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| | | | | Technology and Teacher Education: A Guide for Educators and Policymakers, First Edition
Howard Mehlinger, Indiana University
Susan Powers, Indiana State University
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Chapter Resources
Chapter 2: Establishing Benchmarks for Technology and Teacher Education
State Expectations of Technology Competencies in Teachers
National Benchmarks for Teacher Education Programs
Examples Representing the Categories of the STaR Chart
Campus leadership occurs when teacher education
is emphasized as a campus priority and takes the leadership for advancing
instructional technology use on campus.
SCDE Leadership
SCDE
deans and department chairs lead faculty into the use of technology to
strengthen and transform teacher education.
SCDE Infrastructure
The infrastructure includes functions that include
technical infrastructure and a sound system architecture for classrooms, faculty offices, computer labs, libraries, and administrative services. Infrastructure also includes faculty development and technical support.
SCDE Curriculum
Leadership and infrastructure
are just a part of the means to an end. The
end is a robust teacher education curriculum offered by skilled faculty who
provide the technology skills and knowledge that future K-12 teachers need to
function effectively in modern, well-equipped classrooms.
Faculty Competency and Use
- In order for faculty to
serve as role models in the use of technology, they will need to acquire
technology knowledge and skills that will allow them to perform as good role
models.
Student Competence and Use- The purpose of emphasizing technology in teacher education is to ensure that all of the graduates in a teacher education program are able to enter classrooms ready to teach with technology.
Alumni Connection
- Technology provides a way for
SCDEs to maintain a connection to their alumni in ways that would have been more
difficult before the arrival of modern technology.
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