/ communication/ collaboration tools. – Use Mobile phone strategies. Require students to use digital tools to demonstrate learning. Prepare candidates to be digital teachers and to meet both ISTE NETS-T and NETS-S.