ISTE standards in teacher education: A collection of practical examples

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ISTE standards in teacher education: A collection ofpractical examplesTerri Teal Bucci a , Susan Cherup b , Ann Cunningham c & Anthony J. Petrosino da College of Education , The Ohio State University , Mansfieldb Department of Education , Hope College ,c Department of Education , Wake Forest University ,d Department of Curriculum and Instruction , The University of Texas , AustinPublished online: 20 Jan 2010.

To cite this article: Terri Teal Bucci , Susan Cherup , Ann Cunningham & Anthony J. Petrosino (2003) ISTE standards in teachereducation: A collection of practical examples, The Teacher Educator, 39:2, 95-114, DOI: 10.1080/08878730309555333

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The Teacher Educator, vol. 39, no. 2, Autumn 2003

ISTE STANDARDS IN TEACHER EDUCATION: A COLLECTION

OF PRACTICAL EXAMPLES

Terri Teal BucciCollege of Education, The Ohio State University at Mansfield

Susan CherupDepartment of Education, Hope College

Ann CunninghamDepartment of Education, Wake Forest University

Anthony J. PetrosinoDepartment of Curriculum and Instruction, The University of Texas

at Austin

Abstract

The innovative integration of technology into teacher education is at apremium. Institutions, large and small, are searching for examples ofappropriate, effective, and replicable programs on which to baseprogrammatic decisions. This article provides such a guide. The authorsrepresent four of the first six International Society for Technology inEducation (ISTE) Distinguished Achievement award-winning programs.This article provides examples of how four highly innovative programsmeet the ISTE National Educational Technology Standards for Teachers(NETS T) for technology integration into the teacher educationprograms. It provides a collection of practical examples of ways in whichteacher education programs can use the NETS'T as a guide forenhancing teacher education curricula on campus and in P-12classrooms where teacher education candidates work.

The standards provided by the International Society forTechnology in Education (ISTE, 2000) outline those aspects oftechnology integration that are vital for success in producing teacherswho are technology-literate and effective. Institutions have used theISTE standards to begin to reform teacher education programsthrough the integration of technology in teacher education (Espinoza& Justice, 1994; Wetzel, 2001), and the effect of these standards hasbeen widespread (Wiebe & Taylor, 1997). ISTE is committed topromoting appropriate uses of technology to support and improvelearning, teaching, and administration through its NationalEducational Technology Standards (NETS) Project (Thomas &Knezek, 1999).

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The National Educational Technology Standards for Teachers(NETS*T; ISTE, 2000) provide a guide for the role of technology inteacher preparation. The standards are broken into six components:

I. Technology Operations and ConceptsII. Planning and Designing Learning Environments and

ExperiencesIII. Teaching, Learning, and the CurriculumIV. Assessment and EvaluationV. Productivity and Professional Practice

VI. Social, Ethical, Legal, and Human Issues

This article communicates innovative ideas and provides possiblemodels for teacher education programs through the lens of thesestandards.

The ISTE Distinguished Achievement Award recognizesinstitutions that have exhibited exemplary models of integration ofNETS'T into their teacher education programs. These institutionsdemonstrate innovative integration of NETS»T into one or moreprograms or one particular feature of a program and exemplifyNETS*T. The authors of this article represent four of the first sixISTE Distinguished Achievement Award recipients.

This article, organized around the six NETS*T, providesexamples of the integration of the standards into programs ofeducation at each college/university. Each section begins with a baseknowledge for each standard and provides examples for addressingthose standards. Because the authors of this article represent a rangeof institutions—small private, large urban, a regional campus, and asmall liberal arts college—the examples are varied and can betransferred to many situations. The article culminates with anoverview of how institutions can implement the standards into theirprogram of education. The following descriptions of the fourinstitutions represented in this article establish a context for theintegration strategies described in the article.

• Hope Collegehttp:llwivw. hope, edulacademic!education!cheruplawardlHope College offers academic programs in liberal arts in aresidential, undergraduate, coeducational college and in thecontext of the historic Christian faith. Teacher certification isoffered at both the elementary and secondary levels andapproximately 150 students graduate each year with teachingcertificates. Each education class in the Teacher Education

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Program has an accompanying field placement allowing studentsto apply knowledge and skills learned in coursework.

• The Ohio State University at Mansfieldhttp:llwww. mansfield. ohio-state. edu/education/iste/The Ohio State University at Mansfield (OSU-M) is a graduate-licensure program. Students obtain an undergraduate degree ineither education or a related field and then enter the graduateprogram, earning a M.Ed, in elementary education. It is in thegraduate program where students take their methods courses,participate in extensive field experiences, and do their studentteaching. OSU-M offers graduate education programs in earlychildhood (age 3 to Grade 3) and middle childhood (Grade 4 toGrade 9) education. The College of Education graduatesapproximately 20 students each year.

• University of Texas at Austinhttp:llwww. uteach. utexas. edu/technologyfAs part of a substantially revised approach to teacher educationcalled UTeach, the College of Natural Sciences employs several ofthe best high school science and math teachers in the state to leadthe introductory UTeach courses and coordinate a range of ongoingfield-based experiences. At the same time, the College of Educationundertook a major commitment to rebuild and strengthen theCollege's program in mathematics and science education.Mathematics and science education faculty developed a three-coursesequence that builds on research on student learning, theexamination of standards-based curricula, the study of effectiveclassroom interactions, and the development of models of teaching.Issues of technology use and effective approaches to equitableparticipation are embedded in all aspects of the program, whichculminates in students teaching an entire unit in project-basedinstruction.

• Wake Forest Universityhttp://www. wfu. eduleducationlThe Department of Education at Wake Forest University offersundergraduate and graduate programs in education. Preparation forteaching in elementary and secondary classrooms is available toundergraduate teacher candidates. Graduate programs focus onpreparation for secondary initial and advanced Iicensure. Allcandidates are given personal IBM ThinkPads with a standard loadof software, telecommunications tools, and server space for storingfiles and publishing Web sites. The Department of Educationgraduates approximately 50 teacher candidates per year.

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Connections to the ISTE/NETS»T

ISTE/NETS*TStandard I—Technology Operations and ConceptsStandard I requires that "all classroom teachers demonstrate a

sound understanding of technology operations and concepts" (ISTE,2000, p. 16). Teachers must demonstrate their proficiency in theNational Educational Technology Standards for Teachers (NETS#T)and remain current in emerging technology knowledge and skills.One of the major components to addressing this standard is the"when," "where," and "how" of teaching technical literacy—how touse specific hardware and software. Because of this, curriculum is amajor factor in determining how students will learn about andoperate basic technologies used in today's classrooms. Thefundamental structures of computer literacy can be addressedthrough an integrated approach, across the courses required in theeducation program, or in a stand-alone technology hardware/softwarecourse, or some combination of each.

The four ISTE/NETS Distinguished Achievement Awardwinners represented in this article are addressing issues of Standard Ieither through an integrated curriculum or stand-alone technologycourses. The integrated curriculum approach incorporates theNETS»T throughout the education sequence for preservice teachers,and technology literacy is taught within the context of eacheducation course. The stand-alone courses teach specific hardwareand software applications. There are advantages and drawbacks toeach approach (Mehlinger &C Powers, 2002). Stand-alone coursesteach a variety of technologies students will need to know, and theyallow time for students to learn and practice their skills. An exampleof the stand-alone approach to learning technology requires studentsto focus on common software, (e.g., Microsoft Office components,Inspiration, and HyperStudio.) Students are expected to createpresentation materials that require scanned documents and importeddigital images. They are also taught how to do minimaltroubleshooting. Faculty in subsequent education classes can assumethat students have certain technology skills and knowledge, whichthey can then apply in their education classes. Drawbacks to thisapproach include the addition of another class to an educationprogram already filled with too many requirements, students mayalready possess the skills that are being taught in the technologyclasses, and education faculty may not provide assignments in whichstudents can apply their technology skills (Mehlinger & Powers,2002).

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Cherup & Linklater (2000), supporters of the integratedcurriculum model, believe that "students gain a working knowledgeof the technologies and learn how they can support and enhancelearning within the framework of course content" (p. 19). In thisapproach professors model technologies that students are expected tolearn and use. Students in turn must demonstrate their proficiency inthe technologies within the context of the course requirements. Thus,after observing a professor using a multimedia presentation tointroduce a unit of study, students use these technologies for part of aclass teaching assignment. Mehlinger & Powers (2002) discussed thedrawbacks to the integrated curriculum approach, which includeprofessors' knowledge and skills in using technology, access tocomputer labs, and reluctance on the part of professors to changetheir teaching styles.

The College of Education at OSU-M utilizes stand-alone andintegrated approaches. Undergraduate students take two technologycourses. Through these courses, students learn the fundamentals ofeducational technology hardware and software. The skills aredeveloped without being applied in die educational area. In thegraduate licensure program, students are required to take a lab courseconnected to the two methods blocks. Although students doexperience several more technologies in this course (white boards, flexcams, digital microscopes, projectors, and graphing calculators), theprimary focus of this course is application in schools. Preserviceteachers integrate these technologies into their lessons. Someexamples of preservice teacher-created lessons taught using thesetechnologies are

• the portable white board to develop a KWL (what you know, whatyou want to know, what you learned) chart,

• projection systems to show both teacher-created and student-createdpresentations on content,

• the flex cam to dissect a flower, and• digital cameras in a mathematical scavenger hunt.

In addition, the faculty uses technology when appropriate in themethods courses, demonstrating effective technology integration.

The Department of Education at Wake Forest University offersprogram-wide technology integration and requires all candidates totake Technology in Education during the semester in whichcandidates take their content-area methods courses. Tools are taughtin the technology course and integrated into project assignments in

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both methods and technology courses. This programmatic strategyfor developing technology skills within the meaningful and relevantcontext of teacher preparation helps ensure development ofappropriate integration skills transferable into future classroompractice.

It is evident that schools of education can ensure that graduatesmeet the NETS»T through an integrated curriculum, a stand-alonetechnology course, or a combination of both. As faculty plan theymust consider the advantages and drawbacks of each approach anddecide which approach is best for their university or college. Successcan be achieved through a variety of approaches as evidenced by thecolleges and universities represented in this article.

ISTE/NETS* T Standard II—Planning and Designing LearningEnvironments and Experiences

Standard II requires that "teachers plan and design effectivelearning environments and experiences supported by technology"(ISTE, 2000, p. 16). Teachers must demonstrate they are able todesign lessons, enhanced by appropriate technology applications, thatmeet the individual needs of students.

The four ISTE/NETS Distinguished Achievement Awardwinners represented in this article are ensuring that their graduatesare prepared to plan for technology to support teaching and learningin their classrooms. This also extends to college and university facultyplanning and collaboration on technology integration strategies indifferent courses and within sections taught by different faculty.Collaborative curriculum development projects provide theopportunity for faculty to explore pedagogy, course content, andtechnology simultaneously. Access to the content and technologyexpertise of faculty and the focus on curriculum developmentprojects facilitate the development of instructional units that arepedagogically sound and technology enhanced. Further, thisapproach enables the faculty to tailor course assignments andinstruction to meet the teaching goals of students in a variety ofcontent areas.

At Hope College, one way that teacher candidates meet thisstandard is by learning how to design lesson plans that address theindividual needs of students and incorporate appropriatetechnologies. For example, in one education class students learnabout Individualized Education Plans (IEP) developed for studentswith disabilities. These plans include goals and objectives for the

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school year. Teacher education candidates learn that assistivetechnology may be necessary in order to meet the individual needs ofstudents with disabilities. For example, a high school student with alearning disability may be able to meet one of the goals of the IEP byusing a personal digital assistant (PDA) to help in learning theschedule of classes, keeping track of assignments, and downloadinglecture notes.

Through the Technology Teaching Lab, a two-credit-hour labcomponent of the methods courses, OSU-M students are given time,equipment, and guidance to create technology-enhanced lessons.Instead of simply asking students to write these technology-enhancedlessons as an add-on to their typical lessons, students attend the lab.During the lab course (2 hours each week) students experiment withthe latest educational technologies and are encouraged to "learnthrough play" and develop appropriate lessons that utilize a variety oftechnologies including flex cams, dissecting microscopes, smartboards, computer calculators, digital balances, presentation software,and canned software. After applying the technologies to a particularlesson in the lab, students use these lessons in their field placementlater in the quarter. The lab instructor is a member of the educationdepartment and collaborates with methods instructors onassignments that will encourage student growth in the use oftechnology. Students discuss the lessons with their peers and offerpersonal reflections. This process allows students to then developmore efficient uses of technology in subsequent lesson development.

At Wake Forest University all students complete an instructionaldesign project during the semester they take the methods andtechnology courses, before the student teaching semester. As definedby Smith and Ragan (1992), instructional design refers to "thesystematic process of translating principles of learning andinstruction into plans for instructional materials and activities" (p. 2).The advent of electronic classroom resources has expanded thedefinition to include the most current technologies appropriate forteaching and learning. The content methods faculty member guidesthe structural approach to instructional design while the technologyfaculty member guides the development of appropriate technologyintegration. Teacher candidates select technology tools from a widerange of software and hardware options including desktoppublishing, Web development, and digital video tools. This strategyhas proven quite successful for a small department with faculty who

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enjoy collaboration, and it works well to help teacher candidatesrecognize how technology facilitates professional practice.

This approach enables the faculty to tailor course assignmentsand instruction to meet the teaching goals of students in a variety ofcontent areas. Teacher candidates are able to design instructionalmaterials to meet course requirements, to use during fieldexperiences, and to present at state conferences because facultycollaborate on activities designed to improve teacher preparation.This is a program-level approach to technology integration becausefaculty agree that multiple experiences with technology promoteconfidence and comfort with tools and increase the probability thattechnology will be a natural part of the instructional design habits ofteacher candidates.

ISTE/NETSmT Standard III—Teaching, Learning, and the CurriculumStandard III requires that "teachers implement curriculum plans

that include methods and strategies for applying technology tomaximize student learning" (ISTE, 2000, p. 16). Standard IIIemphasizes aiding student learning with technology to addresscontent and technology standards and each student's needs. It alsosuggests using technology to promote students' higher order thinkingand creativity, and it emphasizes managing students' learning in atechnology-rich environment.

A common feature among the award winners in addressingStandard III is an emphasis on field-based work for implementation.Three of the four institutions use a generalized approach in whichtechnology skills are presented in a way that is easily varied to meetthe needs of specific content areas, whereas the fourth, University ofTexas' UTeach program, integrates technology throughout acurriculum that focuses on preparing future math and scienceteachers to design instruction that focuses on critical thinking andinquiry.

Throughout the University of Texas' UTeach sequence ofcourses, students create and implement curriculum plans that includetechnology to enhance student learning. In Project Based Instructionin Mathematics and Science, the capstone course in the UTeachsequence, students use a wide variety of software to develop project-based auricular units that feature technology. For instance, studentscombine learning theory with instructional design as they create theirown "anchor" video (see Cognition and Technology Group atVanderbilt, 1990, 1997) for their project-based unit. Units produced

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by students are mapped to state and national standards and areposted to the Web and burned onto a CD-ROM so that studentshave access to a library of projects during their student teachingsemester.

As stated earlier, OSU-M students are expected to write, teach,and evaluate lessons that include appropriate technology integrationin the lab component of their methods courses. It is through thiscourse that students are able to take their lessons directly to the fieldto "test" with children. OSU-M purchased technology packs withfunds provided by two internal Technology Education Learning andResearch grants. Each field placement school has a technology packduring the weeks that the students are teaching full time in the field.The lab packs contain laptop-projector sets, digital video, flex cams,and digital still cameras. In addition, there are sets of computercalculators, dissecting microscopes, a portable white board, andclassroom sets of handhelds available for the students to check outand take to their field placements. The availability of thesetechnologies gives the students the opportunity to evaluate theeffectiveness of their lessons and see how they work with children.

All teacher candidates at Wake Forest University are enrolled infield experiences throughout their programs and spend timeobserving and teaching in local schools before the student teachingexperience. Pocket PCs are integrated into early field experiences tocollect data on classroom observations that relate to concepts in theEducational Psychology course. All candidates have laptops withnetworking and productivity software to facilitate the creation ofcurriculum materials. Small programs (approximately 50 candidatesper year) and a close relationship with the local schools allowcandidates to be placed with master teachers who support theimplementation of student-centered instruction and the teachercandidate's efforts to integrate technology to enhance learning.Content area advisors place and supervise their own teachercandidates during the student teaching semester, and candidatesmaintain communication with each other through a listserv. Thishigh level of interaction with mentors and peers fosters thedevelopment of a field-based learning community and facilitates thesharing of ideas and technology resources.

The Hope College Department of Education's technologymission statement states that all participants in the Hope CollegeTeacher Education program will demonstrate a knowledge of and anability to evaluate, select, apply, integrate, and manage electronic

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information during the pre-professional and professional educationclasses. Coordination in this instructional area is imperative at thedepartment level. Professors model a variety of teaching methods,often incorporating technology to meet the learning styles of collegestudents. For example, faculty at Hope College use multimediapresentations to introduce new material, Discussion Board to extendclass conversations, and an electronic jeopardy game to reviewmaterial for exams. They also provide a variety of ways for students todemonstrate their knowledge and skills in education classes. Studentmultimedia presentations permit oral as well as written expression,the use of the Discussion Board allows for extended conversationsabout a topic and draws out the student who is reluctant to shareopinions in class, and the exit interview and traditional examsprovide opportunities for oral and written expression and includequestions on using assistive technology to facilitate learning forstudents with disabilities. Students in turn will be better prepared touse these methods in field placement settings as well as their ownclassrooms.

ISTE/NETS* T Standard IV—Assessment and EvaluationStandard IV requires that "teachers apply technology to facilitate

a variety of effective assessment and evaluation strategies" (ISTE,2000, p. 17). Teachers use technology to gather and analyze data andinterpret and communicate the findings to enhance instructionalpractice and student learning. They also evaluate students' "use oftechnology for learning, communication, and productivity" (ISTE,2000, p. 17). According to Bransford, Brophy, and Williams (2000),effective classrooms require frequent opportunities to make students'thinking visible in order to see what they are learning. Although mostteachers have knowledge of summative assessment (after instruction),very few teachers are given access to examples and opportunities toutilize formative assessment techniques (Black & Wiliam, 1998).

Similarities among the ways the four ISTE/NETS DistinguishedAchievement Award winners address Standard IV include experienceswith technology as an evaluative tool in college courses. Therepresented programs view the use of technology for assessment andevaluation as an integral component of technology and contentinstruction and attempt to be explicit about these expectations. Forexample, many courses require students to use Internet-basedresources for communication with each other and with the instructorvia tools such as the course Web site. This communication betweeninstructors and students meets the standards of evaluation and

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assessment by using technology to provide peer and instructor review.For instance, in Knowing and Learning, instructors can utilize.PDAsthat are distributed throughout class to ask questions to students andthen get immediate responses back from the students in order to helpplan instruction. Essentially a personal response system softwareallows UTeach students to both experience and develop summativeand formative assessment strategies utilizing technology.

In the UTeach program, students are often asked a series ofopinion questions before class and the results are then used as alaunching point for classroom discussion. UTeach students haveaccess to a Web site where they view questions posted, among them:"Students should first understand what they are doing before they dobasic math using a calculator" and "The SAT should continue to bethe most significant standardized test used to determine admission tocollege." The technology allows for the tally of the results to bepresented to the instructor before class. Results are then projected onPowerPoint, and the graphic representation of the results helpsengage learners at a more critical level. Concurrently, the instructor isable to model effectively the incorporation of formative assessmentinto classroom instruction for the preservice UTeach students.

The Department of Education at Wake Forest Universitybelieves that using technology to support action research is a naturalextension of the appropriate use of technology for instruction.Candidates in the graduate programs are required to complete aresearch strand that includes expectations for use of on-line researchtools as well as spreadsheet and statistical applications for analyzing,publishing, and disseminating results from a research studyconducted by the candidate in the local schools. Graduate teachercandidates enter in the summer, receive a ThinkPad that includesExcel, SPSS, and telecommunications software, and enroll inResearch and Statistics as one of their first courses in the program. Inthis course candidates learn how to formulate a research project andanalyze data properly using statistical analysis software. Candidatesdevelop a research proposal, formulate a literature review, and locateinstruments for their study over the summer. Data is collected,analyzed, published, and presented in the fall semester (seehttp://www.wfu.edu/education/gradtea/forum.htmlioT links to ERICpublications of research projects). All of these efforts help futureteachers recognize how they can improve their practice throughcareful study in the classroom (NETS'T, Standard IV B), and thiswork is facilitated by personal access to research tools on their laptops(ISTE, 2000).

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The College of Education at OSU-M seeks to provide studentswith assessments that not only evaluate, but also offer opportunitiesto learn about technology and experience technology-enhancedassessment and evaluation materials as a student. In doing so,assessments throughout the graduate program include applications oftechnology. A few such assessments are math, science, andtechnology projects (importing digital video as a means of reflectionon lessons and teaching in the field), backyard history project(importing digital and scanned documents into presentationsoftware), digital posters, Web page development, case study project(using WebCT and practicing teacher collaborations to promoteprofessional relationships and growth), and the summativetechnology template (described below). These assessments are used toevaluate graduate students' understanding of the teacher educationcontent, but provide examples for those students in the use oftechnology for assessment in their own classes.

The technology template is created using the professionalpreparation performance profile for NETS»T (Bucci, 2003). Thestudents write a short narrative in a Microsoft Word table, addressinghow they address each of the competencies and include with thisnarrative a hyperlink to electronic evidence of their work. As anexample, if a student wanted to demonstrate that she wrote andtaught a lesson using HyperStudio, she might use two forms ofevidence. First, she might hyperlink the lesson portion to her actualtext document write-up of the lesson. Second, she might hyperlinkher teaching evidence to an example of a student's presentation.Many students use electronic evidence of their technology-infusedlessons for their template, which provides another source ofdocumentation that students are using the technology in the field.

The Education Department of Hope College maintains a focuson both student and faculty reflections on learning and goal setting.After each field placement students evaluate their performance andcreate goals for the next placement. Each education course has anaccompanying field placement so students immediately implementtheir goals in the next course and field placement. The EducationDepartment's Assessment Plan requires students to demonstratereadiness to move to the next level in the education sequence. This isdone through a systematic review of students' knowledge, skills, andattitudes, which includes the NETS»T. Each level has separateassessment criteria. At Level I, Choosing to Teach, assessmentincludes field placement evaluation, faculty feedback, a reflective

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paper on entering the teaching profession, group and theory exams,and individual and group presentations. Level II, Learning How toTeacher, and Level III, Applying Skills in the Student TeachingSetting, may be viewed athttp://www. hope, edu/academickducation/cherup/award/matrices. html.

ISTE/NETS»T Standard V—Productivity and Professional PracticeStandard V, Productivity and Professional Practice, is a broad

standard that reflects the spirit of the scholarly educator andembraces the value of ongoing professional development as well asprofessional behavior. "Teachers use technology to enhance theirproductivity and professional practice" (ISTE, 2000, p. 17), meansthat technology is used as a tool to streamline administrative andinstructional tasks as well as facilitate growth as a professional.

The four ISTE/NETS Distinguished Achievement Awardwinners represented in this article ensure that their graduates possessthe necessary technology skills to meet the productivity requirementsof 21st century classrooms and are able to engage in continuingprofessional development experiences. This is achieved by integratingproductivity and multimedia development tools throughoutpreparation programs, emphasizing the value of ongoing professionaldevelopment, and providing support networks for novice teachers. .

In our experience, students at The University of Texas at Austinenter into their professional sequence with the technology skills to beexpected from science and mathematics majors. Many students in theUTeach program are familiar with programs like Mathematica orhave developed their own Web page for personal reasons. Whatstudents lack is not a familiarity with technology but a way ofthinking about technology that can help enhance die way peoplelearn (Petrosino, Slaughter, Vath, &Tothero, 2003). Computerequipped classrooms, a standard software package that includes avariety of productivity tools, and high-speed Internet connectionsgreatly facilitate the use of technological resources and consequentlyincrease productivity and collaboration with other students,professors, and master/mentor teachers. One way in which UTeachhas been able to use technology to communicate and collaborate withpeers and the larger community in order to nurture student learninghas been via WINGS (Welcoming Interns and Novices withGuidance and Support), an online project that represents an effectivecollaboration among the Colleges of Education, Liberal Arts, andNatural Sciences at the UTeach University (http://wings.utexas.org).

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Through this program students are connected to a virtual communityduring their very important "induction" year. Performance isrecorded via the WINGS Web site, and mentor teachers are able totrack both the immediate and long-term pedagogical development ofUTeach student teachers. This information is then shared with thestudent as well as other mentor teachers.

The ubiquitous nature of technology on the Wake ForestUniversity campus ensures that most candidates enter the educationprograms comfortable with word processing, web searching, andmultimedia skills. Teacher candidates should be able to usetechnology to promote professional practice through thedevelopment of Web sites, state and national conferencepresentations, and digital-video editing projects that documentteaching performance while demonstrating the candidate's ability toreflect on practice. Reflection on practice is a cornerstone ofprofessional development and thus professional practice. Graduatesin secondary programs create a short movie that integrates clips fromstudent teaching and professional experiences with videotapedreflections by the candidate. Although the main focus of thisassignment is to foster reflection on practice, it also functions as acapstone experience and an exit assessment.

North Carolina requires preservice teachers to demonstratetechnology competence through a portfolio based on the NETS'T.Each candidate must have the portfolio evaluated by local educatorsand technology specialists in order to be recommended for licensureat Wake Forest University. Wake Forest University requires candidatesto publish the portfolio on a Web site created by the candidate usingDreamweaver. Requirements for the technology portfolio are builtaround the NETSvT and include demonstration of the use oftechnology for teaching, record keeping, and professionalcommunication (seehttp:llwww.wfu.edul~cunninacledtechltechnologyportfolio.htm for thecurrent portfolio requirements).

Students in the graduate licensure program at OSU-M usetechnology for professional development purposes. First, thepreservice teachers in the graduate certification program participatein online coaching with area teachers on a WebCT class site. In thegeneral pedagogy course, students are paired and two student pairsare assigned a teacher coach. The initial purpose for the coaching wasto provide preservice teachers with guidance in the preparation of aresponse to a case study put online. Students were to correspond with

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their teacher coach and direct their communications aroundquestions of the case study (provided on the WebCT site). They werethen supposed to write a solution for the case study. In actuality, afteropening discussions of the case, the conversations turned to issuesrelated to differences between practice and theory and immediateconcerns in field placement classrooms. The technology turned outto be one of the influential aspects of student learning in the methodscourse as documented in focus group transcripts and student writtenevaluations of the project. Both students and teacher coachesresponded very positively to the coaching experience. Teacher coachescommented on their own growth through the process. This growthstemmed from reflection on their own practice to help them torespond to preservice teacher concerns about teaching and learning.Preservice teachers were able to gain candid, non-threateningopinions about specific problems in the field, whether thoseproblems were specific to a particular cooperating teacher, situation,or the political arena of the schools.

Continual reflection on practice is expected and supported withtechnology. Students at OSU-M use digital video clips of theirteaching to create a presentation of strengths of and concerns abouttheir teaching for a course assessment project. Students find itvaluable to dissect their teaching, aided by presentation software. Byusing the technology in this way, students also gain a betterunderstanding of the possibilities for digital imaging in teaching andlearning.

Using the Internet to connect teacher education learningcommunities helps improve the success of the networks. Theinstitutions recognize collaboration, authentic products, portfolios,and reflective practice as strategies for promoting professionalpractice, and technology tools are used to support these efforts.

ISTE/NETS'T Standard VI—Social, Ethical, Legal, and Human IssuesStandard VI requires that "teachers understand the social, ethical,

legal, and human issues surrounding the use of technology in PK-12schools and apply that understanding in practice" (ISTE, 2000, p.17). Teachers must be able to integrate technology in a meaningfuland ethical way. Moreover, teachers must model appropriate and legaluse of technology for their students. The North Central RegionalEducational Laboratory (NCREL, 2002) outlined digital literacyvital for a 21st century workforce and acknowledged that "it wouldtake much more than access to technology to ensure that all studentshave an opportunity to develop their digital skills" (p. ii). Technology

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equity means all students have access to technology and technology-proficient teachers to integrate technology into the curriculum inways that promote the development of digital literacy.

A core principle of all programs represented in this article is acommitment to ethical and equitable practice. The examples of howteacher candidates learn about safety, ethics, and equity issuessurrounding technology integration and prepare to design instructionthat facilitates learning for all learners show the importance eachinstitution places on this NETSvT standard.

The University of Texas at Austin UTeach students haveopportunities to learn about the ethical use of technology hardwareand software and are expected to demonstrate their awareness of safeand legal practice through course assignments and professionalpractice. For instance, when developing their anchor videos in ProjectBased Instruction in Mathematics and Science, students are lecturedabout current copyright laws as well as the intellectual property rightsof the products of other people's intellectual and creative labor. Thisis especially relevant as today's university students haveunprecedented access to popular songs, movies, images, andpreviously published text material.

Wake Forest University's commitment to ethical and equitablepractice is represented in the motto Pro Humanitate, and all programsin the Department of Education emphasize the importance of serviceto humanity. Teacher candidates learn about technology hardwareand software helpful for students with a variety of special learningneeds. Candidates are expected to demonstrate their awareness ofresources that might be helpful to an exceptional student.Understanding what technologies are available to assist students withdisabilities and developing an awareness of strategies for addressing avariety of learning needs in the classroom is a priority in the teacherpreparation programs at Wake Forest University. Teacher candidatestake a field trip to the local Assistive Technology Project to see,discuss, and evaluate a variety of hardware and software applicationsdesigned for students with special needs. This experience helpsdevelop an awareness of a wide range of possibilities for usingtechnology to promote inclusion and provides students with tools fordeveloping instructional materials that include principle features ofuniversal design. Awareness and proficiency are demonstratedthrough written reflections on portfolio artifacts in addition tointegration of technology into instructional design and classroominstruction.

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All teacher candidates are expected to develop, present, andpublish on their Web site a PowerPoint presentation thatcommunicates their "ideal" school's policies for safe, ethical, andequitable use of technology. This presentation is designed for the firstOpen House of the year and includes examples, resources, andsuggestions for ways parents can support the school's expectations forsafe and ethical use of technology. This activity helps teachercandidates articulate their opinions regarding safety, ethics, andequity while giving them a chance to practice communication withparents and colleagues. Additional outcomes of this learningexperience are that teacher candidates are far more aware of theseissues when they visit schools, and they carefully articulate concernsfor Web safety and need for reinforcement of acceptable use policiesin their instructional design. All instructional design projects considerdiverse learner needs and describe strategies for using technology toenhance the learning experiences of all students.

The access and availability of technology resources on collegecampuses and the abundance of media rich materials within a fewclicks of the mouse often overshadow critical social, legal, and ethicalissues surrounding technology. Further, rapidly changingtechnologies often obscure the line between what you can do andwhat you can do legally. The importance of emphasizing criticalsocial issues associated with technology in teacher preparationprograms is obvious, and the activities and models presented showexamples that encourage teacher candidates to explore currentresearch and viewpoints on the issues as they consider realisticactivities for their classrooms.

Conclusion

The ISTE NETS Project (n.d.) lists 10 essential conditions forsuccessful teacher education programs: shared vision, access, skillededucators, professional development, technical assistance, contentstandards and curriculum resources, student-centered teaching,assessment, community support, and support policies. By combiningthese essential conditions, teacher education programs can create anatmosphere for prospective teachers to use technology to enhancetheir teaching in powerful ways. In addition, Strudler & Wetzel,(1999) described the evolution of teacher education programs intheir efforts to integrate technology appropriately through a study offour teacher education programs identified as exceptional in the area

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of integrating technology. Their study resulted in a list of enablingfactors for appropriate technology integration into teacher education.Table 1 shows the intercession of these enabling factors and theessential conditionals found by ISTE.

Of the 10 essential conditions listed above, the four programshighlighted address 5 of the 10 conditions (see Table 1). Eachinstitution represented in this writing demonstrates a focus onleadership. This focus is either through organization of courses orthrough the devotion of time and funds to get the programs going.Access is addressed in all four institutions. The institutions

Table 1Intersection of Essential Conditions and Enabling Factors

NETS «T Essential Conditions

(ISTE NETS Project, n.d.)

Shared Vision - There is proactiveleadership and administrative supportfrom the entire system.

Access - Educators have access to currenttechnologies, software, andtelecommunications networks.

Skilled Educators - Educators areskilled in the use of technology forlearning.

Professional Development -Educators have consistent access toprofessional development in support oftechnology use in teaching andlearning.

Student-Centered Teaching -Teaching in all settings encompassesstudent-centered approaches tolearning.

Enabling Factors

(Strudler&Werzel, 1999)

Leadership, Vision, and Goals - Active"believers" of technology in leadership ininstitution

Access - Access to hardware, software,and technology-enhanced classroomsare vital to a program's success.

Personnel Policies - Active effort tohire technology-literate faculty.

Training and Support - Recognizedneed for faculty technology trainingand staff development specialists.

Pedagogical Fit - There must be a fitbetween faculty philosophies ofteaching and learning and technologyapplications.

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highlighted in this writing are demonstrating a focus on personnel.Faculty model appropriate technology-enhanced lessons through thecontext of specific content areas and with traditional educationcurriculum. Professional development for faculty in the departmentof education and for participating practicing teachers is a vitalcomponent for the programs highlighted in this writing. In addition,the programs expect preservice teachers to use technology to enhancetheir own professional development through on-linecommunications and other Internet resources. Finally, issues ofpedagogy are present throughout the programs through the modelingof technology, placement of preservice teachers in technology-richfield classrooms and the focus on hands-on, experiential technologylearning environments.

The fundamental ideas of teamwork, common goals, andappropriate pedagogy guide many teacher education developments.Technology integration follows suite. Continual revision, consistentsupport, and remaining current with available technologies areessential for implementing progressive and effective technology-richprograms. The ISTE standards provide a common goal for teachereducation programs. By keeping the essential conditions andenabling factors in mind, teacher education programs can attainsuccess in meeting the demands of the ISTE standards and inproviding prospective teachers with the foundations needed toencourage effective teaching and learning with the assistance ofeducational technologies.

References

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Cherup, S., & Unklater, L., (2000). Integrating technology into preservice edu-cation: A model implemented at one small liberal arts college. Journal ofComputing in Teacher Education, 16, 19-23.

Cognition and Technology Group at Vanderbilt. (1990). Anchored instructionand its relationship to situated cognition. Educational Researcher, 19(6), 2-10.

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International Society for Technology in Education (ISTE). (2000). Nationaleducational technology standards for teachers. Eugene, OR: Author.

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Mehlinger, H., & Powers, S. (2002). Technology & teacher education: A guide foreducators and policymakers. New York: Houghton Mifflin.

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Petrosino, A. J., Slaughter, R., Vath, R., & Tothero, M. (2003, April). The uti-lization of PDA's in preservice teacher education in mathematics and scienceeducation. Paper presented at the Annual Meeting of the AmericanEducational Research Association, Chicago, IL.

Smith, P. L., & Ragan, T. J. (1992). Instructional design. New York: MacmillanPublishing.

Strudler, N., & Wetzel, K. (1999). Lessons from exemplary colleges ofeducation: Factors affecting technology integration in preservice programs.Educational Technology Research and Development, 47(4), 63-81.

Thomas, L., & Knezek, D. (1999). National educational technology standards.Educational Leadership, 56(5), 27.

Wetzel, K. (2001). Preparing teacher leaders: A partnership that works. Learningand Leading with Technology, 29(3), 50-53.

Wiebe, J. H., & Taylor, H. G. (1997). What should teachers know about tech-nology? A revised look at the ISTE foundations. Journal of Computer inTeacher Education, 13(4), 5-9.

Author Note

The authorship of this paper is listed alphabetically. All memberscontributed equally to the text with the first author taking the lead on theformation of the article, culminating editorial issues, and the administrativetasks leading to publication.

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Documents

ISTE standards in teacher education: A collection of practical examples