OWU Statement of Technology Integration to Support Student Learning

The OWU Department of Education meets all the standards set forth by Council for the Accreditation of Education Professionals (CAEP). One of the CAEP standards states that…candidates model and apply technology standards as they design, implement and assess learning experiences to engage students and improve learning; and enrich professional practice.

More specifically, CAEP articulates the following:

Candidates need experiences during their preparation to become proficient in applications of digital media and technological capabilities. They should have opportunities to develop the skills and dispositions for accessing online research databases, digital media, and tools and to identify research-based practices that can improve their students’ learning, engagement, and outcomes. They should know why and how to help their students access and assess critically the quality and relevance of digital academic content. Preparation experiences should allow candidates to demonstrate their abilities to design and facilitate digital or connected learning, mentoring, and collaboration. They should encourage use of social networks as resources for these purposes and to help identify digital content and technology tools for P‐12 students’ learning. Candidates should help their students gain access to what technology has to offer. (CAEP, pg. 30)

CAEP Proficiency & ISTE Standards Courses Evidence
Candidates use online management systems (Blackboard, TK20, K-12 grading programs) to access course readings and assignments, submit their work, and/or submit grades for the students they teach. All EDUC courses

All clinical experiences: Field Experience (EDUC 329, 339, 349 or 369) AND Student Teaching (EDUC 463, 474, or 484)
Completion of assigned readings, assignments, etc.
Candidates know how to access online research databases, digital media, and tools and to identify research-based practices that can improve their students’ learning, engagement, and outcomes Methods (EDUC 321/322/323, EDUC 341 or EDUC 370)

Field Experience (EDUC 329, 339, 349 or 369)
Lesson Plans
Candidates know why and how to help their students access and assess critically the quality and relevance of digital academic content.

[ISTE Standards for Teachers – 2: Design and Develop Digital Age Learning Experiences & Assessment]
Methods (EDUC 321/322/323, EDUC 341 or EDUC 370) – Introduction to SAMR model. See OWU Technology Integration: Resources and Ideas.

Field Experience (EDUC329, 339, 349 or 369) – Implementation of SAMR model.
Technology Integration I – Lesson plan from Field Experience with reflection addressing how the incorporation of technology by the candidate enhanced student learning.
Candidates demonstrate their abilities to design and facilitate digital or connected learning, mentoring, and collaboration.

[ISTE Standards for Teachers – 2: Design and Develop Digital Age Learning Experiences & Assessment]

{ISTE Standards for Students – 3: Knowledge Constructor; 6: Creative Communicator}
Student Teaching (EDUC 463, 474, or 484) – Continued implementation of SAMR model with a focus on social networks as a means to help identify digital content and technology tools for P‐12 students’ learning. Technology Integration II – Lesson plan from Student Teaching with reflection narrative addressing how the incorporation of technology by the student teacher and students enhanced student learning.

Throughout each licensure program, candidates are asked to do the following:

  1. use technology (online research databases, digital media, and tools) related to the content being taught; and to
  2. create lesson plans that use educational technology to support the teaching of the lesson and/or support students’ use of technology to enhance their learning.

Technology Integration Lesson & Reflection

To demonstrate competency with using technology in the teaching/learning process, candidates are required to create technology lessons using the OWU lesson plan template striving for the highest level of technology integration (transformation) that is developmentally appropriate for the learners and the context. 

  • Select one lesson plan that represents your best work integrating technology.
  • Write a reflection which responds to the following prompts:
    • How does the use of technology provide for the enhancement and extension of student learning?
    • At what level is the SAMR model incorporated into your lesson plan? Provide justification for your reasoning.

Submit your final Technology Lesson and the reflection prompt via TK20.

Each category will be scored at the highest level for which the candidate meets all the criteria listed for that category.

Criteria EXCELLENT PROFICIENT ADEQUATE UNSATISFACTORY
Developmentally Responsive to Learners
(CAEP Standard 1.5; InTASC 7; OWU 4; OSTP Standard 4.7; ISTE 5)
The lesson's technology use is engaging, age appropriate, appropriate for the content, fosters higher-level thinking and provides students choice in technology use.
The lesson’s technology use is engaging, age appropriate, appropriate for the content, and fosters higher-level thinking.
The lesson’s technology is age appropriate, appropriate for the content, and supports student thinking. The lesson’s technology is not age appropriate nor appropriate for the content, and/or does not support student thinking.
Quality of Technology Integration
(CAEP Standard 1.5; InTASC 7; OWU 4; OSTP Standard 4.7)
The reflection provides clear and specific evidence for how technology is integral to enhancing and extending student learning, such that technology allows for the teacher/students to do something that could not have been done any other way.

[SAMR Transformation: Modification or Redefinition]
The reflection provides clear and specific evidence for how technology is integral to enhancing and extending student learning such that it allows for better learning than if technology was not used. 
 
[SAMR Transformation: Modification]
The reflection provides clear and specific evidence for how technology is used; student learning is supported, but not enhanced.
 
 
[SAMR Enhancement: Augmentation]
The reflection provides evidence that technology is substituted into the learning task; however, the lesson could have been completed without the addition of technology.
 
 
[SAMR Enhancement: Substitution]

Standards for Minimum Competency  

  • Field: All criteria must be scored adequate or above. Scores below the minimum requirement after three attempts will prompt a meeting between the candidate, professor, and any other relevant persons to discuss the viability of the candidate’s continuation in the program and/or development of a written plan for improvement
  • Student Teaching: All criteria must be scored proficient or above. Scores below the minimum requirement after two attempts will prompt a meeting between the candidate, professor, and any other relevant persons to discuss the viability of the candidate’s continuation in the program and/or recommendation for licensure.

If the minimum criteria is not met for one or more criteria, the candidate must revise the lesson, write a new technology-enhanced lesson, and/or rewrite the reflection. Minimum criteria must be met to continue in licensure program and be recommended for licensure.

CAEP

  • 1.1: Candidates demonstrate an understanding of the 10 InTASC standards at the appropriate progression level(s)2 in the following categories: the learner and learning; content; instructional practice; and professional responsibility.
  • 1.5: Providers ensure that candidates model and apply technology standards as they design, implement and assess learning experiences to engage students and improve learning; and enrich professional practice.

InTASC

  • 7: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

OWU

  • 4: Knowledge of a variety of instructional strategies and materials, including technology, that encourage student problem-solving, critical thinking and independent learning, and the ability to select and implement instructional strategies that account for and adapt to all contexts, learners, and content.

OSTP

  • 4: Teachers plan and deliver effective instruction that advances the learning of each individual student.
    • 4.7: Teachers use resources effectively, including technology, to enhance student learning.

ISTE

  • 5: Educators design authentic, learner-driven activities and environments that recognize and accommodate learner variability. Educators:
    • 5a: Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs.
    • 5b: Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning.
    • 5c: Explore and apply instructional design principles to create innovative digital learning environments that engage and support learning.