The Technology Competencies Database: Computer Support for Assessment, Teaching, and Portfolio Management
Michael Waugh, State University of West Georgia, United States ; James Levin, James Buell, University of Illinois at Urbana-Champaign, United States
Journal of Technology and Teacher Education Volume 7, Number 4, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
The teacher education programs at the University of Illinois in Urbana-Champaign have no single, foundational course in instructional technologies. Rather, we work with our instructors to infuse relevant and appropriate instructional technologies into each course in our teacher education programs. Recently, National Council on Accreditation of Teacher Education (NCATE) adopted the International Society fro Technology in Education (ISTE) developed standards that identify the critical instructional technology concepts/topics that should be included in all teacher education programs. Given the distributed structure of our approach to incorporating technology into our programs, we felt the need to develop a software tool that would assist instructors in situating specific technology experiences within a series of courses. In addition, we needed a system that would enable instructors to collaborate effectively in assessing students' competence regarding each standard. Further, we wanted a system that would provide student access to their records and an easy means of submitting evidence in support of their attainment of the required skills and experiences. To meet this need, we developed the Technology Competencies Database (TCD), a World-Wide Web (WWW)-based software tool that will enable a group of faculty to collaborate more effectively in providing technology experiences to their students. The TCD is a FileMaker Pro database running on a Macintosh computer that is also a WWW server. Students and instructors interact with the system at any time of day and from any location using any web browser software. The TCD contains individual records for each student and enables them to submit statements and materials in support of their attainment of the ISTE/NCATE standards (which we refer to as the Technology Competency statements). These submissions are accessible by the students' instructors; and the students and instructors may exchange messages regarding the competency statements, the students' submissions and any additional work that will be required by the instructor. The students' submissions and the faculty responses are all preserved in the database and can be sorted in various ways to provide the faculty with reports regarding where each competency is addressed in each program and, most importantly, what kinds of activities each faculty member is accepting as evidence that each competency has been met. The TCD system may be very valuable in helping to ensure that each student is being held to the same standards of performance. In addition, it will help us to demonstrate where and how each technology competency is acquired by students. Further, it will allow the students to create an electronic portfolio of their technology expertise.
Waugh, M., Levin, J. & Buell, J. (1999). The Technology Competencies Database: Computer Support for Assessment, Teaching, and Portfolio Management. Journal of Technology and Teacher Education, 7(4), 351-363. Charlottesville, VA: Society for Information Technology & Teacher Education.
© 1999 Society for Information Technology & Teacher Education
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Alex Pan, The College of New Jersey, United States
Society for Information Technology & Teacher Education International Conference 2000 (2000) pp. 2074–2080
On-Line and On Target: Strategies for Assessing the Educational Technology Competency of Pre-service Teachers
Neal Grandgenett, University of Nebraska at Omaha, United States; Mike Timms, WestEd Laboratories, United States; Elliott Ostler, University of Nebraska-Oma, United States; Jean Jones, Nebraska Dept of Education/PT3 Catalyst Grant, United States; Robert Pawloski, University of Nebraska at Omaha, United States
Society for Information Technology & Teacher Education International Conference 2002 (2002) pp. 1616–1620
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