Technology Integration Components:

Technology Issues:

The College of Education has worked to increase both the technology available in the college and the technical knowledge of its faculty members. In summer 2001, the CoE sent two faculty members to ITAL (Institute for Technology-Assisted Learning). These faculty members learned how to use computers for distance learning classes and also how to incorporate technology more effectively into teaching.

The CoE has also become involved in other projects involving technology. The RETA program, for instance, has developed into a highly effective vehicle for training the state’s teachers and administrators in the use of technology to promote student learning. The program continues the Technology Innovation Challenge Grant, a five-year grant totaling $8.7 million from the US Department of Education. This grant was awarded to the Gadsden Independent School District on behalf of the RETA consortium that includes NMSU, the NM State Department of Education, and the 89 NM school districts.

The focus of both RETA and the grant are to create a cadre of technologically literate educators and administrators who can positively impact student learning by integrating technology with classroom curricula. RETA currently provides professional development statewide to over 450 teachers via workshops delivered by 40 peer instructors. This grant was one of only 20 awarded from 380 proposals received by the U.S. Department of Education.

Report: (10-05-2000) Committee: Steven Jeffries, Kathrine M. Graham, Karin Wiburg (Chair)

Look at the NCATE 2000 unit and highlight areas in which technology application was essential.
Look at the ISTE guidelines for accreditation. Identify the two areas of focus:
1. Curriculum guidelines for preparation in the specialty, educational computing, and related technologies. Link to our Masters specialization in EDLT (Karin)
2. Unit guidelines for infrastructure affecting all professional education programs.
Look at NCATE 2000 and ISTE/NCATE. Begin the process of identifying how we will meet these standards.
1. Develop Website that is designed to document how we are meeting each of the NCATE standards.
2. Align courses and programs with appropriate NCATE/ISTE standards.
3. Design a Facilities Map showing infrastructure to support technology integration. (Kathrine)
4. Align faculty development in technology with NCATE requirements as part of the NMSU PT3 project.
  - Technology as an assessment tool
  - Technology as a research tool
  - Technology as a means for building constructivist, student centered learning environment

National Standards for Technology in Teacher Preparation
ISTE Accreditation and Standards Committee

U.S. NATIONAL ACCREDITATION

The National Council for Accreditation of Teacher Education (NCATE) is the official body for accrediting teacher preparation programs. The International Society for Technology in Education (ISTE) is the professional education organization responsible for recommending guidelines for accreditation to NCATE for programs in educational computing and technology teacher preparation.

Two types of standards are applied in the accreditation process:

Curriculum guidelines for preparation in the specialty, educational computing, and related technologies
Unit guidelines for infrastructure affecting all professional education programs.

International Society for Technology in Education
NCATE Unit Accreditation Guidelines
Standards Introduction

The suggested changes in unit guidelines to strengthen the support for technology integration into professional teacher preparation programs were submitted by ISTE to NCATE for consideration in development of the new guidelines. The NCATE Unit Guidelines Committee incorporated the following changes that support the use of technology in teacher preparation programs. These were approved May, 1994, and implemented in Fall, 1995.

Content Studies for Initial Teacher Preparation

Candidates complete a sequence of courses and/or experiences to develop an understanding of the structure, skills, core concepts, ideas, values, facts, methods of inquiry, and uses of technology for the subjects they plan to teach.

Pedagogical Studies for Initial Teacher Preparation

Candidates complete a well-planned sequence of courses and/or experiences in professional studies in which they acquire and learn to apply knowledge about:the impact of technological and societal changes on schools;

Candidates complete a well-planned sequence of courses and/or experiences in pedagogical studies that help develop understanding and use of:
educational technology, including the use of computer and other technologies in instruction, assessment, and professional productivity.

Faculty Qualifications

Higher education faculty are knowledgeable about current practice related to the use of computers and technology and integrate them in their teaching and scholarship.
Resources for Teaching and Scholarship
Faculty and candidates have training in and access to education-related electronic information, video resources, computer hardware, software, related technologies, and other similar sources.
Media, software, and materials collections are identifiable, relevant, accessible, and systematically reviewed to make acquisition decisions.
There are sufficient library and technical staff to support the library, instructional materials collection, and media/computer support services.

Resources for Operating the Unit

Facilities and equipment are functional and well maintained. They support computing, educational communications, and educational and instructional technology at least at the level of other units in the institution.

Go To ISTE's Home Page: http://www.iste.org
ISTE Customer Service:
480 Charnelton Street
Eugene, OR 97401-2626 USA E-mail: iste@iste.org
Phone: 800.336.5191 (U.S.)
Phone: 541.302.3777 (Int'l) Fax: 541.302.3778
Webmaster: webmaster@iste.org
Web site: www.iste.org

Online Sites of College Grants and Projects:

New Mexico's MathStar Grant
Regional Educational Technology Assistance (RETA) Project
New Mexico Collaborative for Excellence in Teacher Preparation (CETP)
Pathways for Teaching Science for Understanding in Diverse Classrooms
Maxima: Taking Girls to the Max in Science, Math, Engineering, and Technology
Project COLAB- An Interdisciplinary Inclusion Training Program to Prepare Teachers to Work with Children with Disabilities