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Conceptual Framework
College Educational Theme and Core Components: Technology
Technology is reciprocally related to pedagogy and learning outcomes in that effective instruction and curriculum determine appropriate use of technology and that technology supports effective instruction and curriculum. “Education reformers have stressed the importance of (1) involving candidates in challenging, authentic tasks performed with tools comparable to those of professional practitioners and (2) leveraging the intellectual and social resources available through collaborations” (Means, 2000). It is not sufficient that our candidates develop the knowledge and skills to use technology. We have to help them see the potential and capabilities as well as the limitations of technology. Research has shown that the use of technology can increase student engagement, motivation, and achievement (Schacter, 1999; Roschelle, Pea, Hoadley, Gordin, & Means, 2000) and that carefully designed instruction positively affects student achievement. Technology is also used from a data perspective for assessment and decision-making.
As technology is a constantly evolving resource, it is important that we as a college develop an ongoing vision of the use of technology for instructions and data management. One such vision for the integration of education and technology was provided by Jonassen (1995). It is increasingly clear that technology is much more than hardware. The task for instructors is to effectively utilize multiple forms of technology to support their teaching and student learning. Throughout all programs, candidates need to experience these multiple forms of instructional technology modeled confidently and skillfully by faculty and be afforded multiple opportunities to develop their own knowledge and skills with technology through guided practice and performance. The College of Education technology plan describes the vision for incorporating technology in all college activities (see Appendix C).
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