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Washburn University Department of Education

Technology Handbook

Vision for Technology

Washburn University’s Education Department (EPP) recognizes the importance of using technology in all components of the teacher preparation program. The EPP works towards systematic use of technologies in all facets to engage and empower everyone in the learning community.

The EPP is committed to the use of state-of-the-art technologies by all stakeholders in their academic and professional pursuits. Technology is used by faculty and candidates in all programs for teaching and learning. These technologies enhance the teaching and learning process by providing a means for communication, collaboration, assessment, research, and active learning.

Technologies are used for assessment by enabling the electronic gathering of data. The data can then be processed, stored, and analyzed for data-driven decisions. Communications technologies such as email and Desire2Learn (D2L is Washburn’s LMS) also provide a means of communication between students, teachers, staff, administrators, teachers, and schools.

Technology and Information Literacy

Technology and Information Literacy are emphases of both the university and the EPP. This commitment is reflected in the universities general education Student Learning Outcome requirements. One of the five SLO’s all candidates in the university are to demonstrate is in regards to information literacy:

“Information literacy and technology involves the ability to locate, select, use and evaluate information obtained from appropriate electronic and/or printed resources, including a critical analysis of the information and the credibility of the sources of information. It also involves the ability to use technology to research, organize, present and/or communicate information in meaningful ways. Additionally, information literacy and technology includes skills such as the ability to understand the development of technology and its impact on society, the ability to understand and use existing technologies and information to address real-world issues, and the ability to recognize emerging technological trends and their possible impact on the future.” (WU Academic Catalog). Required of all WU candidates

Reflection on the Role of Technology in Teaching and Learning

Technology has also been a focus of the EPPs’ conceptual framework for some time. However, in 2015 this emphasis was expanded by adding a specific technology focus which is embedded throughout the program: “Educators are aware that education is impacted by the digital age in a variety of ways, and at multiple levels. They reflect on how technology influences the nature of the work they perform as educators with their candidates, and with their colleagues and the broader educational community. They understand that candidates arrive at school with varying amounts of technological and digital experiences. They reflect on how to shape learning experiences that incorporate digital tools and technology to enhance content knowledge for all student, while at the same time prepare them with skills and dispositions needed to function in a digitally driven world. Educators also engage in critical reflection of the educative merit of digital media and technologies for their candidates’ growth and their own professional development.”

In addition, technology is woven into all of the dimensions of the units’ conceptual framework and these include:

Reflection on Self as an Emerging, Developing, and Maturing Professional – Technology continues to play an ever expanding role in the teaching and learning process. The EPP will provide practices and experiences for candidates to develop their beliefs and values of using technology for instruction.

Reflection on the Context of Teaching and Learning – The EPP will provide candidates with the tools and pedagogy to develop effective teaching practices. Students will understand how technology is changing the face of education and how those technologies can address diverse learners and learning situations.

Reflection on Methods and Materials – Current and emerging technologies demand that educators be insightful in the choice of methods, materials, and technologies to enhance and improve the teaching and learning process. The EPP will continue to acquire new technologies that enhance the experience of candidates.

Reflection on Student Differences – Technologies offer varied ways for learners to learn and interact with the world. The EPP is committed to using technologies for engaging diverse learners.

Reflection on Assessment as a Process for Change – Technologies offer effective ways to gather, collect, and analyze data. The EPP will use technology to evaluate candidates and assess the effectiveness of student experiences.

Reflection on Content – Technology offers a wide variety of ways for candidates and instructors to interact with information and each other. These technologies empower and enhance the teaching and learning process.

Mission for Technology

The mission for technology in the EPP is to prepare candidates for a future of life-long learning and the effective use of technology in their educational settings by:

• integrating technology into all facets of the educational process.

• providing access to effective learning technologies.

• providing training and support for staff, faculty, and candidates in the use of technology tools.

• encouraging communication and collaboration for all members of the learning community.

• fostering creative use and competence in using educational technologies using ISTE standards.

• providing online courses and resources.

Deay Computer Laboratory and Carnegie Hall Technology Background

The Deay Computer Laboratory is located in Carnegie Hall, home to the EPP of Education. During the 1998 NCATE/KSDE accreditation visit, the Lab was evaluated as having inadequate and out-of-date hardware, and the EPP was cited with an area of weakness in terms of technology resources. In the summer of 2001, the Education Department entered into a collaborative relationship with the Computer Information Systems (CIS) Department that led to purchase of new hardware for the Deay Educational Technology Laboratory. Basically, the EPP’s facility became an “open lab,” meaning that the CIS Department would be able to offer classes in the Deay Computer Lab.

The Education Department was able to remove X-terminals and replace them with 23 Dell workstations. A projection system was also added to the lab. An updated projection and multimedia system with DVD/VHS capability was also added to Deay Lab in the spring of 2003 along with SychronEyes classroom control software. A Smartboard was also added to the lab.

There were two significant infrastructure improvements in the 2003-04 school year including wireless laptops for faculty and the mediation of two classrooms. Carnegie Hall has wireless access which provides internet connections in all areas of the building. These laptops had Microsoft Office productivity software which allows the instructors to incorporate PowerPoint presentations into their classes.

In the summer of 2007, the Dell computers in Deay Lab were replaced with Apple iMacs that could dual-boot into both OS X and Windows. These were then replaced in the summer of 2012 with 23 more iMacs that had 22 inch screens. In 2011 a new projector and VCR/DVD player were installed. In 2016 a new HD projector and audio system were installed. The computers in the lab are currently on schedule to be replaced within the next two years.

Along with the new hardware, Carnegie Hall, home to professional education programs and one of the oldest building on the Washburn campus, was rewired and a 4006-chassis switch capable of voice data and video transmission was added to the building. The new switch also allowed for wireless technology, increased speed, and for additional technology in the future, without having to replace the switch.

With the rewiring of Carnegie came the installation of projection systems and computers in all the classrooms. Room 207, which the EPP controls, had a projector and computer installed in 2011. Also added in 207 in 2014 was a Canon camcorder with tripod, MimioTeach, and 22” iMac. A Promethean Interactive Whiteboard was installed in room 304 in 2013.

Current and Updated Technologies

The EPP has been steadily improving its technology infrastructure and currently has a variety of technologies available for candidate and faculty use.

Deay Lab has twenty-three Apple iMac dual-boot computers which can run both Windows and MacOS. There is also a new HD Projector and audio system. There is a SMART Board installed on the wall as well as a portable one which can be moved to other rooms. Other technologies in the lab include a document camera, laser printer, eInstruction Classroom Performance System (clickers), and Lego EV3 Mindstorms robotic kits.

Software in the lab includes Microsoft Office, LEGO EV3 Mindstorms programming apps, iMovie, and programs for Promethean Boards, SMART Boards, and MimioTeach. There is also a variety of other programs and utilities available.

Housed on the third floor of Carnegie Hall is an iPad charging cart with 20 iPads. These iPads can be used in the building for any course. For example, the iPads have been used in a middle school STEM camp for programming and in the Creative Experiences class where they produced stop-motion videos using green screen. Faculty can request to have specific apps installed.

Carnegie 207, the conference room, was updated in 2014 with modular furniture, a Canon camcorder, tripod, lapel microphone, and MimioTeach to allow candidates and faculty to practice and create presentations, as well as other creative products.

The Carnegie Education Library in Carnegie 101 has a number of technologies available for use. These include Canon camcorders, Flip Mino video cameras, QuickCam Pro 9000 web cameras, and Canon PowerShot cameras. Early childhood technologies also in the library include LeapDesk Workstation, Leapster Multimedia Learning Systems, BeeBots, and LeapFrog LeapPads.

The classrooms (200, 204, 300, 304, 306) all have computers, projectors, and VHS/DVD players. Room 200 and 306 have document cameras. Room 304 has Promethean Interactive Whiteboard.

There is a digital sign outside the office which provides for updated news and information.

The EPP’s learning technologies page is here

There is a list of technologies in Carnegie Hall classrooms linked on that page.

Acquisitions of New Technologies and Technology Up-dates

To add and update technologies in the EPP, the Technology Committee submits requests to the university each year. The Technology Committee surveys faculty and staff to determine what technologies are in need of updating and what new technologies are needed to support faculty teaching and student learning. Recent technologies added to the EPP include a Promethean Interactive Whiteboard, a cart of 20 iPads, Lego EV3 Mindstorms robotic kits, a digital sign for information display, document cameras in three classrooms, and a MimioTeach.

The university provides updates and new installations of some technologies such as projectors, document cameras, screens, and audio equipment on an as needed basis. Faculty computers are replaced on a rotation basis every few years (between four and six years) depending on available funds.

Technologies for Assessment and Unit Operations

The majority of the unit assessments are conducted via digital means. Several of our assessments or surveys are administered through Jotform such as our Follow-up study of building principals, the student teaching summary evaluation, the evaluation of mentor teachers, course evaluations, and the advising survey. Data from ETS is obtained electronically and input electronically into our EPP database. The course evaluations conducted by the EPP and the college at the end of each semester are also done electronically.

The following items are among those completed electronically:

• Initial and advanced candidate admission applications

• Scholarship applications

• Professional Reference Forms

• Student teaching applications

• Course/faculty evaluations

• Advising survey

• Student teaching summary evaluations

• Impact on Student Learning (nonacademic)

• Follow up survey of principals

• Data obtained on praxis scores from ETS

• KPTP data from KSDE

• Mentor teacher evaluations

• Reports on grades and program completers obtained from Banner

EDMS

The Education Data Management System is an Access relational database used by the unit to collect, manage, store and analyze data. Data collected and managed in EDMS includes admission data, advisors, KPTP scores, ETS Praxis I and II scores, contact information, field experiences, jobs obtained by candidates after graduation, completer accomplishments, and program completers. All faculty and staff have access to EDMS.

Integration with Banner

The EPP does exchange information and data with the WU Banner system. The primary information obtained from Banner usually focuses on grades and transcript data. Data on Praxis I and Praxis II assessments is obtained electronically from ETS and input electronically into our EPP database. However, these scores are also input directly into the Banner system as a back-up but to also allow us to produce more complete program completer reports via the Argos reporting tool. In the last several years we have also generated information on admitted candidates and grades in specific classes linked to licensure programs from Banner.

It should be noted that the unit was encouraged at our last NCATE visit to more fully integrate with the WU Banner system and for several years we attempted to do that. However, the data our unit collects is not always easily connected to Banner and getting reports out of Banner has required a third party, the office of Statistical Analysis and Reporting. We continue to look for ways to integrate with Banner.

EDMS contains information on admissions, content test scores, advisors, jobs, KPTP scores, field placements, and disposition issues. Data is often input and downloaded to EDMS without much typing to reduce the change of errors.

Education EPP and Local School Technology Partnerships

For the past three years, the EPP has held a summer STEM camp partnering with Topeka Schools USD 501. The camp was two weeks long with middle school students. The students learned science and physics content, experimented with materials, used iPads, and programmed computers using Alice.

An instructor worked with students at Pauline South Intermediate School (Auburn-Washburn USD 437) creating a website for showcasing student work on a solar system project.

EPP and Local School Technologies

The EPP strives to mirror technologies used in our local school districts. This will help our candidates to learn the technologies they will use when teaching in the schools. For example, the local school districts use three different kinds of interactive whiteboards. USD 501 Topeka has standardized on Promethean boards, so we installed one in Carnegie 304. The Promethean software is also taught in ED 300. USD 345 Seaman and USD 437 Auburn-Washburn both use SMARTBoards. There are two SMARTBoards in Deay Lab. Candidates are given demonstrations of the SMARTBoard software in ED 300 and can use the software in courses and field experiences. USD 450 Shawnee Heights uses MimioTeach. The EPP has a MimioTeach which is demonstrated in ED 300 and available for candidate to use.

For computers, the local districts use both Windows and Macintosh. The iMacs in Deay Lab are dual boot with both Windows and MacOS so that our candidates can get experience on both. USD 450 Shawnee Heights has implemented a one-to-one iPad program so the EPP acquired the iPad cart. USD 501 Topeka is currently moving to Chromebooks so the EPP is planning to get a set of Chromebooks to use. The EPP strives to match the technologies that schools are using so the candidates have some experience in the program.

EPP Use of Social Media

The EPP uses a Facebook page to send notices of information and to share information and pictures about items of interest to students. Our internal surveys have indicated that candidates most prefer email for communication.

Faculty Technology Adoptions

Faculty are provided with computers and productivity software in their offices. For printing, faculty have a shared laser printer on the third floor and can print to the copier/scanner in the Education office.

Washburn University has provided a learning management system for faculty and candidate use for many years. WebCT and Angel have been used in the past, but in 2012 the university chose Desire2Learn as its LMS. All online faculty use D2L for entire courses while face-to-face faculty use it for course materials, communication, and assessments. All Master degree and licensure programs are online through D2L.

Faculty Use of Technology

Faculty use technologies in all aspects of their professional work for teaching, research, assessment, scholarship, record keeping, and administrative work. A survey was given to faculty which found that faculty use technology for instruction, assessment and communication.

In teaching, faculty incorporate a wide variety of technologies. These include technologies such as Desire2Learn, videos, PowerPoint, document cameras, library journal databases, Dragon Naturally Speaking, digital calculators, Word, Excel, on-line discussion boards, computerized IEP’s and iPads. They also use many online tools like Prezi, Infographics, YouTube, Google Drive, Weebly, Poll Everywhere and Class Dojo. Some faculty also use bring-your-own-device (BYOD) models in the classroom.

For research and scholarship, faculty use technologies such as electronic journals, SurveyMonkey, spreadsheets, electronic databases through Mabee library like ERIC, professional organization websites, Glogster, Prezi, and Google.

For assessment, faculty use Desire2Learn to test candidates, provide feedback, and score their work. The D2L gradebook is used by all faculty. Faculty also use Excel, SurveyMonkey, online grade calculators, Kahoot, Jot Forms, and external sources of data such as ETS or KSDE.

For record keeping and administrative work, faculty use technologies such as Microsoft Office, Evernote, Google Drive, When is Good, Doodle, and digital calendars.

Faculty Professional Development

There is a typical range of technology skills in the EPP. All instructors use email to communicate and the web for information and research. All instructors also have word processing skills and understanding of PowerPoint. Some other skills of instructors in the EPP include spreadsheets, concept mapping, and multimedia.

Washburn University provides ongoing professional development in a number of ways. The Center for Teaching Excellence and Learning (C-TEL) provides many services including workshops, grants, technology integration instruction, teaching circles, webinars, and course design. Information Technology Services (ITS) also provides help and tutorials for faculty.

Staff Use of Technology

In the Education office the three office staff have Dell computers. There is a new copier which they are able to print to and which also scans. One administrative assistant has a color printer when needed. All office staff have access to EDMS and Banner.

Candidate Technology Development and Experiences

One of the most important goals with technology is to support candidates in the use of technology and to provide experiences that help them develop into teachers who use technology for teaching and learning. The EPP is implementing a number of different methods to facilitate these experiences for candidates.

An important part of the education curriculum is the Integrating Technology into the Curriculum (ED 300) course. All candidates take this course. The prerequisite to that course is one of these courses: CM 101 (or equivalent), CM 105, MU 123, or KN 333. A passing score on the Computer Literacy Test (CLT) placement exam can also be used. The exam includes ten modules: basic computer information, Windows, MacOS, Word, Excel, PowerPoint, email, World Wide Web, social media, and information literacy. These prerequisites provide a base of technology skills to build upon including operating systems, Microsoft Office, and the World Wide Web. ED 300 provides candidates with a solid base of technology skills and knowledge about technology integration. The course is continually being revised. The skills candidates learn will continue to grow in the other professional courses, especially the methods courses.

In ED 300, candidates are introduced to a variety of technologies that are used in education. The course uses a badge system in which candidates gain skills and knowledge about educational technologies. There are required badges that students must earn which includes information literacy, SAMR, Creative Commons, plagiarism, interactive whiteboards, online tools, webquests, Weebly, education technology philosophy statement, blogging, video creation, and lesson plan technology integration. Data from four semesters shows that 74% of candidates earned an A or a B in the ED 300 class.

Because ED 300 has candidates from all programs, candidates choose from a wide variety of elective badges that are more suited to their content area and level. One third of the course work is from these elective badges. Some examples of targeted badges include Finale for music majors, Tour Builder for social studies majors, Hudl for physical education majors, or Khan Academy for math.

There are also a wide variety of general elective badges that could be used in most content areas. These would include technologies such as: presentation tools like Prezi and Powerpoint, utilities like screenshots or DropBox, multimedia tools such as screencasting and stop motion video, and assessment tools like online surveys and online quizzes.

Example Candidate Blogs







Throughout the programs, instructors model the use of technology in the classroom by using Powerpoint, the web, and content specific software. Instructors also create learning experiences in which candidates use technology tools to express their learning and concepts which vary by content area. For example, candidates choose to express their philosophies via Prezi, blogs, and personal webpages. They also submit reflections on the Google Drive Platform. Candidates also utilize video analysis techniques to reflect upon their teaching strengths and weaknesses and present the summaries to the class. Other uses of technology by candidates are group discussion in D2L and online portfolios.

In 2015, the EPP piloted a candidate technology self-assessment survey. There were thirty-one responses from student teachers (15 elementary, 16 P-12/secondary) and the survey contained eighteen questions. On a four-point scale, elementary teachers scored 3.1. While P-12 and secondary scored 3.3. Two things were derived from this. The first is that not all candidates had experience with all questions. The EPP is currently reworking programs and courses, so the survey will also need to be reworked to better represent what all students do. The second is that elementary candidates generally take ED 300 earlier than P-12 and secondary candidates. The knowledge and skills for the latter group would be more recent. The self-assessment survey was also given at the end of spring 2017 semester with completing student teachers.

Technology Use Across All Licensure Programs

All candidates take ED 300 and technology use is embedded into all licensure program standards. The EPP works to ensure that technologies are used in other program areas as well. Some examples include software applications for music theory, sequencing and music notation in music, video analysis techniques in physical education, GoodReads utilized in English, analyzing data with Excel in biology, and math history digital presentations in math. All candidates must document their use of technology in their KPTP’s.

Candidates Tracking Student Performance

In student teaching, all candidates create a KPTP document in which they document student performance in the unit. Student teachers must track pre and post assessment data on students and a focus group. With this data, candidates create a gain score spreadsheet in Excel. The candidates show progress made by students with whom they are working on graphs or charts. Their graphs and charts are all developed using technology such as Word, PowerPoint, or Excel.

Candidates Accessing Databases, Digital Media, and/or Electronic Sources

Candidates are provided with a variety of opportunities to access electronic resources throughout the programs. In ED 300, candidates research on the internet about learning technologies and write reflective blog posts about the technologies’ use in the classroom. In other courses, candidates access other digital resources. Some examples include in EN 300 Teaching Composition candidates conduct research using the Mabee databases and other digital resources. In ED 302 Teaching Exceptional Learners candidates use electronic databases to find information about the special education topics they are researching for their expert topic.

Candidate Technology Access

The University provides technology resources and support for students through Information Technology Services (ITS). ITS has technical support accessed by phone or walk-in to its support center. They have online help materials and have trainers on staff to help students with programs. The University also has the MyWashburn portal through which students can get any information needed for enrolling, financial aid, course schedules, and other important information.

Candidates have access to many technologies that they can use in courses and field experiences. Deay Lab is open for candidate use about 35 hours a week each semester. During this time, instructors can also schedule to bring a class to the lab to use the computers. Candidates can use the computers and printer in the lab, and they can schedule appointments with the technology instructor for one-on-one help and instruction. Most of the technologies in the lab can be checked out by candidates and taken to other classrooms and field experiences. (See “Current and Updated Technologies” above)

The Carnegie Education Library

With the wireless infrastructure, candidates are encouraged and supported in the use of personal wireless laptops or handheld computers. The EPP’s iPads can also be checked out for use by candidates when they are not being used in classes.

Assessing Candidate Technology Use and Effectiveness

Items regarding technology use and integration are embedded into several assessments involving candidates including the KPTP, Student Teaching Summary Evaluations, the Follow-up Survey of Building Principals and candidate self-assessments. We have documentation that our candidates make use of technology in effective ways from several sources.

Technology use in KPTP (from the KPTP rubric and template)

Responses to provide information on:

“Effective teacher use of technology is evident in the instructional design and clearly enhances instruction.

Effective student use of technology is evident in the instructional design and clearly enhances student learning.

Technology strategies are described in the overall unit plan and at least one of the detailed lesson plans incorporates a detailed technology strategy that enhances the content.

Incorporates technology and justifies the use of technology to enhance instructional practices, and help all students use instructional technology effectively”.

KPTP Scores: (3 point scale, scored by the state)

Task 2 Focus Area B: Different approaches, adaptions, technology use by candidates, integrate curriculum, promote critical thinking, alignment of objectives & instruction

Fall 2015: 2.67/3.0 scale

Spring 2016:

Fall 2016: 2.7/3.0

Spring 2017: 2.7/3.0

Task 3, Focus Area C: Multiple teaching strategies for diverse learners, monitor and adjust instruction, technology use, critical thinking, and integration of content

Fall 2015: 2.72/3.0

Spring 2016:

Fall 2016: 2.6/3.0

Spring 2017: 2.8 / 3.0

Follow-up survey to building principals (completed on alumni):

“Uses a variety of approaches and resources, including the use of technology, to provide instruction”.

(Scores based on a 4-point scale -Advanced, Target, Developing, Unacceptable)

Spring 2010 - 3.44

Spring 2012 – 3.28

Spring 2014 – 3.59

Spring 2016 – 3.50

Candidate Self-Assessment (completed by completing student teachers):

“Training and preparation regarding the ability to plan and implement instruction including the use of technology”. (4-point scale with 4 being the highest)

Fall 2015: 3.55 / 4.0

Spring 2016: 3.2 / 4.0

Fall 2016: 3.73 / 4.0

Student Teaching Summary Evaluations (completed by mentor teachers and university supervisors):

Item 2.2 The teacher candidate utilizes technology to engage and challenge learners in a variety of learning situations.

Spring 2014: 3.49/4.0 scale

Fall 2015: 3.59 / 4.0

Fall 2016: 3.58 / 4.0

Spring 2016: 3.55/4.0

Item 2.4 The teacher candidate uses time effectively during instruction, transitions, handing out materials, and utilizing technology.

Spring 2014: 3.38/4.0

Fall 2015: 3.59/4.0

Fall 2016: 3.47 / 4.0

Spring 2016: 3.39/4.0

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