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Thursday, October
25, 2001
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Temple University Center for Research
in Human Development and Education |
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Technology-Rich Student
Intern Assessments
by Susan Arisman and Marcia Cushall
No. 103
Frostburg State University
For a new
teacher to become effective at integrating technology into
class activities, a mix of instruction, field experiences,
clinical practice, and assessments is required (NCATE, 2000).
This technobrief addresses the issue of how to assess the
readiness of new professionals to effectively demonstrate
their skills within the context of mandatory field experiences
with examples based on the draft performance assessments
for the
Maryland
Teacher Technology Standards. We also explore what constitutes
effective practice and how these judgments can illuminate
what "best practice" might look like for all teachers
who aspire to integrate technology into their classrooms.
Assessing
how teacher candidates use technology in the classroom is
a very important component of their field experiences. These
field experiences are part of the developmental process
of becoming a teacher and are an important and powerful
component of teacher education programs. The purpose of
feedback and assessment is candidate growth and development.
Candidates demonstrate knowledge, skills, and dispositions
that are aligned with education program outcomes. Assessment
not only provides information to the candidates about their
teaching but also provides information about the degree
to which the education program is meeting its goals (Guyton
& Bryd, 1999).
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