| (g) With regard to integrating technology into
teaching and learning, the prospective teacher shall demonstrate: |
1. Knowledge of:
(i) strategies to identify and
evaluate technology resources and technical assistance available within
the school and district. |
2. Ability to:
(i) identify and
evaluate technology resources and technical assistance available within
the school and district. |
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| (ii) methods for assessing advantages and limitations of
current and emerging technologies, and on-line and software content to
facilitate teaching and student learning. |
(ii) assess advantages and limitations of current and
emerging technologies, and on-line and software content to facilitate
teaching and student learning. |
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| (iii) strategies for developing and implementing a
classroom management plan to ensure equitable and effective student access
to available technology resources. |
(iii) develop and implement a classroom management plan to
ensure equitable and effective student access to available technology
resources. |
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| (iv) safe, responsible, legal and ethical uses
of technologies including fair-use and copyright guidelines and the Child
Internet Protection Act (CIPA). |
(iv) model safe, responsible, legal and ethical use of
technology and implement school and district acceptable use policies
including fair-use and copyright guidelines and the Child Internet
Protection Act (CIPA). |
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| (v) characteristics of appropriate and
effective learner-centered lessons and units that integrate technology. |
(v) design, implement, and assess learner-centered lessons
and units that use appropriate and effective practices in teaching and
learning with technology. |
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| (vi) technology tools for instruction, student assessment,
management, reporting purposes and communication with parents/guardians of
students including but not limited to word processing, databases,
spreadsheets, graphics programs, internet, and email. |
(vi) use technology tools for instruction, student
assessment, management, reporting purposes and communication with
parents/guardians of students including but not limited to word
processing, databases, spreadsheets, graphics programs, Internet, and
email. |
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| (vii) how to facilitate students' individual and
collaborative use of technologies (such as word processing, databases,
spreadsheets, graphics programs, internet, and email) to locate, collect,
create, produce, communicate, and present information. |
(vii) facilitate students' individual and collaborative
use of technologies (such as word processing, databases, spreadsheets,
graphics programs, internet, and email) to locate, collect, create,
produce, communicate, and present information. |
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| (viii) the variety and application of technologies that
are sensitive to diversity, learning styles and special needs of all
students (for example, assistive technologies for students with special
needs). |
(viii) design, manage, and facilitate learning experiences
incorporating technologies that are sensitive to diversity, learning
styles and special needs of all students (for example, assistive
technologies for students with special needs). |
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| (ix) processes and criteria for evaluating students'
technology proficiency and students' technology-based products within
content area learning. |
(ix) evaluate students' technology proficiency
and students' technology-based products within content area
learning. |
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| (x) the resources for enhancing professional growth using
technology (for example, through accessing web-based information, on-line
collaboration with other educators and experts, and on-line professional
courses). |
(x) use technology to enhance professional growth (for
example, through accessing web-based information, on-line collaboration
with other educators and experts, and on-line professional courses). |
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