Through planned prerequisites and/or professional preparation, the teacher preparation program ensures the following:
Candidates are familiar with basic principles of operation of computer hardware and software, and implements basic troubleshooting techniques for computer systems and related peripheral devices before accessing the appropriate avenue of technical support.
Candidates use appropriate technology to facilitate theteaching and learning process. Candidates are able to evaluate and select a wide array of technologies for relevance, effectiveness, and alignment with state-adopted academic content standards, and the value they add to student learning.
Candidates demonstrate knowledge and understanding of the legal and ethical issues related to the use of technology, including copyright issues and issues of privacy, security, safety, and acceptable use. Candidates demonstrate knowledge and understanding of the appropriate use of computer-based technology for information collection, analysis, and management in the instructional setting.
Candidates demonstrate competence in the use of electronic research tools and the ability to assess the authenticity, reliability, and bias of the data gathered. Candidates analyze best practices and research on the use of technology to deliver lessons that enhance student learning.
Candidates integrate technology-related tools into the educational experience and provide equitable access to available resources to all students. Candidates encourage the use of technology with students in their research, learning activities, and presentations.
Candidates use computer applications to manipulate and analyze data as a tool for assessing student learning, informing instruction, managing records, and providing feedback to students and their parents.
Candidates learn to use a variety of technologies to collaborate and communicate with students, colleagues, school support personnel, and families to provide the full range of learners with equitable access to all school and community resources.
As indicated on the matrix which follows, knowledge of hardware and software operation and basic troubleshooting are addressed in courses which are prerequisite for admission to the basic credential program for those students who lack these basic computer skills and prerequisite to a new Educational Applications of Technology for Secondary Teachers, which will be offered for the first time in Fall of 2011. This course will become a requirement for all Single Subject Credential candidates who will be permitted to take it before or during the program. Within the credential program, CI 159 Curriculum and Instruction is the course that currently instructs students with regard to the greatest number of competencies. In this generic methods course, students study and practice the process of planning, implementing, and evaluating instruction. Consequently, this course was selected to assist students in gaining computer competencies relevant to each step of the instructional process. CI 161 Methods and Materials in Secondary Teaching, a subject-specific methods course, addresses many of the same topics, but from the vantage point of a particular content area. For example, it is be in this course in which candidates learn how to evaluate software intended for use in their subject area in terms of its relevance to California’s content standards. CI 151 Social Foundations of Education helps students gain an understanding of legal and ethical issues associated with computer use in K-12 education. Additionally, in this course, and in CI 152 Psychological Foundations of Education, students will gain a greater appreciation for electronic research tools. CI 152 will also teach students to use their knowledge of human development and learning in making decisions regarding every aspect of computer use in the classroom. The special role of these technologies in enhancing language and literacy development for English language learners is examined in LEE 154 Content Area Language and Literacy Instruction. Finally, how technology can be used to assist students with special needs will be a focus of SPED 121 Teaching Students with Special Needs in the General Secondary Education Setting. In EHD 155A and EHD 155B Student Teaching in The Secondary School, candidates will have the opportunity to observe and practice effective use of computer-related technologies in all facets of teaching, from researching and planning to instructing and assessing student learning. One criterion for the evaluation of student teachers will be the degree to which they successfully employ computer-based technologies in their classrooms.
The attached matrix gives a detailed overview of how the knowledge, skills, and understandings related to the effective use of computer-based and other technologies are infused in the Single Subject Credential Program.