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Maryland Technology Grant “ Our goal is to ensure that all Maryland teacher candidates are proficient in integrating technology in the classroom for teaching and learning.” Program Development and Accountability in Maryland MTTS incorporated into policy:

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maryland technology grant
Maryland Technology Grant

“Our goal is to ensure that all Maryland teacher candidates are proficient in integrating technology in the classroom for teaching and learning.”

program development and accountability in maryland
Program Development and Accountability in Maryland

MTTS incorporated into policy:

  • MD Redesign of Teacher Education (1996)
    • Improve teacher education; link preparation of teachers to Maryland K-12 schools
  • IHEs use either Maryland’s Essential Dimensions of Teaching or the INTASC Standards (both include MTTS)
  • HEA Title II Institutional Performance Criteria (MTTS is one of the criteria)
md technology consortium
MD Technology Consortium

Membership:

  • Two - and four - year colleges
  • Local school systems
  • Maryland Higher Education Commission
  • Maryland State Department of Education
  • Human Resources Research Organization (HumRRO)
  • Mid-Atlantic Regional Technology in Education Consortium (MAR-TEC)
project goal 1
Project Goal 1:

Align higher education curriculum and practicum experiences with the Maryland Teacher Technology Standards.

slide6

ProjectGoal 2:

Create consistent and credible performance assessments to measure technology proficiencies.

project goal 3
Project Goal 3:

Incorporate Maryland Teacher Technology Standards into teacher candidate electronic portfolios.

maryland teacher technology standards
Maryland Teacher Technology Standards
  • Information Access, Evaluation, Processing and Application
  • Communication
  • Legal, Social, and Ethical Issues
  • Assessment for Administration and Instruction
  • Integrating Technology into the Curriculum and Instruction
  • Assistive Technology
  • Professional Growth
model performance assessments
Model Performance Assessments

For institutions to:

  • Ensure all teacher candidates perform at proficiency levels
  • Adopt or adapt with other program requirements
performance assessment materials
Performance Assessment Materials

CD includes:

  • Letter of introduction
  • Maryland Teacher Technology Standards
  • Task summaries
  • Performance assessment tasks and scoring tools
  • Glossary of terms
  • List of Consortium members
step one
Step One
  • Establish a committee to plan and oversee the implementation of the Maryland Teacher Technology Standards.
      • Redesign of Teacher Education
      • Title II reporting criteria
      • Connection to the K-12 community – State Technology Plan
step two
Step Two
  • Survey faculty to identify where the Maryland Teacher Technology Standards are taught and assessed in your program.
developing a survey
Developing a Survey
  • Original online survey developed at Salisbury University (Regina Royer)
  • University of Maryland Teaching with Technology Database (see handout)
step three
Step Three
  • Plan faculty development on the integration of the Maryland Teacher Technology Standards.

University of Maryland, College Park

faculty development
Faculty Development
  • Building Learning with Technology (BLT):

√ Re-thinking teaching and learning

√ Building technology-enriched units for courses in which future teachers enroll

√ Student-faculty mentoring

√ Learning to use software as needed

√ Planning how to meet the Maryland Teacher Technology Standards

key blt components
Key BLT Components

√ Faculty-student design teams create units

√ Template for building units using the 5 E’s:

Engagement, Exploration, Explanation Extension and Evaluation

√ January and July Design Institutes

√ Monthly follow-up team meetings

√ Implementation and revision of units

√ Sharing units with other faculty/students

For more information: http://www.education.umd.edu/blt

step four
Step Four
  • Plan a timeline for integrating the Maryland Teacher Technology Standards and performance assessment tasks into the curricula.

• Frostburg State University

timeline
Intersession 2001

Spring 2001

Summer 2001

Summer 2001

Fall 2001

Determine where three of the assessments will be tested

Pilot the assessments

Review the results of the pilot and re-examine where skills are taught and assessments are completed

Work with other faculty to place assessments in courses

Conduct the three assessments

Timeline
timeline19
Intersession 2002

Spring 2002

Summer 2002

Summer 2002

Fall 2002

Fall 2002

Review results of assessments (scores, administration, and evaluation)

Pilot 3 more assessments

Review the results of the pilot and re-examine where skills are taught, assessments completed and by whom

Work with other faculty to place assessments in courses

Conduct six assessments

Design candidate / MTTS database

Timeline
timeline20
Intersession 2003

Spring 2003

Spring 2003

Spring 2003

Summer 2003

Review results of assessments (scores, administration, and evaluation)

Conduct six assessments

Work with other faculty to place final assessment in courses

Begin to enter candidate / MTTS data in database

Review the results of the assessments and re-examine where skills are taught, assessments completed and by whom

Timeline
timeline21
Fall 2003

Fall 2003

Fall 2003

Intersession 2004

Conduct all assessments

Collect NCATE Composite Scoring Forms for all candidates

Update candidate / MTTS database

Review results of assessments (scores, administration, and evaluation) and make needed adjustments

Timeline

Spring/Fall

placement of assessments in elementary early childhood program
Assessments

1

2

3

4

5

6

7

Placements

Ed Tech Lab I

Ed Tech Labs I & II

Ed Tech Lab I

Ed Tech Lab III

Ed Tech Lab III (Internship I) & Internship II

Special Education

Internship II Leadership Seminar

Placement of Assessments in Elementary/Early Childhood Program
step five
Step Five
  • Evaluate, reflect

and revise your implementation plan.

  • Frostburg State University
evaluate reflect revise
Evaluate, Reflect, Revise
  • Skills
    • Time to teach skills
    • Where skills are taught
      • Technology Courses
      • Content / methods courses
evaluate reflect revise25
Evaluate, Reflect, Revise
  • Assessments
    • Where are they evaluated
      • Technology Courses
      • Content / methods courses
      • Internships
    • Who evaluates the assessments
      • Course instructors
      • K-12 technology coordinators / tech reps
      • Peer groups
    • Time needed to evaluate assessments
      • Method of evaluation
      • Persons completing evaluations
evaluate reflect revise26
Evaluate, Reflect, Revise

• Input from K-12 partners

_ Technology Advisory Council

_ Tech Reps

• Revise implementation plan

  • Move placement of skills attainment and assessments
  • Change manner in which assessments are evaluated and by whom
  • Adjust implementation plan
step six
Step Six
  • Collect evidence for state program approval or joint NCATE accreditation/Maryland approval.
  • Frostburg State University
collect evidence
Collect Evidence
  • Statistical data for each performance assessment
  • Samples of products showing range in performance
  • Database of students/assessments
  • Showcase in portfolios
step seven
Step Seven
  • Use data/evidence to revise, improve and sustain your program
  • Frostburg State University
use of data
Use of Data
  • Review performance of students
    • Adequate time spent on skills attainment
    • Adequate explanation of assessments
    • Adequate practice examples integrated into courses
  • Review data collection process and media
common strategies for success

Common Strategies for Success:

Leadership with vision and

commitment

Faculty support

Content integrated with

technology

Collaborate with K - 12 partners

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