Using Portfolios to Fulfill ISTE/NCATE Technology Requirements for Preservice Teacher Candidates

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Barbara B. Levin, Professor (Creator)
Institution
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/

Abstract: The International Society for Technology in Education (ISTE) has developed computer/technology guidelines for all teachers. These were approved by the National Council for Accreditation of Teacher Education (NCATE) as a part of the requirements for those seeking teacher certification in computer literacy, computer science education, and those seeking MA degrees in educational computing and technology. In addition, NCATE's new Unit Accreditation guidelines require integration of technology into teacher education programs. For most teacher education programs, these gUidelines are welcome and will serve as a catalyst for preparing teacher candidates to be technologically competent. However, many teacher education programs cannot add additional courses to their curriculum. One way to overcome this obstacle is to require the infusion of technology across the teacher education curriculum and use portfolios to evaluate the success of teacher candidates in fulfilling the ISTE/NCATE guidelines. This article describes the successful implementation of a technology portfolio process and suggests activities to include in such a portfolio.

Additional Information

Publication
Journal of Computing in Teacher Education, 12(3), 13-20
Language: English
Date: 1996
Keywords
Technology in education, Teacher education, Teacher training, Technology in schools, Professional standards,