Introduction:
Technology and IT can be complex terms. "Technology" is a term that has changed as rapidly as the field itself. In the educational arena, "informational technology" refers to any equipment or inter-connected system or subsystem of equipment that is used in the acquisition, storage, manipulation, management, movement, control, display, switching, interchange, transmission or reception of data or information. In the same setting, "instructional technology" often includes all components of informational technology used in the delivery of educational materials. "Educational technology" has come to be associated with software products, distance learning resources and other products that are specifically marketed to the educational community.
While these terms have specific definitions in the educational setting, business, military, federal, international and non-profit organizations use the same terms but often apply different meanings. Since this course draws from multiple disciplines, many of these terms will appear, and must be standardized for our purposes to minimize confusion For this course, "technology tools," "computers and the Internet," or "information communication technologies (ICT)," will all mean "technologies." The term "educational technology" will be used to describe computer tools and applications that participants make use of to expand their knowledge, skills and education, in either formal or informal settings. "Digital (or technology) literacy" will refer to the ability to use technology and/or computers in a manner that supports productivity in school, work, and home. In other words, literacy does not refer to the ability to listen to music, or play games; instead it refers to the ability to use technology to enhance your education, career, or family-part of what some call 21st Century Skills.
Just as there are a variety of meanings for the same term related to technology, there are also a variety of interpretations as to why technology or "digital literacy" is needed in today's classroom setting. Thissession's discussions and readings will help you define the differences between: IT, ET, Ed Tech, ICT, Information vs. Instructional vs. Educational, Fluency, Competency, and 21st Century Skills. The discussions and readings will also allow you to explore the push towards "digital literacy" or 21st century skills in the classroom setting, provide an overview of learning theories and integration models, and provide "meaning" to technology utilization in an educational arena.
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Follow-up Homework/Read
One of the key points in today's classrooms is how to "teach" students "Digital Literacy". Pre-Bush administration times saw vast numbers of activities devoted to enabling schools with equipment and access and a wide range of PD for teachers-and grants via funding to do so. During this time the National Educational Technology for teachers, administrators and students were developed and implemented (NETS*T; NETS*S and TSSA-Technology Standards for School Administrators). States followed suite by developing their own or adopting NETS*T-in MD we have MTTS. As with other states, MD's "plan" was to develop these standards (MTTS) and then make them a requirement to have all pre-service & in-service teachers demonstrate competency in these areas.
While it was easy to place mandates on State Colleges of Education to implement (i.e., our College of Education must indicate how we have pre-service teachers show mastery of these areas in order to pass accreditation requirements) having in-service teachers show mastery becomes increasing complex. How does one "measure" or "assess" this? The best way would be to have the MTTS required for continued certification (i.e., just like teachers are now required to take additional course work in reading and diversity and special education in order to renew their teaching certificate-although many would argue that continued coursework might not equate to knowledge acquisition ). Just as this was starting down the political road to make this mandatory---enter NCLB-federal No Child Left Behind mandates. Since this time, technology has taken the back burner to reading and assessment initiatives. Technology advocates in Maryland (and in other states) have tried to salvage the drive for digital literacy by: 1. having the technology competency standards "inserted" into Voluntary State Curricula (VSC); 2. develop a technology competency profile instrument for teachers & administrators to take -which would indicate areas of needed PD; 3. developing state student technology standards-states are mandated through NCLB to have students "technology literate" by 8th grade-they have to show how they plan to get this done by 2007 (side note-NCLB does not define "technology literacy").
Readings:
This session's readings will share National & State Content and Tech Standards & Indicators for Students, Educators and other Professionals and will allow you to explore if these standards will help teachers and students meet the IT Skills for the work place that are needed for future job/trends. You will also visit examples of how states are "assessing" teacher competency in these areas (low tech and high tech assessment types).
Skim through some of the “Links to the Standards”. Of direct importance are the teacher, administrator and student national technology standards
You may have found that the information from this session has captured your attention and would like to read further. Here are additional resources
Follow-up Homework/Activities
- Take the set of questions "Ideas for Teacher Technology Profile" (examples of questions similar to and part of the MD state teacher Profile instrument). [Word ... PDF]
- Try your hand at evaluating the readability level of a written document or website you have used or plan to use and creating Spanish letters [see course content PPT slides 7 & 9 [or click here] given out in class or from PPT up above]
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