ETPRO

      Educational Technology Policy, Research, & Outreach

 



















The University of Maryland, College Park
College of Education

Student Technology Profile for
the MSDE Teacher Technology Standards (MTTS)
and ISTE/NETS*T Foundations for All Teachers
and INTASC Principles

Course Title: EDHD435 Assessment & Design Strategies with Technology Tools Module

Completion of any course does not certify competency in the identified area, however, it will contribute to development of the competency. (See Correlation of MTTS NETS*T and INTASC)

Do not just check yes or no. Please list examples as well. (A filled out example can be found here - this will open in a new window)

ID (optional):
Standards and Outcomes Indicators Addressed in this course Examples
I. Information Access, Evaluation, Processing and Application

Access, evaluate, process and apply information efficiently and effectively.

IA-IE, VC, VD
1, 9

  1. Identify, locate, retrieve and differentiate among a variety of electronic sources of information using technology.
  2. Evaluate information critically and competently for a specific purpose.
  3. Organize, categorize and store information for efficient retrieval.
  4. Apply information accurately in order to solve a problem or answer a question.
Yes
No
II. Communication

A. Use technology effectively and appropriately to interact electronically.

VC, VD
6, 9,10

  1. Use telecommunications to collaborate with peers, parents, colleagues, administrators and/or experts in the field.
Yes
No
B. Use technology to communicate information in a variety of formats.

VC, VD
6, 9

  1. Select appropriate technologies for a particular communication goal.
  2. Use productivity tools to publish information.
  3. Use multiple digital sources to communicate information online.
Yes
No
III. Legal, Social and Ethical Issues

Demonstrate an understanding of the legal, social and ethical issues related to technology use.

II, VI A-E
3, 4, 5, 7, 9

  1. Identify ethical and legal issues using technology.
  2. Analyze issues related to the uses of technology in educational settings.
  3. Establish classroom policies and procedures that ensure compliance with copyright law, Fair Use guidelines, security, privacy and student online protection.
  4. Use classroom procedures to manage an equitable, safe and healthy environment for students.
Yes
No
IV. Assessment for Administration and Instruction

Use technology to analyze problems and develop data-driven solutions for instructional and school improvement.

IV A-C
1, 7

  1. Research and analyze data related to student and school performance.
  2. Apply findings and solutions to establish instructional and school improvement goals.
  3. Use appropriate technology to share results and solutions with others, such as parents and the larger community.
Yes
No
V. Integrating Technology into the Curriculum and Instruction

Design, implement and assess learning experiences that incorporate use of technology in a curriculum-related instructional activity to support understanding, inquiry, problem solving, communication and/or collaboration.

II, III A- III D
1, 2, 3, 4, 5, 7

  1. Assess students’ learning/ instructional needs to identify the appropriate technology for instruction.
  2. Evaluate technology materials and media to determine their most appropriate instructional use.
  3. Select and apply research-based practices for integrating technology into instruction.
  4. Use appropriate instructional strategies for integrating technology into instruction.
  5. Select and use appropriate technology to support content-specific student learning outcomes.
  6. Develop an appropriate assessment for measuring student outcomes through the use of technology.
  7. Manage a technology-enhanced environment to maximize student learning.
Yes
No
VI. Assistive Technology

Understand human, equity and developmental issues surrounding the use of assistive technology to enhance student learning performance and apply that understanding to practice.

VI A-E
3, 9

  1. Identify and analyze assistive technology resources that accommodate individual student learning needs.
  2. Apply assistive technology to the instructional process and evaluate its impact on learners with diverse backgrounds, characteristics and abilities.
Yes
No
VII. Professional Growth

Develop professional practices that support continual learning and professional growth in technology.

IA, IB, VA
9

  1. Create a professional development plan that includes resources to support the use of technology in lifelong learning.
  2. Use resources of professional organizations and groups that support the integration of technology into instruction.
  3. Continually evaluate and reflect on professional practices and emerging technologies to support student learning.
  4. Identify local, state and national standards and use them to improve teaching and learning.
Yes
No
Questions? E-mail Davina Pruitt-Mentle: dpruitt@umd.edu

Developed by: Educational Technology Outreach, College of Education at the University of Maryland, College Park
For information contact Davina Pruitt-Mentle – (301) 405-8202 – dpruitt@umd.edu

MTTS developed from Maryland’s Preparing Tomorrow’s Teachers to Use Technology (PT3), USDOE Catalyst Grant, May 2002.
Performance assessment materials to be available for each standard on the PT3 website: www.smcm.edu/msde-pt3/.
Any use of these materials should credit Maryland’s PT3 Catalyst Grant P342A990201.
For additional information, please contact Dr. Louise A. Tanney, PT3 Director, 410-767-0416.
ISTE/NETS -Educational Technology Standards and Performance Indicators for All Teachers http://cnets.iste.org/teachers/t_stands.html
INTASC - http://www.ccsso.org/content/pdfs/corestrd.pdf

 




Educational Technology Policy,
Research, & Outreach
http://www.edtechpolicy.org//
dpruitt@umd.edu
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