The University of Maryland, College Park

College of Education

 

How this course addresses

the MSDE Teacher Technology Standards (MTTS)

and ISTE/NETS*T Foundations for All Teachers

and INTASC Principles

 

Course Title: Assisitve Technology and Universal Design for the General Classroom Setting

 

Completion of any course does not certify competency in the identified area, however, it will contribute to development of the competency

 

Standard 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

 

Students are givena variety of resources which they must differentiate among for given assignments. A viarity of Scavenger Hunts, WebQuests and Treasure Hunts are included. Case study anaylses are included-students must identify , locate and report findings. Students must evalaute a varity of resources (software, websites, Multimedia, AT devices high, low and no related to specific needs of students

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

 

Students communicate via email, video streaming/conferencing, within WebCT discussion threads, Chat rooms (general and group work), dialogue with guest speakers, and participate in other live WebCasts on a variety of subjects related to the course content.

 

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

 

This course empahasizes the importance of utilizing a variety or teaching strategies and resources to meet different learning styles. Specific examples investigate the same content being delivered through word, PP, video audio etc… Students also learn to choose approporiate technologies for particular learning styles and student needs.  Examples of published information included in this course include: PP, Websites, webquests, scavenger Hunts, online quizzes and rubrics, Commincation Boards, graphic organizers etc…

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

 

Several weeks are devoted to Comar, NCLB, 508, 504 and other legal issues.  Additionaly, time is spent throughout discussing and reading about technology applications and strategies (and UD) that can be used to help ALL students--bit the ethical issues that arise when students and/or schools do not have these technologies avaiable. Case study analyses are used to highlight and discuss issues related to technology choices, issues and appropriateness.

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

 

Mini activites and assignments as well as guest speakers (viryual) aid students in the development of an IEP group project that : analyses data (qualitative and quantiative /SETT framework); applies findings and possible solutions to improve student acheivement; and recommends (via reports) strategies for several classroom subject areas and for parent/IEP conferences.

 

Standard and Outcomes

Indicators

Addressed in this course

Examples

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

 

Through multiple mini assignments and case studies student's learn to assess student's needs (as a group and indivudually),  identify appropriate technology materials and strategies for instruction., and be able to develop assessment strategies to measure the appropriateness and outcomes of the selected technology material and strategies on student acheievement

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

 

The course content addresses this

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

 

Standards are addressed early in the course--throughout the semester students apply their findings and new knowledge towards classroom activities and reflect on how this new knowledge will be utilized in their future activites/classroom.

 

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

 

Correlation of the MTTS  NETS*T  & INTASC

 

MTTS Addressed

 

INTASC Principles Addressed

1

2

3

4

5

6

7

 

 

 

ISTE NETS-Teacher Standards

1

2

3

4

5

6

7

8

9

10

 

X

 

 

 

 

 

X

 

 

 

I. Technology Operations and Concepts. Teachers demonstrate a sound understanding of technology operation and concepts.

X1

 

 

 

 

 

 

 

X

 

 

 

X

 

X

 

 

 

 

 

II. Planning and Designing Learning Environments and Experiences. Teachers plan and design effective learning environments and experiences supported by technology.

 

 

X

X

X

 

X

 

 

 

 

 

 

X

X

 

 

 

 

 

III. Teaching, Learning, and the Curriculum. Teachers implement curriculum plans, that include methods and strategies that apply technology to maximize student learning.

X

X

X

X

X

 

X

 

 

 

 

 

 

X

 

 

 

 

 

 

IV. Assessment and Evaluation. Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies.

X

 

 

 

 

 

 

X

 

 

X

X

 

 

 

 

X

 

 

 

V. Productivity and Professional Practice. Teachers use technology to enhance their productivity and professional practice.

 

 

 

 

 

X

 

 

X

 

 

 

X

 

 

X

 

 

 

 

VI. Social, Ethical, Legal, and Human Issues. Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in PreK-12 schools and apply those principles in practice.

 

 

X

 

 

 

 

 

X