The Two Summers Program’s learning objectives are based on a combination state and national standards, specifically drawing on the ISTE Standards for Technology Coaches. Students weave academic/learning experiences through their own instruction (e.g., K-12 classroom teaching) to develop and expand crucial technological and pedagogical skills.
Graduates of the Two Summers Program will be able to:
- Identify, describe, and apply emerging technologies in teaching and learning environments
- Demonstrate knowledge, attitudes, and skills of digital age work and learning
- Plan, design, and assess effective learning environments and experiences
- Implement curriculum methods and strategies that use technology to maximize student learning
- Develop technology-enabled assessment and evaluation strategies
- Compare and contrast social, ethical, and legal issues surrounding technology
- Facilitate instruction in the new literacies that emerge within digital / interactive learning environments
We believe technology should be used to support content knowledge and creative pedagogy grounded in contemporary theories of thinking and learning. Technology is not an end in and of itself but a mechanism we can leverage to optimally engage and educate learners in Math, Science, Language, Social Studies, Music, Art, and other domains.
For that reason, Two Summers emphasizes a design-experiment approach to technology integration, cutting across all courses and key program artifacts:
| Key Program Artifacts | Skill(s) Being Evidenced/Demonstrated |
|---|---|
| Learning Technologies Essay | Awareness of and familiarity with emergent technologies/resources (C) |
| Sample Video | Instructional application of video/video editing technologies (C) |
| Basic Technology Operation Skills | Wide array of basic technology skills (e.g., word processing, presentation software, digital communication) (C) |
| Formative Evaluation Plan | Data-driven analysis to plan the adoption of instructional technology (P) |
| Philosophy Statement | Fluency with contemporary theories of thinking and learning (D) |
| Technology-Mediated Lesson | Practical technology implementation skills (P) |
| Implementation Final Report | Analysis of emergent research data (P) |
| Sample Web Page | Internet and web page design (C) |
| 508 Compliance Check | Understanding of and support for Universal Design (D) |
| Personal Technology Goals | Attitudes of problem solving (D) |
| Peer Review Final Report | Collaborative professional growth (P) |
| Playable Prototype | Proficiency with contemporary instructional and narrative design practices (P) |
| Professional Development Activity | Willingness to share expertise (D) |
| Assistive Technology Reflection | Ability to integrate principles of Universal Design into lesson planning (P) |
(C) [blue text] denotes Content-based skills; (P) [green text] denotes Pedagogy-based skills; (D) [purple text] denotes Disposition-based skills
Content Knowledge consists of understanding contemporary technologies (i.e., hardware, software), the internet, and a combination of on- and offline computer-based tools capable of supporting classroom instruction.
Pedagogy consists of understanding instructional design methods, contemporary theories of thinking and learning, and design research methods that enable the wise and successful integration of technology as part of instruction.
Disposition consists of understanding intellectual risk-taking, on-the-fly problem solving, technology visioning, and learning through data-driven decision-making (i.e., technology implementation, data collection, analysis).
The Two Summers Program threads these keys artifacts, demonstrations of skill, and crucial components of technology integration together using the ISTE Standards for Technology Coaches:
|
Program Component
|
1. Visionary Leadership
|
2. Teaching, Learning, & Assessment
|
3. Digital Age Learning Environments
|
4. Professional Development & Program Evaluation | 5. Digital Citizenship
|
6. Content Knowledge & Professional Growth
|
|---|---|---|---|---|---|---|
| Complete Program Eportfolio | X | X (a, c) | X (a, b) | |||
| Learning Technologies Essay | X | |||||
| Sample Video | X | X | ||||
| Basic Technology Operation Skills | X | |||||
| Formative Evaluation Plan | X | |||||
| Philosophy Statement | X | |||||
| Technology-Mediated Lesson | X | X | ||||
| Implementation Final Report | X | X | ||||
| Sample Web Page | X | |||||
| 508 Compliance Check | X | |||||
| Personal Technology Goals | X | X | ||||
| Peer Review Final Report | X | |||||
| Playable Prototype | X | X | ||||
| Professional Development Activity | X | |||||
| Assistive Technology Reflection | X | X | X | |||
| Multimedia Production | X | X | ||||
| Ignite Presentation | X | |||||
| Project TECHNOLOGIA Game-Based Experience | X | X | X | |||
| Instructional Games (CARD-tamen, Influence, etc.) | X | X |