At the Initial Teacher Preparation Level the following are examples of courses and related
assignments/assessments where candidates integrate technology within their teaching:

For the Adapted Physical Education program, the CEHS practicum evaluation is the primary source of
evidence that candidates can integrate technology in their teaching. Additional evidence is provided
through the lesson plan and unit plan assessments.

In the Career Tech licensure program, candidates are required to develop a promotional media piece and encouraged to include their high school students in its production (CTE 450). Candidates may use IMovie (Mac) MovieMaker (pc), PowerPoint, and Publisher (flyers and brochures). They are also taught components of the Microsoft Suite and encouraged to create documents for use in their CTE programs.

In the Integrated Business Ed and Marketing Ed programs, and example is that candidates are asked to respond to a technology topic by reflecting upon how they utilize technology in teaching (CTE 440).

OCALP, Ohio Core Accelerated Licensure Program, utilizes technology through the on-line program being offered through both The University of Dayton’s and WSU’s Blackboard/WebCT. Portfolio assessment data for Technology (Strand 4 of our Conceptual Framework) indicates that 100% (n-16) of the 2007-08 program completers apply technology to add value to the learning process at the acceptable or target level.

In addition, all initial teaching candidates take the course EDT 280. ISTE and NETS standards are an
integral focus of the course with the following topics taught:

Creativity & Innovation – Students demonstrate creative thinking, construct knowledge, and develop
innovative products and processes using technology; Communication & Collaboration Students use
digital media and environments to communicate and work collaboratively, including at a distance, to
support individual learning and contribute to the learning of others; Research and Information

Fluency - Students apply digital tools to gather, evaluate, and use information;

Critical Thinking, Problem Solving, & Decision Making - Students use critical thinking skills to plan and research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources;

Digital Citizenship – Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior; and Technology, Operations & Concepts.

Students demonstrate a sound understanding of technology concepts, systems and operations.

At the Advanced teaching level, examples of candidates’ ability to integrate technology within their
teaching include: The Reading Endorsement Program, where this is demonstrated in ED 769 by
candidates designing a web quest that fits the theme of their instructional portfolio. It is presented online and also in paper format. Candidates research and synthesize in formation into a problem-based learning opportunity using technology.

Candidates pursuing the Gifted Endorsement Program complete PowerPoint presentations throughout
their program, and complete a series of article reviews on a variety of topics related to gifted education in EDS 722, the introductory course addressing the needs and characteristics of gifted students. The Sugarcreek gifted cohort group were the pioneers (the first program) to implement the completion of their electronic portfolio on Tk20.

Technology is integrated into the Teacher Leader Program. EDL 713, 757, 774, and 775 require the
submission of a specific classroom event/lesson plan that demonstrates the student’s knowledge, skills & ability to put this learning to use in the classroom. The course projects for the previously mentioned classes are evaluated, graded and stored for data collection within Tab 5 of each candidate’s portfolio.

The PreK Special Needs Program do an on-line data base search of professional practitioners and
research journals and asynchronous electronic discussion groups.put this learning to use in the
classroom. The course projects for the previously mentioned classes are evaluated,
graded and stored for data collection within Tab 5 of each candidate’s portfolio.

Portfolio data for Technology (strand 4) indicate that 100% of 2007-08 Core Science candidates (n=8) and Advanced Studies candidates (n=1) apply technology to add value to the learning process at the acceptable or target level.

Follow up data were most favorable in that candidates in our advanced programs are strong in the use and integration of technology. Two areas Teacher Leader and Advanced Studies found more candidates being rated in the adequate category. Both programs have undergone
some major changes in the last couple of years, with the Advanced Studies being one of our newest
programs. Teacher Leader has aligned more closely with the ELCC standards during the past couple of years. This coupled with the Conceptual Framework portfolio, of which technology is one of the six strands to address, should assist in the further development of technology in our programs.