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CTAP 120 - Assisting Students with Technology
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Overview

The use of technology as an instructional tool varies from classroom to classroom within a single school site. There are four primary factors that govern why some instructors are actively discovering new and creative uses of technology while others are still depending on traditional tools to help foster student learning.

  1. Can the teacher use the technology?
  2. Does the teacher have access to the technology?
  3. Can the teacher envision the instructional application of the technology?
  4. Does the teacher believe the technology will support enhanced student learning?

As part of this course, educators will explore which of these factors is significantly determining how and when they incorporate technology into their instruction. Participants will also address the process involved in assisting students in typical school site scenarios that operate under a combination of these factors.

The National Educational Technology Standards for Students (NETS) as created by the International Society for Technology in Education serves as a central piece to this course. Participants will use this information to determine appropriate student uses of technology and methods of assistance and share their discovery by submitting a lesson plan that integrates these skills.

This course has been designed as a 15 hour teacher development program that includes online sharing, communicating, and research. Completion of this course is determined by successful submission of both a NETS aligned lesson in which students use technology to support content specific learning and at least one corresponding piece of student work from the implementation of that lesson.

There is an unhindered intuitiveness in young people that seems to naturally draw them to the vastness of technology. Teachers that bring technology into their classrooms in a way that is congruent with their content harness that intuitiveness in a way that supports their learning objectives.

"I was not, and to a large degree still am not, interested in teaching students technology. But I will say this: after watching the way technology completely transformed a student program I was involved in at my school, I have re-assessed my perception of its use in the classroom. Although I don't have the time or desire to become proficient with every computer application on the market, I do acknowledge the importance of knowing what technology-based tools offer my students and I am keeping that awareness central to my instructional design process."

There is a visible and focused effort taking place in classrooms all over the country. Learning environments are shifting as traditional educational practices regarding curriculum and instruction no longer seem to apply to a world driven by high-speed, digitized information. People are asked to identify, comprehend, analyze, create, share, integrate and implement more information at a faster rate than in any previous time in history.

This course has been designed with the hope that, as educators, we can embrace both the complexities and the promise of our quickly developing world. As we search to find ways to increase the level of instruction for students, hopefully we will begin to view technology as a means to establish new and challenging learning environments that require students to think, explore and create. It becomes increasingly important for our classroom practices to embrace and integrate the very tools our students will have to use to succeed in an information-driven society.

CTC TECHNOLOGY PROFICIENCY RUBRIC


Prerequisites

Objectives

At the conclusion of this course, you will be able to:

  • Analyze your current uses of technology and abilities to assist students.
  • Examine the National Educational Technology Standards (NETS) for students.
  • Explore and evaluate a lesson or unit in which another educator has identified the relationship between their curricular goals and the NETS performance indicators for students.
  • Access personal proficiency resources that will enable you to assist students with the use of technology in your classroom.
  • Share a lesson that you have implemented that requires students to use technology.
  • Assess your lesson in order to identify the NETS performance indicators that it addresses.
  • Submit your lesson to the International Society for Technology in Education (ISTE) for publication as an example of assisting students with the use of technology in the curriculum.

goal

  1. Putting Technology in its Place
    Activities:
    1. Determining how you perceive the use of technology within your classroom and selecting a pathway of learning for this course.

  2. Know What Your Students Can Do
    Activities:
    1. How do your students compare to the National Educational Technology Standards (NETS) for Students?
    2. How do your students compare to Technology Skills embedded within the California Content Standards?
  3. Other Educators Aligning the Use of Technology to Curriculum.
    Activities:
    1. Find an exemplary lesson within the NETS online curriculum database to evaluate it for use of technology to support curricular outcomes.

  4. Assessing Your Environment, Your Proficiency.
    Activities:
    1. Assess your own technology proficiency using the CTAP iAssessment site (http://ctap2.iassessment.org/).
    2. Assess your learning environment for student access to technology in the classroom and access online resources to assist students with technology.

  5. Putting the Curricular and Technology Pieces Together
    Activities:
    1. Organizing and sharing one of your own lessons that is aligned to the NETS for students.


How to Take this Course

All participants in this course will document and share a lesson in which students were required to use technology to support their exploration, acquisition and/or demonstration of subject area learning. As the primary course completion deliverable, this lesson must have appropriate National Educational Technology Standards for Students identified for those activities in which students were engaged with technology along with a single student work sample that exemplifies an average piece of student acquisition of the targeted learning objectives. Please use the template to determine the specificity required within this lesson plan (deliverable) and, for those interested in developing and submitting their lesson plan online, please make full use of the Lesson Plan Builder within the Tools section.

Template: Final lesson submission_template (doc)
Sample: Teacher lesson sample (doc)

Educator-Participants interested in professional credit for this course can obtain 1 continuing education credit for completion of this program through our partner California State University Chico. For more information, please use the help link to access further College Credit information.


Course Duration
This course will take you approximately 15 hours to complete.



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