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Techtalk: Keeping Up with Technology
| Content Provider | Semantic Scholar |
|---|---|
| Author | Caverly, David C. Macdonald, Lucy J. |
| Copyright Year | 2004 |
| Abstract | A theme for this year's Techtalk is keeping up with technology, emphasizing both professional development and new technology. This first column will look at the how and why of professional development. A second column will highlight the what: specifically, wireless technology.Boylan (1995) estimated that over 100,000 developmental education and learning assistance professionals served over 3 million students, although less than 15% subscribed to professional journals or belonged to professional organizations and less than 2% attended state or national conferences. Considering this reality, the National Association for Developmental Education's Executive Board (NADE, 2001) resolved that developmental educators should regularly engage in professional development. Similar recommendations were also made by most of the professional organizations in our field. Missing from these recommendations, however, were specific guidelines for professional development in technology. Here, we will propose standards, levels, and resources for professional development in technology integration for developmental educators.DimensionsThere are three dimensions for professional development in technology integration. One dimension provides a checklist of standards developmental educators should acquire in technology integration. A second defines proficiency levels within these standards. A third lays out resources to develop the other two dimensions.Technology StandardsIn an effort to identify best practices and standards, the International Society for Technology in Education (ISTE) established a set of National Education Technology Standards (NETS) for K-12 teachers (ISTE, 2004a). A separate, although analogous, set was developed for K-12 administrators (ISTE, 2004b). These standards are appropriate for developmental education if adapted to the unique instructional environments in which we serve students.Instructor checklist. ISTE (2004a) identified six categories of technology skills and abilities for teachers. In this column, we list adapted standards; more details on each standard can be found at the Developmental Education Technology Standards Web site (Caverly & MacDonald, 2004). We propose that developmental educators should be able to: (a) demonstrate a sound understanding of technology operations and concepts; (b) plan and design learning environments and experiences supported by technology; (c) implement curriculum plans, which include methods and strategies for applying technology to maximize student learning; (d) apply technology to facilitate a variety of effective assessment and evaluations; (e) use technology to enhance their own productivity and professional practice; and (f) understand the social, ethical, legal, and human issues surrounding the use of technology in higher education in order to apply those principles in practice. These standards present technology as neither the content of instruction nor the delivery of instruction. Instead, they advocate the use of technology as a tool to supplement instruction (Caverly & Peterson, 2000).Administrator checklist. Technology Standards would also apply to developmental education administrators. Again, we have adapted the ISTE (2004b) administrator standards for specific applications to developmental education, and we explicate each standard at the same Web site (Caverly & MacDonald, 2004). We propose developmental education leaders should: (a) inspire a shared vision for comprehensive integration of technology and foster an environment and culture conducive to the realization of that vision; (b) ensure that curricular design, instructional strategies, and learning environments integrate appropriate technologies to maximize learning and teaching; (c) apply technology to enhance their professional practice and to increase their own productivity and that of others; (d) ensure the integration of technology to support productive systems for learning and administration; (e) use technology to plan and implement comprehensive systems of effective assessment and evaluation; and (f) understand the social, legal, and ethical issues related to technology and model responsible decision-making related to these issues. … |
| Starting Page | 38 |
| Ending Page | 39 |
| Page Count | 2 |
| File Format | PDF HTM / HTML |
| Volume Number | 28 |
| Alternate Webpage(s) | https://files.eric.ed.gov/fulltext/EJ718575.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
