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III. Technology Resources and Tools for Content Areas

21

Use CAD and other instructional software for instruction in technology education.

 

Pre-Novice

I am not aware of instructional technology for use in technology education.

 

Novice

I have read or heard about CAD and other instructional software that may be used for instruction in technology education.

 

Apprentice

I have used and evaluated a variety of CAD and other instructional software programs appropriate for the grade level(s) that I will teach.

 

Practitioner

I have designed authentic learning activities for diverse learners that incorporate CAD and other instructional software.

 

Expert

I reflect upon and make educated decisions in determining the effectiveness of activities that require students to use CAD and other instructional software as compared to traditional methods in producing intended learner outcomes for all students, including diverse learners.

22Use physical education instructional software, equipment, and simulations for physical education instruction.
 

Pre-Novice

I am not aware of any instructional technology for use in physical education.

 

Novice

I have read or heard about physical education instructional software, equipment and simulations that may be used for physical education instruction.

 

Apprentice

I have used and evaluated physical education instructional software, equipment, and simulations appropriate for grade level(s) I will teach.

 

Practitioner

I have designed authentic learning activities for diverse learners that incorporate physical education instructional software, equipment, and simulations.

 

Expert

I reflect upon and make educated decisions in determining the effectiveness of activities that require students to use physical education instructional software, equipment, and simulations as compared to traditional methods in producing intended learner outcomes for all students, including diverse learners.

23

Use audio/visual technology to provide feedback for skill development/performance enhancement in communication or physical education instruction.

 

Pre-Novice

I am unfamiliar with the use of audio/visual technology for feedback purposes.

 

Novice

I am aware of ways to use audio/visual technology to provide feedback on performances.

 

Apprentice

I have used audio/visual technology to provide feedback on performances.

 

Practitioner

I have designed lessons and assignments for a variety of performances, which include preparing students for the taping experience and materials that help students use the tape for gaining insight and improvement.

 

Expert

I reflect upon and make educated decisions in determining the effectiveness of using audio/visual technology to provide feedback on performances as compared to traditional methods in producing intended learner outcomes for all students, including diverse learners.

24

Use instructional software and CAD technology for theatre instruction, design, or direction.

 

Pre-Novice

I am not aware of software or CAD technology for use in theatre instruction.

 

Novice

I have heard or read about various software titles that may be used for theatre instruction, theatre design, or theatre direction.

 

Apprentice

I have used and evaluated a variety of software for theatre design, instruction, or direction appropriate for the grade level(s) I will teach or direct.

 

Practitioner

I have designed authentic learning activities for diverse learners that provide them opportunities to create theatre designs, draft floor plans and other types of drawings, or plot stage blocking using software and other technology.

 

Expert

I reflect upon and make educated decisions in determining the effectiveness of activities that require students to use theatre design, theatre directing, and CAD software as compared to traditional methods in producing intended learner outcomes for all students, including diverse learners.

25

Use instructional software and MIDI technology for music composition or instruction.

 

Pre-Novice

I am not aware of software or MIDI technology for use in music instruction.

 

Novice

I have read or heard about various software titles that may be used for music composition or instruction.

 

Apprentice

I have used and evaluated a variety of software for music composition or instruction appropriate for grade level(s) that I will teach.

 

Practitioner

I have designed authentic learning activities for diverse learners that incorporate music composition or instructional software.

 

Expert

I reflect upon and make educated decisions in determining the effectiveness of activities that require students to use music composition or instruction software as compared to traditional methods in producing intended learner outcomes for all students, including diverse learners.

26

Use digital imaging programs as a tool for artistic expression or creation.

 

Pre-Novice

I am not aware of digital imaging programs.

 

Novice

I have read or heard about digital imaging programs that may be used in art instruction.

 

Apprentice

I have used and evaluated digital imaging programs appropriate for the grade level(s) that I will teach.

 

Practitioner

I have designed authentic learning activities for diverse learners that incorporate digital imaging programs.

 

Expert

I reflect upon and make educated decisions in determining the effectiveness of activities that require students to use digital imaging programs as compared to traditional methods in producing intended learner outcomes for all students, including diverse learners.

27

Use instructional software appropriate for reading, viewing, writing, listening, speaking, and performance instruction.

 

Pre-Novice

I am not aware of instructional software for reading, viewing, writing, listening, speaking, and performance instruction.

 

Novice

I have read or heard about various software titles that may be used for reading, viewing, writing, listening, speaking, and performance instruction.

 

Apprentice

I have used and evaluated software such as CD-ROM interactive books and writing and publishing software appropriate for grade level(s) that I will teach.

 

Practitioner

I have designed authentic learning activities for diverse learners that incorporate software such as CD-ROM interactive books and/or writing and publishing programs to teach the stages of writing as process.

 

Expert

I reflect upon and make educated decisions in determining the effectiveness of activities that require students to use software for reading, viewing, writing, listening, speaking, and performance as compared to traditional methods in producing intended learner outcomes for all students, including diverse learners.

28

Use foreign language instructional technologies and associated documentation for foreign language instruction.

 

Pre-Novice

I am not aware of instructional technology for use in foreign language instruction.

 

Novice

I am aware of the existence and possible applications of different foreign language instructional technologies that may be used in foreign language instruction.

 

Apprentice

I know how to identify and access print and electronic technology resource collections for foreign language instruction. Based on current research and methodological approaches in the field of foreign language education, I have used and critically evaluated a variety of foreign language instructional materials, such as audio and video programs, videodiscs, software, or Internet resources appropriate for the grade level(s) I will teach.

 

Practitioner

I have designed activities for diverse learners, which are enhanced by the effective use of foreign language instructional technologies.

 

Expert

I reflect upon and make educated decisions in determining the effectiveness of activities that require students to use foreign language technologies as compared to traditional methods in producing intended learner outcomes for all students, including diverse learners.

29a

Use appropriate calculators (four function, fraction, scientific, or graphing) and extensions to enhance mathematics instruction.

 

Pre-Novice

I am not aware of calculator use for mathematics instruction.

 

Novice

I have read or heard about using calculators and extensions to enhance mathematics instruction.

 

Apprentice

I have used a variety of calculators and extensions to learn mathematics.

 

Practitioner

I have designed authentic learning activities for diverse learners that incorporate appropriate calculators and extensions.

 

Expert

I reflect upon and make educated decisions in determining the effectiveness of activities that require students to use appropriate calculators and extensions as compared to traditional methods in producing intended learner outcomes for all students, including diverse learners.

29b

Use appropriate software (e.g., LOGO, spreadsheets, CAS, Geometer's Sketchpad) to enhance mathematics instruction.

 

Pre-Novice

I am not aware of software use for mathematics instruction.

 

Novice

I have read or heard about using software to enhance mathematics instruction.

 

Apprentice

I have used and evaluated a variety of software to enhance mathematics instruction.

 

Practitioner

I have designed authentic learning activities for diverse learners that incorporate appropriate software.

 

Expert

I reflect upon and make educated decisions in determining the effectiveness of activities that require students to use appropriate software for mathematics as compared to traditional methods in producing intended learner outcomes for all students, including diverse learners.

30a

Use computer and video systems (e.g., computers, videodisc players, VCR’s, DVD’s, and cameras) for science instruction and inquiry.

 

Pre-Novice

I am not aware of computer and video systems for science instruction and inquiry.

 

Novice

I have read or heard about computer and video systems that may be used for science instruction and inquiry.

 

Apprentice

I have used and evaluated computer/video equipment and media (e.g., computers, software and internet; videodisc players, videodiscs, and bar code readers; VCR’s, videotapes; video cameras, digital cameras, and FlexCams) and any supporting materials appropriate for science instruction and inquiry in the grade level(s) that I will teach.

 

Practitioner

I have designed authentic learning activities for diverse learners that integrate computer/ video equipment and media and any supporting instructional materials with scientific inquiry in the classroom.

 

Expert

I reflect upon and make educated decisions in determining the effectiveness of activities that require computer and video systems in addressing the needs of my students and whether they are consistent with current national science education initiatives.

30b

Use computer and calculator applications to collect, display, and analyze physical data for science instruction and inquiry.

 

Pre-Novice

I am not aware of computer and calculator data-collection, display, and analysis laboratory tools for science instruction and inquiry.

 

Novice

I have read or heard about computer and calculator data-collection, display, and analysis laboratory tools that may be used for science instruction and inquiry.

 

Apprentice

I have used and evaluated computer and calculator data-collection, display, and analysis laboratory equipment (e.g., universal laboratory interfaces with computers and probes, calculator laboratory systems with calculators and probes, and Graphical Analysis Software) and any supporting instructional materials appropriate for science instruction and inquiry in the grade level(s) that I will teach.

 

Practitioner

I have designed authentic learning activities for diverse learners that integrate computer and calculator data-collection, display, and analysis laboratory tools and any supporting instructional materials with scientific inquiry in the classroom.

 

Expert

I reflect upon and make educated decisions in determining the effectiveness of activities that require computer and calculator data-collection, display, and analysis laboratory tools in addressing the needs of my students and whether they are consistent with current national science education initiatives.

31

Use instructional software for role-playing, simulations, or research in the social sciences.

 

Pre-Novice

I am not aware of instructional software for the social sciences.

 

Novice

I have read or heard about various software titles that may be used for role-playing, simulations, or research in the social sciences.

 

Apprentice

I have used and evaluated software for role-playing, simulations, or research in the social sciences appropriate for grade level(s) that I will teach.

 

Practitioner

I have designed authentic learning activities for diverse learners that incorporate software for role-playing, simulations, or research in the social sciences.

 

Expert

I reflect upon and make educated decisions in determining the effectiveness of activities that incorporate software for role-playing, simulations, or research in the social sciences as compared to traditional methods in producing intended learner outcomes for all students, including diverse learners.

Note:  The competencies were published in Tech Trends by:  Krueger, K., Hansen, L., & Smaldino, S. (2000 April). Preservice teacher technology competencies. Tech Trends 44(3) 47-50.