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Temple University Center for Research
in Human Development and Education |
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Defining Teacher
Technology Proficiency in the Mid-Atlantic Region
107
by
Patricia Hendricks
Temple University
What teachers know and can do with technology in their
classroom is a key indicator of technology's power to
improve student achievement (Weiner, 2000; Web-Based
Education Commission, 2000). However, across the nation wide
disparities exist among states, local education agencies,
and higher education institutions about what constitutes a
teacher's proficiency in technology integration. Currently,
the states and jurisdictions within the mid-Atlantic region
have adopted a smorgasbord of standards, competencies,
proficiencies, and guidelines. The following state-by-state
sketches outline the standards discussion within each
jurisdiction in the mid-Atlantic region.
Delaware
The Delaware Department of Education has not defined a
standard or definition of a technology-proficient teacher;
however, the Delaware Center for Educational Technology (DCET)
has adopted the National Educational Technology Standards
(NETS) standards for teachers and recommends that all
districts and the Delaware Department of Education also
adopt these standards (Delaware Center for Educational
Technology, 2001). If adopted, these standards will provide
a roadmap for the local educational agencies and DCET to
effectively accomplish their professional development goals.
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District of Columbia
The District of Columbia has adopted 13 educational
computing and technology competencies for educators seeking
recertification and new or additional endorsements in
teacher education programs. These competencies range from
technical skills-demonstrating the ability to operate a
computer system and use software successfully-to
instructional technology skills-demonstrating a working
knowledge of computers for problem solving, data collection,
information management, communications, presentations, and
decision making (District of Columbia Public Schools, 1997).
Maryland
The Maryland Technology Consortium has developed
performance-based technology outcomes that include
performance standards and indicators. Maryland has seven
categories of technology integration ranging from
"information, access, evaluation and processing" to
"adaptive and assistive technology." Each category is linked
to teacher outcomes (what a technology-proficient teacher
should be able to do) and indicators (skills that indicate a
teacher is proficient with the associated outcome). For
instance, one outcome for "information, access, evaluation
and processing," is the ability to "evaluate and process
information efficiently and effectively." One indicator of
this outcome is "organize, categorize, and store information
for efficient retrieval" (Preparing Tomorrow's Teachers to
Use Technology, 2000).
New Jersey
New Jersey has 21 Educational Technology Training Centers (ETTC)
that comprise the professional development provider network.
These ETTCs have collaboratively developed teacher
technology proficiencies based on the NETS standards. They
define teachers' technology proficiency in three levels:
beginner, intermediate, and advanced. Each level is
described by 10-12 technology skills such as "create a
multimedia presentation which includes text, clipart, and
special effects" (beginner), "use the Internet to find,
design, and post online projects" (intermediate), and "use
problem-solving tools and software such as calendars and
graphic organizers for brainstorming, conceptual mapping,
and flowcharting" (advanced). Teachers must possess all the
skills within each level to be certified in that level
(Essex County Educational Technology Training Center, 2001).
Additionally, New Jersey's Business Coalition for
Educational Excellence has produced an online credentialing
program for teachers and teacher candidates. Their
Technology Challenge includes a set of questions relating to
computer applications, emphasizing teachers' technical
skills. There are four challenges: Technophyte (beginner),
Cybernoid (intermediate), Digiteur (intermediate), and
Giganaut (intermediate). The teacher must complete each
particular challenge with 100% accuracy. If a question is
incorrectly answered, the teacher will receive the question
again. After proficiency is demonstrated, the participant
receives an e-certificate. This certificate indicates which
Challenge was completed; the score received; and whether the
score represents average, about average, or below average
skill level. The Challenge includes performance-based,
hands-on questions such as this example:
Word Processing Challenge
You have been asked to write an article for a school
publication and have been told that it cannot be more than
250 words. The word count feature in a word processing
document is an invaluable tool to help you edit your work
down to size. Simulate that activity by obtaining a word
count on the attached document (The Technology Challenge,
2000).
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