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Integrating Educational Technology Applications: A Model for Partnerships Among P-12 Schools and Districts, Teacher Educators, and Industry
Unformatted Document Text:  include on-line instructional video libraries relevant to both P-12 curriculum and teacher professional development, lesson planning tools with links to applicable state and national standards, tools for managing and analyzing assessment data, and communication tools that could facilitate collaboration and the sharing of instructional resources without geographical boundaries. A key question in this strand asks “How can SCDEs build innovative alliances that extend beyond traditional college-school district partnerships to include industry . . .” The opportunity to forge such alliances for the expansion of this Web-based technology into P-12 settings, and the potential value-added to P-12 education, should not be ignored. d. Relevance: The proposed expansion of this type of Web-based technology into P- 12 settings has implications for policy both in teacher education programs and in school districts/P-12 schools. In teacher education programs a new dimension would be added to the preparation of teacher candidates in the area of educational technology. In P-12 settings, there would be implications for in-service training requirements and priorities. This technology could also serve to help encourage revisions to the way in-service teachers are evaluated, linking such evaluations to professional benchmarks associated with state or national standards for teacher qualifications where such standards exist. Likewise, the introduction of this category of Web-based technology into P-12 settings could further the identification of successful (exemplary) practices in applying educational technology. There is a clear potential for related research, both in terms of teachers’ efficacy in applying existing educational technology to improve P-12 student learning outcomes and in the direct effect of such technologies on those outcomes. e. Implication for action: This concept would first call for a new type of partnership among SCDEs, school districts/P-12 schools, and industry. The use of commercial educational resources in P-12 settings is not new, but the type of alliance envisioned here would break new ground. Three-way partnerships would be forged to enhance both pre-service and in-service training for teachers to help maximize the impact of expanding these technologies into P-12 settings. The focus of such alliances would need to be on improving P-12 student learning outcomes—a common goal of all of the participants. II. Outcomes and Methodsa. Learner/participant outcomes: The main purpose of this session would be to develop strategies for forging partnerships among SCDEs, schools district/P-12 schools, and that segment of the technology industry that offers Web-based tool suites to support teacher education programs. The target outcome would be the development of strategies for integrating those technologies into P-12 settings in pursuit of improved P-12 student learning outcomes. Participants currently using, or considering the use of Web-based technologies that support teacher education programs should leave this session with a broadened perspective on the potential contribution of such technologies to improve P-12 student learning outcomes in addition to their acknowledged ability to enhance teacher education programs. b. Methods: The concept of establishing the above-described partnerships would be introduced. This would be followed by an overview of the types of technology and specific, relevant tools currently offered by these commercial systems with the potential to directly or indirectly impact positively on P-12 student learning

Authors: Tomei, Lance.
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include on-line instructional video libraries relevant to both P-12 curriculum and
teacher professional development, lesson planning tools with links to applicable
state and national standards, tools for managing and analyzing assessment data,
and communication tools that could facilitate collaboration and the sharing of
instructional resources without geographical boundaries. A key question in this
strand asks “How can SCDEs build innovative alliances that extend beyond
traditional college-school district partnerships to include industry . . .” The
opportunity to forge such alliances for the expansion of this Web-based
technology into P-12 settings, and the potential value-added to P-12 education,
should not be ignored.
d. Relevance: The proposed expansion of this type of Web-based technology into P-
12 settings has implications for policy both in teacher education programs and in
school districts/P-12 schools. In teacher education programs a new dimension
would be added to the preparation of teacher candidates in the area of educational
technology. In P-12 settings, there would be implications for in-service training
requirements and priorities. This technology could also serve to help encourage
revisions to the way in-service teachers are evaluated, linking such evaluations to
professional benchmarks associated with state or national standards for teacher
qualifications where such standards exist. Likewise, the introduction of this
category of Web-based technology into P-12 settings could further the
identification of successful (exemplary) practices in applying educational
technology. There is a clear potential for related research, both in terms of
teachers’ efficacy in applying existing educational technology to improve P-12
student learning outcomes and in the direct effect of such technologies on those
outcomes.
e. Implication for action: This concept would first call for a new type of partnership
among SCDEs, school districts/P-12 schools, and industry. The use of
commercial educational resources in P-12 settings is not new, but the type of
alliance envisioned here would break new ground. Three-way partnerships would
be forged to enhance both pre-service and in-service training for teachers to help
maximize the impact of expanding these technologies into P-12 settings. The
focus of such alliances would need to be on improving P-12 student learning
outcomes—a common goal of all of the participants.
II.
Outcomes and Methods
a. Learner/participant outcomes: The main purpose of this session would be to
develop strategies for forging partnerships among SCDEs, schools district/P-12
schools, and that segment of the technology industry that offers Web-based tool
suites to support teacher education programs. The target outcome would be the
development of strategies for integrating those technologies into P-12 settings in
pursuit of improved P-12 student learning outcomes. Participants currently using,
or considering the use of Web-based technologies that support teacher education
programs should leave this session with a broadened perspective on the potential
contribution of such technologies to improve P-12 student learning outcomes in
addition to their acknowledged ability to enhance teacher education programs.
b. Methods: The concept of establishing the above-described partnerships would be
introduced. This would be followed by an overview of the types of technology
and specific, relevant tools currently offered by these commercial systems with
the potential to directly or indirectly impact positively on P-12 student learning


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