Technology Integration - The Need
NCATE's Technology and the New Professional Teacher:
Preparing for the 21st Century Classroom
- NCATE should require schools, colleges, and
departments of education to have a vision and plan for technology that reinforces
their conceptual model for teacher education.
- NCATE, working with other professional organizations
such as the American Association of Colleges for Teacher Education (AACTE), should
encourage each school, college, and department of education to establish and explore
the use of modern communications technology in carrying out its various functions
and responsibilities.
- NCATE, working with other professional organizations
such as AACTE, should identify and make available to all interested institutions
exemplary practices of technology use in the preparation of teachers for the 21st
century
Assistive Technology and IDEA 1997
The 1997 revision of the Individuals
with Disabilities Education Act (IDEA) included many new requirements
for school districts. One of those new requirements is the group
of "special
factors" which each IEP
team must consider. Assistive technology is one of those special factors.
The requirement states simply, the other IEP Team shall consider
whether the child requires assistive technology devices and services." Although
school districts have been required to provide assistive technology
devices and services if they are needed for a child to receive a
free and appropriate public education (FAPE) since 1990, in many
cases assistive technology was treated as a "special" area that
was separate from the general delivery of services. In some cases
assistive technology was only thought about for children with very
severe disabilities or only for those with physical and speech disabilities.
The passage of IDEA í97
is the first time that each IEP team in every school district has
been specifically required to focus on the need for assistive technology.
This is the first time that every IEP team developing programs for
children with learning disabilities must ask the question, "Does this
child need assistive technology in order to accomplish the educational
goals we have set?" So
what is assistive technology? How can it help children with learning
disabilities?
Preparing Tomorrow's
Teachers to Use Technology
In recognition of the urgent need for technology-proficient
educators, the U.S. Department of Education, with the support of Congress, has begun
a new initiative to prepare tomorrow's teachers to use technology for improved teaching
and learning. In its first year the PT3 program awarded $75 million to 225 grantees
in every region of the country. Beginning on January 7, 2000 new applications for
the second round of the competition were made available. The deadline for submitting
applications was March 7, 2000 and approximately 80 new Implementation grants and
15 new Catalyst grants will be made by June of 2000.
Because teacher preparation programs are at
various levels of readiness to meet the challenges of developing technology proficient
educators, these grants support a wide array of activities. These efforts include
initial capacity building projects, full-scale implementation of innovative program
improvements, and catalyst initiatives that marshal resources on regional or national
basis for significant teacher preparation improvements.
Educational Technology Standards
National
Educational Technology Standards for Teachers
National Educational Technology Standards for Students
|