CTC Technology Proficiencies for Pre-Credential and Professional Clear Teachers

The Two Domains | Rational | Preliminary Credential Requirements | Professional Credential Requirements

Prior works, recommendations and standards:

The Panel wishes to acknowledge the work of pioneering advisory panels, school districts, independent and private sector volunteer groups and others who have published and contributed to the effective use of computer technology in the classroom. The volume of recent information published on this subject is testimony to the intense interest in better utilizing the tools of computer technology within the classroom environment and has been of great help to the Panel.

The Panel's recommendations coincide with SB 1422 recommendations (November 1997) in the "Report of the Advisory Panel on Teacher Education, Induction and Certification for Twenty First Century Schools", and with the January 1996 report drafted by the Committee to Review Computer Education Requirements. The recommendations made by the Panel have embraced the prior work done by Education Council for Technology in Learning (ECTL) and other groups. The recommended standards align with the framework of California Standards for the Teaching Profession (CSTP) standards to the greatest degree possible considering the rapid evolution of technology.

The Panel was cautious in avoiding terminology that was so specific that it would be limiting. (For example the term "browser" was not widely used until the 1990's, spreadsheets were not heard of until the mid 1970's, and until the late 1980's "multi-media" meant 35mm slide show presentations perhaps with sound and effects). Because of these rapid changes, the Panel recommends that ongoing reviews and updates be scheduled by the Commission.

Process:

The first meeting of the Panel consisted primarily of discussions regarding the present state of technology access in California schools, briefings on credentialing procedures and discussions as to each Panel member's experiences with introducing technology into their own realm. The Panel then identified five domains which were broadly defined as basic skills, social and legal concerns, productivity tools, research, and curriculum. Panel members whose experiences most closely fit each domain formed sub-committees to further develop the concepts within each domain.

As the Panel worked to define the progression in a teacher's ability to effectively use technology in the classroom, it became apparent that the curriculum domain was the most important. The original five domains were consolidated into the following two: 1) productivity tools and 2) curriculum and instruction. These two domains are embedded in the "Factors To Consider" section of this final report.

The Panel met seven times during 1998. In July of 1998, the preliminary report of the Panel was reviewed by the Commission and approved for distribution to the field for review and comment. In September of 1998, the Panel met again to review the comments from the field which resulted in amendments to the recommendations which are contained in this final report.

Importance of this effort:

As currently outlined, the "Goals 2000" program emphasizes technology in education. The use of computer-based technology as a productivity, research, and communications tool has been promoted by private industry and government. However, the excitement generated by the Internet and the move toward greater utilization of computer related technologies within our schools must be tempered with the reality of the availability of funding and the knowledge base of our school administrators, teachers and parents.

The pervasiveness of computer-based technology as part of daily life clearly has educational implications. Teacher preparation institutions require adequate resources to properly equip teachers to use those technologies in their jobs. The expanse of knowledge now being accessed and the way that it is obtained requires an equally dynamic plan of ongoing teacher professional development. The Panel's interpretation of AB 1023's goal is to provide the correct mix of appropriate computer related tools within the framework of a world-class education and to assure that our teachers are prepared to meet the challenges and opportunities before them.

This final report will be submitted to the Commission in December 1998 for their consideration.

Use of Computer-Based Technology in the Classroom

Candidates are able to use appropriate computer-based technology to facilitate the teaching and learning process.

The widespread reliance of contemporary society upon computer-based technologies reflects the increasing importance of electronic information management and communication tools. Technology, in its many forms, has become a powerful tool to enhance curriculum and instruction. Productivity, communication, research, and learning are dramatically enhanced through the appropriate use of technology thereby allowing educators to accomplish tasks that were not previously possible.

The true power and potential of computer-based technologies lies not in the machine itself but in the prudent and appropriate use of software applications to gather, process, and communicate information. Teachers' integration of these tools into the educational experience of students, including those with special needs, is crucial to preparing them for lives of personal, academic, and professional growth and achievement.

Teachers must become fluent, critical users of technology to provide a relevant education and to prepare students to be life-long learners in an information-based, interactive society. The appropriate and efficient use of software applications and related media to access and evaluate information, analyze and solve problems, and communicate ideas is essential to maximizing the instructional process. Such use of technology supports teaching and learning regardless of individual learning style, socio-economic background, culture, ethnicity, or geographic location.

When an evaluation team judges whether or not a program meets this standard, the Commission expects the team to consider the extent to which:

Prior to issuance of the Preliminary Credential

General Knowledge and Skills

• Each candidate demonstrates knowledge of current basic computer hardware and software terminology.
  
  
• Each candidate demonstrates competency in the operation and care of computer related hardware (e.g. cleaning input devices, avoiding proximity to magnets, proper startup and shut down sequences, scanning for viruses, and formatting storage media).
  
  
• Each candidate implements basic troubleshooting techniques for computer systems and related peripheral devices (e.g. checking the connections, isolating the problem components, distinguishing between software and hardware problems) before accessing the appropriate avenue of technical support.
  
  
• Each candidate demonstrates knowledge and understanding of the legal and ethical issues concerned with the use of computer-based technology.
  
  
• Each candidate demonstrates knowledge and understanding of the appropriate use of computer-based technology in teaching and learning.

Specific Knowledge and Skills

• Each candidate uses computer applications to manage records (e.g. gradebook, attendance, and assessment records).
  
  
• Each candidate uses computers to communicate through printed media (e.g. newsletters incorporating graphics and charts, course descriptions, and student reports).
  
  
• Each candidate interacts with others using e-mail.
  
  
• Each candidate is familiar with a variety of computer-based collaborative tools (e.g. threaded discussion groups, newsgroups, list servers, online chat, and audio/video conferences).
  
  
• Each candidate examines a variety of current educational digital media and uses established selection criteria to evaluate materials, for example, multimedia, Internet resources, telecommunications, computer-assisted instruction, and productivity and presentation tools. (See California State guidelines and evaluations).
  
  
• Each candidate chooses software for its relevance, effectiveness, alignment with content standards, and value added to student learning.
  
  
• Each candidate demonstrates competence in the use of electronic research tools (e.g. access the Internet to search for and retrieve information).
  
  
• Each candidate demonstrates the ability to assess the authenticity, reliability, and bias of the data gathered.
  
  
• Each candidate identifies student learning styles and determines appropriate technological resources to improve learning.
  
  
• Each candidate considers the content to be taught and selects the best technological resources to support, manage, and enhance learning.
  
  
• Each candidate demonstrates an ability to create and maintain effective learning environments using computer-based technology.
  
  
• Each candidate analyzes best practices and research findings on the use of technology and designs lessons accordingly.
  
  
• Each candidate demonstrates knowledge of copyright issues (e.g. distribution of copyrighted materials and proper citing of sources).
  
  
• Each candidate demonstrates knowledge of privacy, security, and safety issues (e.g. appropriate use of chatrooms, confidentiality of records including graded student work, publishing names and pictures of minors, and Acceptable Use Policies).
  
  
• The program meets other factors related to this standard of quality brought to the attention of the team by the program.

Prior to issuance of the Professional Credential

• Each candidate uses a computer application to manipulate and analyze data (e.g. create, use, and report from a database; and create charts and reports from a spreadsheet).
  
  
• Each candidate communicates through a variety of electronic media (e.g. presentations incorporating images and sound, web pages, and portfolios).
  
  
• Each candidate interacts and collaborates with others using computer-based collaborative tools (e.g. threaded discussion groups, newsgroups, electronic list management applications, online chat, and audio/video conferences).
  
  
• Each candidate demonstrates competence in evaluating the authenticity, reliability; bias of the data gathered; determines outcomes and evaluates the success or effectiveness of the process used.
  
  
• Each candidate optimizes lessons based upon the technological resources available in the classroom, school library media centers, computer labs, district and county facilities, and other locations.
  
  
• Each candidate designs, adapts, and uses lessons which address the students' needs to develop information literacy and problem solving skills as tools for lifelong learning.
  
  
• Each candidate creates or makes use of learning environments inside the classroom, as well as in library media centers or computer labs, that promote effective use of technology aligned with the curriculum.
  
  
• Each candidate uses technology in lessons to increase each student's ability to plan, locate, evaluate, select, and use information to solve problems and draw conclusions.
  
  
• Each candidate uses technology as a tool for assessing student learning and for providing feedback to students and their parents.
  
  
• Each candidate frequently monitors and reflects upon the results of using technology in instruction and adapts lessons accordingly.
  
  
• Each candidate collaborates with other teachers, mentors, librarians, resource specialists, and other experts to support technology-enhanced curriculum. For example, they may collaborate on interdisciplinary lessons or cross grade level projects.
  
  
• Each candidate contributes to site-based planning or local decision making regarding the use of technology and acquisition of technological resources.
  
  
• The program meets other factors related to this standard of quality brought to the attention of the team by the program.