Graduate students - University of Mary Hardin-Baylor



Technology Integration within the UMHB Educator Preparation ProgramIn all certification pathways, content and activities are included to prepare educators to use technology in the workplace and to integrate technology effectively into curricula and instruction, in alignment with the educator standards identified by the International Society for Technology in Education. Candidates in all certification classes are provided guidance in the appropriate use of technology as a learner, as a leader, as a citizen, as a collaborator, as a designer, as a facilitator, and as an analyst.Graduate students:As part of research requirements for the master’s and doctoral programs, candidates are involved in the use of qualitative and quantitative data analysis platforms (NVivo, SPSS, Excel, etc.) and digital data presentation tools. Ethical use of technology in research, including copyright and fair use, is an integral part of the graduate programs. Courses also include both individual and collaborative projects involving data analysis, the use of data to drive instruction, using digital tools for financial planning, communicating clearly through technology, ethical practices in education, and presentation of data using technology. Undergraduates:In the undergraduate program, EDUC 2311 includes pre-assessment and instruction in the following areas: using technology and media to ensure successful student learning, identifying and describing copyright laws and fair use guidelines as applied in instruction, designing effective instruction using technology, selecting appropriate technological tools, evaluating pros and cons of social media, and exploring technologies typically used by public schools. In READ 4326, students explore web literacy skills, the use of technology to gather data, data analysis using technology, appropriate use of technology, and presenting data in digital formats. In all courses, students are expected to practice good citizenship in the use of and sharing of technology.Examples of activities involving technology include SmartBoard presentations, app reviews, digital classroom creation, and blog entries. Units include Exploring 21st Century Learning, Designing 21st Century Learning Environments, Web Literacy, the Flipped Classroom Model, Copyright and Fair Use, Engaging with Digital Devices, Virtual Reality, Web 2.0, and Appropriate Use of Social Media. The following are the Texas Teacher Proficiencies aligned with undergraduate technology instruction in the EPP:Texas Teacher Proficiencies and Program Learning Outcomes:Standards for EC-6 and 4-8 Generalist EC-6 English Language Arts and Reading Standard XII. Viewing and Representing: Teachers understand how to interpret, analyze, evaluate, and produce.The beginning teacher knows and understands:12.1k characteristics and functions of different types of media (e.g., film, and print);12.2k how different types of media influence and inform;12.3k procedures and criteria for analyzing and evaluating visual images, messages, and meanings;12.4k procedures for producing visual images, messages, and meanings to communicate with others;12.5k instructional practices that promote students’ ability to interpret, analyze, evaluate, and produce visual images, messages, and meanings;12.6k grade-level expectations and procedures for assessing students’ skills in interpreting, analyzing, evaluating, and producing visual images, messages, and meanings;12.7k how to distinguish between denotative and connotative meanings; and12.8k word origins and the understanding of historical influences on English wording meanings.The beginning teacher is able to:12.1s use ongoing assessment and knowledge of grade-level expectations to plan instruction and to identify students’ needs regarding the interpretation, analysis, evaluation, and production of visual images, messages, and meanings;12.2s compare and contrast print, visual, and electronic media (e.g., films and written stories);12.3s evaluate how visual image makers (e.g., illustrators, documentary filmmakers, political cartoonists, and news photographers) represent meanings and provide students with varied opportunities to analyze and interpret visual images;12.4s teach students to analyze visual image makers’ choices (e.g., related to style, elements, and medium) and evaluate how these choices help to represent or extend meaning;12.5s use various instructional techniques to help students understand and distinguish between denotative and connotative meanings;12.6s provide students with opportunities to interpret events and ideas based on information from maps, charts, graphics, video segments, and technology presentations, and to use media to compare ideas and points of view;12.7s teach students how to select, organize, and produce visuals to complement and extend meanings;12.8s provide students with opportunities to use technology to produce various types of communications (e.g. class newspapers, multimedia reports, and video reports) and help student assess how language, medium, and presentation contribute to the message;12.9s communicate with families/caregivers about students’ progress in developing skills for interpreting, analyzing, evaluating, and producing visual images, messages, and meanings and collaborate with them to promote development in these areas; and12.10s collaborate with other professionals and continually seek implications for practice from convergent research about students’ development of skills for interpreting, analyzing, evaluating, and producing visual images, messages, and meanings.4-8 English Language Arts and Reading Standard VII. Viewing and Representing: Teachers understand how to interpret, analyze, evaluate, and produce visual images and messages in various media and to provide students with opportunities to develop skills in this area.7.1k characteristics and functions of different types of media (e.g., film, print);7.2k how different types of media influence and inform;7.3k procedures and criteria for analyzing and evaluating visual images, messages, and meanings;7.4k procedures for producing visual images, messages, and meanings to communicate with others;7.5k instructional practices that promote students’ ability to interpret, analyze, evaluate, and produce visual images, messages, and meanings; and7.6k grade level expectations and procedures for assessing students’ skills in interpreting, analyzing, and producing visual images, messages and meanings.The beginning teacher is able to:7.1s use ongoing assessment and knowledge of grade-level expectations to plan instruction and to identify students’ needs regarding the interpretation, analysis, and production of visual images, messages, and meanings;7.2s compare and contrast print, visual, and electronic media (e.g., films and written stories);7.3s evaluate how visual images makers ((e.g., illustrators, documentary filmmakers, political cartoonists, news photographers) represent meanings and provide students with varied opportunities to analyze and interpret visual images;7.4s teach students to analyze visual images makers’ choices (e.g., related to style, elements, medium) and evaluate how these choices help to represent or extend meaning;7.5s provide students with opportunities to interpret events and ideas based on information from maps, charts, graphics, video segments, and technology presentations and to use media to compare ideas and points of view;7.6s teach students how to select, organize, and produce visuals to complement and extend meaning;7.7s provide students with opportunities to use technology to produce various types of communications (e.g., class newspapers, multimedia reports, video reports) and help students assess how language, medium and presentation contribute to the message;7.8s communicate with families/caregivers about students’ progress in developing skills for interpreting, analyzing, and producing visual images, messages, and meanings and collaborate with them to promote their children’s development in these areas and7.9s collaborate with other professionals and continually seek implications for practice from convergent research about students’ development of skills for interpreting, analyzing, and producing visual images, and meanings. ................
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