ERIC ED439687: Documenting Internet Technology Competencies Of Graduate Education Students Through Web-Based Instruction And Electronic Portfolios. - Info and Reading Options

The Internet Archive:

This practicum was designed to provide a means for students in the graduate education program at Nova Southeastern University (Florida) to demonstrate that they can successfully incorporate Internet information and communication technologies into teaching and professional development. Goals were: (1) to develop a means for assessing attainment of technological competencies applied to teaching; (2) to establish baseline competencies for Internet technology competencies for graduate education students; and (3) to map the integration of technology in the curriculum based on the International Society for Technology in Education (ISTE) standards. The solution involved three approaches. The first was to develop a Web-based course on using the Internet for teaching in which students created electronic portfolios to demonstrate technology competencies. In addition, the Web-based instruction course was adapted for an inservice Internet workshop for teachers from the Catholic diocese schools. Second, a self-assessment survey of Internet skills was administered to all incoming graduate education students and to the inservice teachers. Third, a course matrix was developed to chart the inclusion of technology competencies in each course. All students in the Web-based course developed and demonstrated specified technology competencies through course assignments and their electronic portfolios. The profile of Internet skills from the self-assessment survey indicated widespread experience for both students and inservice teachers with e-mail and general Internet searching, but minimal experience with creating Web pages or electronic portfolios or with using Internet resources for teaching. Similarly, the course matrix maps for graduate education courses showed that the application of technology to instruction was reported less frequently than other competencies. Appendices contain an outline for an electronic portfolio workshop, an agenda from an internet workshop for teachers, a checklist, and both a self-assessment and an assessment for teachers. (Contains 62 references and 17 tables.) (Author/AEF)

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