Chapter 12 Review Questions

1. What is educational technology literacy? Why is it important for educators?

In education, technology literacy is a term that is used to insinuate that teachers must be able to apply the technologies they know to enrich their teaching and enhance their student’s learning. These skills not only have to be applied, but must be updated continually. The U.S. Department of Education (1996) defines technology literacy as "computer skills and the ability to use computers and other technology to improve learning, productivity, and performance." (http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te4lk7.htm)

It is important for educators because technology enriches education. With computers, students can learn at their own pace and practice as much as they need to. For students with disabilities, technology such as word processing and speech recognition can give them the tools they need to participate fully in challenging academic courses. Using technology, quality software and good teachers, students can also learn differently. (http://www.ed.gov/updates/PresEDPlan/part11.html)

2. What impact does NCLB have on educational technology standards?

The NCLB requires that by the time students finish the eighth grade they should be technology literate. This mandate has created a series of action steps for states, districts, and schools to use to evaluate their use of technology in improving student achievement. As of 2004-2005, forty-eight states had developed technology standards for students. Consequently, states have developed associated technology standards for teachers and have included these with in their certification and licensing requirements.

3. What is certification? What role does technology literacy play in certification and licensure?

Teacher licensure or certification refers to professional standards requiring educators to demonstrate specific skill and knowledge proficiencies in teacher. Certification standards are determined by each state’s Department of Education.

The state certification requirements typically include specific technology requirements that can be met through an undergraduate course in educational technology. For teachers with certification prior to the technology requirements, courses in educational technology are often recommended for certificate renewal.

4. What is the difference between state and national certification? How is technology literacy incorporated in each?

A state certification is a certificate where the requirements are set by the state. The requirements typically include specific technology requirements. The main resource granting the licenses and certification is the state Department of Education.

A national certification is granted by the National Board of Professional Teaching Standards, a nonprofit, nongovernmental agency governed by a 63-member board of directors, the majority of whom are classroom teachers. A national certification is awarded to teachers who can demonstrate that they have achieved high and rigorous standards in what they know and what they do. Even though there are no directly stated technology requirements for national certification, diversity of teaching methodology is a requirement. Teachers who obtain a National Board certification must use multiple methods and pathways in their approach to teaching. Educational technology literacy assists teachers in reaching the level of competence to be granted the prestigious national certification.

5. How and for what purpose did ISTE establish NETS? What standards are currently in place?

In 1998, the ISTE prepared and released a document called Technology Foundation Standards for Students from its new project called NETS. The ISTE establish the NETS (NETS-T and NETS-s) to create a series of national standards that could be used to facilitate the use of educational technology by students, teachers, and administrators. These standards as created by the NETS project are used to benchmark student achievement in specific technological areas proven to be critical for success in society and industry and to measure teacher technology preparedness.

The standards that are currently in place are the NETS-T (teachers), NETS-T (students), and NETS-A (Technology Standards for School Administrators).

6. How have states used NETS for furthering the advancement of educational technology?

States have utilized NETS in adopting standards and in strategic planning for technology. States have taken a variety of approaches to achieving technology requirements since NCLB requires technology literacy without specific mandates on how to achieve this our how to assess the level of success. Other states vary widely as to how NETS is incorporated, from designating additional certification requirements to identifying student technology competencies within the curriculum to inclusion of mandates within a strategic plan. Once a state adopts, adapts, or aligns with NETS, these technology standards become part of their “accomplished teacher” requirements or “accomplished practices”. The requirements dictate the expectation for educational professionals.

7. What is NCATE? How have NETS standards changed college programs through NCATE adoption?

NCATE is the National Council for Accreditation of Teacher Education. It is the official body for accrediting teacher preparation programs.

The guidelines set by NCATE require that colleges of education include courses or experiences in the use of technology for instruction, assessment, and professional productivity. In other words, the result of the adoption of the NETS standards within NCATE has been that teacher preparation programs must now include courses and/or experiences to develop an understanding of the use of technology for the subjects those taking the program plan to teach, the impact of technological changes on schools, and the use of computer and other technologies in instruction, assessment, and professional, productivity.

8. What options do pre-service teachers have to achieve technology standards? How do they differ from options offered to in-service teachers?

Some college programs have added an educational technology course in the first two years of pre-service teacher education programs and others require alternative technology-focused coursework. The required courses provide information about and practice in integrating technology into unit and lesson plans.

Pre-service options differ to those offered to in-service in such a way that for in-service teachers, educational technology standards and requirements are often included directly or indirectly into annual professional evaluations. For those teachers who need to ensure they are prepared to demonstrate required skills, teachers can either return to a college or university to take credit courses in educational technology or other targeted technology skills, or they can participate in district workshops to achieve the same competency. In-service educators are given the option, by the school district, to attend training opportunities or workshops free of charge.

9. How do corporations provide training resources for teachers? Give examples.

Some corporations provide online training by offering professional development courses and workshops. For example, Apple offers professional development on their website. Anneberg Media’s Leraner.org offers free video-based online professional development training for K-12 teachers. ADOBE offers self=paced courses, instruction-led courses, certification, professional development workshops, books, events and seminars, etc. Inspiration Software offers Quick Tours of software products, Microsoft offers tutorials, lesson plans for k-12 educators, and how-to articles. WevCT provides just-in-time on line training and workshops to be offered on-site.

10. What unique technology training is required for non-instructional educators? Why are they different?

Some examples of technology training for non-instructional educators include Library Journal and School Library Journal feature in each issue articles devoted to technology literacy in the context of media centers. Google has introduced a librarian newsletter. To achieve and maintain educational technology literacy, administrators participate in university or college credit courses and targeted leadership workshops. The American Association of School Administrators offers numerous publications as well as comprehensive program of workshops through its Center for System leadership and through professional development conferences.