CONCEPTUAL FRAMEWORK

The conceptual framework of the College of Education at UWG forms the basis on which programs, courses, experiences, and outcomes are created. By incorporating the theme “Developing Educators for School Improvement”, the College assumes responsibility for preparing educators who can positively influence school improvement through altering classrooms, schools, and school systems (transformational systemic change). Ten descriptors (decision makers, leaders, lifelong learners, adaptive, collaborative, culturally sensitive, empathetic, knowledgeable, proactive, and reflective) are integral components of the conceptual framework and provide the basis for developing educators who are prepared to improve schools through strategic change. National principles (INTASC), propositions (NBPTS), and standards (Learned Societies) also are incorporated as criteria against which candidates are measured.

The mission of the College of Education is to develop educators who are prepared to function effectively in diverse educational settings with competencies that are instrumental to planning, implementing, assessing, and re-evaluating existing or proposed practices. This course’s objectives are related directly to the conceptual framework and appropriate descriptors, principles or propositions, and Learned Society standards are identified for each objective. Class activities and assessments that align with course objectives, course content, and the conceptual framework are identified in a separate section of the course syllabus.

Link to Conceptual Framework

Decision making: selecting topic areas in the student’s field to design and develop instructional materials and choosing topic areas for technology-infused lesson plans

Leadership: increasing the student’s knowledge and skills in instructional technology in order to integrate technology more effectively into the curriculum and to assist others in infusing technology into the workplace

Lifelong learning: studying how to use and integrate technology into his/her personal and professional life

Being adaptive: changing educational practices to meet the diverse needs of learners

Collaboration: Working with colleagues and stakeholders to plan and carry out school improvements in technology

Cultural sensitivity: adapting interventions and technology innovations to meet the varying and diverse needs of learners

Empathy: demonstrating sensitivity to the needs of individuals, the family, and community needs

Knowledge: drawing on pedagogical, content, and professional knowledge

Being proactive: implementing new interventions and innovations in technology to better serve learners

Reflection: engaging in ongoing, continuous reflection related to technology to determine the effectiveness of interventions/innovations and school changes that are needed to more effectively integrate technology into the curriculum

NETS for Teachers 2008

1. Facilitate and Inspire Student Learning and Creativity

Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:

a.	promote, support, and model creative and innovative thinking and inventiveness.
b.	engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
c.	promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.
d.	model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.

2. Design and Develop Digital-Age Learning Experiences and Assessments

Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:

a.	design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
b.	develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.
c.	customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.
d.	provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.

3. Model Digital-Age Work and Learning

Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers:

a.	demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
b.	collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.
c.	communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.
d.	model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.

4. Promote and Model Digital Citizenship and Responsibility

Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers:

a.	advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.
b.	address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
c.	promote and model digital etiquette and responsible social interactions related to the use of technology and information.
d.	develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.

5. Engage in Professional Growth and Leadership

Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers:

a.	participate in local and global learning communities to explore creative applications of technology to improve student learning.
b.	exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others.
c.	evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.
d.	contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community.