Following are the areas in the NCATE accreditation standards
with expectations for knowledge and use of technology:
NCATE’s accreditation Standard I.C.1, Content Studies for Initial
Teacher Preparation, expects candidates to "complete a sequence
of courses and/or experiences to develop an understanding of the structure,
skills, core concepts, ideas, values, facts, methods of inquiry, and
uses of technology for the subjects they plan to teach."
NCATE’s accreditation Standard I.D.2, Professional and Pedagogical
Studies, expects that professional studies for all teacher candidates
include knowledge and experiences with "educational technology,
including the use of computer and related technologies in instruction,
assessment and professional productivity."
In NCATE’s Standard III.A, Professional Education Faculty Qualifications,
an indicator has been added stating that "faculty are knowledgeable
about current practice related to the use of computers and technology
and integrate them in their teaching and scholarship."
Standard IV.B, Resources for Teaching and Scholarship, expects that "higher-education
faculty and candidates have training in and access to education-related
electronic information, video resources, computer hardware, software,
related technologies, and other similar resources," and "media,
software, and materials collections are identifiable, relevant, accessible,
and systematically reviewed to make acquisition decisions."
Standard IV.C, Resources for Operating the Unit, expects that equipment
and budgetary resources are sufficient to fulfill the mission of the
school of education and to offer quality programs. An indicator states
that "facilities and equipment are functional and well maintained.
They support computing, educational communications, and educational and
instructional technology at least at the level of other units in the
institution."
In addition to these standards for the entire school of education, NCATE
recognizes three sets of technology standards for use in accredited institutions.
In 1991, the new standards of the International Society for Technology
in Education (ISTE) were approved for the preparation of school computer
literacy teachers and specialists. These standards set high expectations
for the preparation of computer science and computer literacy teachers,
as well as for preparation of individuals for technology leadership positions
at the district, state or regional level. NCATE has also recognized the
standards of the Association for Educational Communications and Technology
(AECT) as they prepare professionals to help teachers integrate technology
into their work, and the International Technology Education Association/Council
on Technology Teacher Education (ITEA/CTTE) for their work in preparing
technology education teachers. Too, new standards for educational administrators,
recently developed under the auspices of the National Policy Board for
Educational Administration, include specific expectations for the use
of technology in instruction, evaluation, and administration.
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