Note: The indicators marked with an asterisk (*) are considered to be essential for Classroom Technology Masters graduates by the Classroom Technology Advisory Group.

1.0 Prerequisite Preparation; Entrance Requirements.

Candidates use technology in classroom teaching, including word processing, data base, and spreadsheet, and other applications appropriate to grade level, and have access to the Internet.

1.1 operate a computer system and use software packages appropriate to grade level.

1.2 use terminology related to computers and technology in written and oral communications.

1.3 use productivity tools for word processing, database management, and spreadsheet applications appropriate to grade level/subject.

1.4 have access to the Internet.

1.5 possess a teaching certificate and have teaching experience, either in the classroom as a teacher or equivalent experience.

1.6 have an e-mail account (hotmail or other free software is acceptable).

1.2 Personal and Professional Use of Technology.

Candidates will demonstrate specialty standards by using technology to enhance professional growth and productivity. They will use technology to become ethical decisionmakers, effective communicators, collaborative workers, critical thinkers, problem solvers, and information navigators in classroom instruction. They will plan and participate in classroom activities that challenge and stimulate their students to become "mindful architects of their own knowledge" and encourage lifelong learning.

1.1.3 describe and implement basic troubleshooting techniques for computer systems with related peripheral devices.

*1.1.4 use imaging devices such as scanners, digital cameras, and/or video cameras in developing classroom lessons or other professional purposes.

1.1.5 demonstrate knowledge of uses of technology and the school-to-work transition for business, industry, and society.

*1.2.2 apply productivity tools for creating multimedia presentations for professional use or classroom instruction.

*1.2.3 use computer-based technologies including telecommunications to access information and enhance personal and professional productivity.

*1.2.4 use technology to support problem solving, data collection, information management, communications, or decision making.

1.2.5 demonstrate awareness of resources for adaptive assistive devices for student with special needs.

*1.2.6 demonstrate knowledge of equity, ethics, legal, and human issues concerning use of technology in the classroom.

1.2.7 identify computer and related technology resources for facilitating lifelong learning and the emerging roles of the learner and the educator.

1.2.8 observe demonstrations or uses of broadcast instruction, audio/videoconferencing, and other distance learning applications.

1.3 Application of Technology in Instruction and Classroom Management.

Candidates will demonstrate information navigator, problem solver, and critical thinking skills by applying technology to support instruction and by demonstrating classroom management strategies that facilitate student learning in ways that are consonant with the specialty mission.

*1.3.1 explore, evaluate, and use computer/technology resources including applications, tools, on-line resources, educational software, books, and periodicals.

*1.3.2 demonstrate current instructional principles, research, and appropriate assessment practices as related to the use of technology resources in the curriculum.

*1.3.3 design, deliver, and assess student learning activities that integrate technology into the curriculum which demonstrate the use of current research and theory for diverse student populations.

*1.3.4 design student learning activities that foster equitable, ethical and legal use of technology by students.

*1.3.5 demonstrate knowledge of current change and leadership theory and research appropriate to grade level/subject in instruction.

2.0 Specialty Content Preparation in Educational Computer and Technology Literacy.

2.1 Social, Ethical, and Human Issues.

Candidates will demonstrate skills as ethical decisionmakers by applying concepts and skills that demonstrate the standard of being an ethical decisionmaker by examining the social, ethical, and human issues related to computing and technology in classroom instruction.

2.1.1 describe the historical development and important trends affecting the evolution of technology and its probable future role in school and society.

2.1.2 describe strategies for facilitating consideration of ethical, legal, and human (ergonomic) issues involving school purchasing and policy decisions.

2.2 Productivity Tools.

Candidates will demonstrate critical thinking, collaborative worker, and information navigation skills through the use of productivity tools and classroom and multimedia applications to support classroom instruction and management.

2.2.1 use advanced features of word processing, desktop publishing, graphics programs or utilities to develop professional products.

2.2.2 use spreadsheets for analyzing, organizing and displaying numerical data graphically appropriate to grade level/subject.

2.2.3 design and manipulate databases and generate customized reports for professional or classroom use.

2.2.4 use teacher utility and classroom management tools to design solutions for classroom or professional uses

2.2.5 identify, select, and integrate video and digital images for use in presentations, publications and/or other products.

2.2.6 apply specific-purpose electronic devices (such as, a graphing calculator, language translator, scientific probeware, or electronic thesaurus) in appropriate content areas.

2.2.7 use features of applications that integrate word processing, database, spreadsheet, communication, and other tools into classroom instruction.

2.3 Telecommunications and Information Access.

Candidates will demonstrate critical thinking and information navigation skills through the use of telecommunications and information resources to support instruction.

*2.3.1 access and use telecommunications tools and resources for information sharing and/or multimedia/hypermedia publishing.

*2.3.2 use electronic mail for communications and research to support or as part of instruction.

*2.3.3 use web browsers for searching, identifying, evaluating and teaching with or about information resources, including "information literacy" concepts.

2.4 Research, Problem Solving, and Product Development.

Candidates will demonstrate information navigator and critical thinking skills by using computers and other technologies in research, problem solving and project development. Candidates will use media, presentation, and/or authoring packages appropriate to grade level. They will demonstrate collaborative worker skills by planning and participating in teams and collaborative projects that require higher order critical thinking skills, effective communicator skills, and utilize different learning styles for diverse populations.

2.4.1 identify basic principles of instructional design associated with the development of multimedia and hypermedia learning materials.

*2.4.2 develop simple hypermedia and multimedia products that apply basic instructional design principles for professional or classroom use.

2.4.3 select appropriate tools for communicating concepts, conducting research, and solving problems for an intended audience and purpose.

2.4.4 participate in collaborative projects and team activities in person or using telecommunications.

2.4.5 identify examples of emerging programming, authoring, or problem solving environments.

2.4.6 collaborate in on-line workgroups or have students collaborate in on-line projects to build bodies of knowledge around specific topics for classroom or professional purposes.

*2.4.7 use a computer projection device to support and deliver oral presentations in the classroom or for professional purposes.

*2.4.8 design and publish simple on-line documents that present information and include links to critical resources.

*2.4.9 develop instructional units that involve the use of technology in compiling, organizing, analyzing, synthesizing, and evaluating information sources or in student projects.

3.0 Professional Preparation (3 sections)

3.1 Teaching Methodology.

Candidates will effectively plan, deliver, and assess concepts and skills that demonstrate effective uses of classroom technology to exemplify the specialty standards. Candidates will model the standards and will stimulate and facilitate students to achieve these standards, as well.

3.1.1 design and practice methods and strategies for teaching concepts and skills related to computers and related technologies including keyboarding.

*3.1.2 design and practice methods and strategies for teaching concepts and skills for applying productivity tools.

3.1.3 design and practice methods/strategies for teaching concepts and skills for applying information access and delivery tools.

3.1.4 design and practice methods and strategies for teaching problem solving principlesand skills using technology resources.

3.1.5 observe in a K-12 setting where current K-12 curriculum and technology concepts and skills are being taught.

3.1.6 practice methods and strategies for teaching technology concepts and skills as a part of content classroom instruction in a lab and classroom setting.

3.1.7 identify and support implementation of "information literacy" concepts in the curriculum.

*3.1.8 design and implement integrated technology classroom activities that involve teaming and/or small group collaboration.

*3.1.9 identify activities and resources to support regular professional growth related to the use of technology in the classroom.

3.1.10 describe student guidance resources, career awareness resources, and student support activities related to computing and technology.

3.1.11 compare national K-12 computer/technology standards with benchmarks set by local school districts and critique each.

*3.1.12 identify professional organizations and groups that support the use of technology and current curriculum concepts in the classroom.

*3.1.13 design a set of evaluation strategies and methods that will assess the effectiveness of instructional units that integrate technology into district outcomes, assessments, or other measures.

3.2 Application of Curriculum Theory and "Best Practices" to Instruction.

Candidates will demonstrate ethical decisionmaking and critical thinking skills by applying current research and theory to stimulate students to become lifelong learners.

*3.2.1.1 Apply current curriculum and instruction research and theory and "best practices" in making decisions about using technology in instruction.

*3.2.1.3 Develop instructional experiences that use technology to improve student achievement.

*3.2.1.3 Develop instructional experiences that use technology to improve student achievement.

3.3 Hardware/Software Selection, Installation and Maintenance.

Candidates will, as needed, demonstrate critical thinking and problem solving skills in order to facilitate the planning and purchase of software, hardware, and peripherals for instruction.

3.3.1 develop plans to configure computer/technology systems and related peripherals in laboratory, classroom cluster, and other appropriate instructional arrangements.

3.3.2 identify and describe strategies to support development of school/laboratory policies,

and practices related to use of computers/technology.

3.3.3 research, evaluate, and develop recommendations for purchasing instructional software to support and enhance the school curriculum.

3.3.4 research, evaluate, and develop recommendations for purchasing technology systems.

3.3.5 design and recommend procedures for the organization, management, and security of hardware and software.

3.3.6 identify strategies for trouble-shooting and maintaining various hardware/software configurations.

3.3.7 identify and describe network software packages used to operate a computer network system.

3.3.8 configure a computer system and one or more software packages.