The 31 competencies are divided up into three areas;
I. Basic Technology Equipment Operations and Concepts
II. Technology Resources and Tools for Information Literacy
III. Technology Resources and Tools for Content Areas
The model allows readers to self rate themselves on each the competencies in one of five levels ranging from Pre- Novice to Expert. Below is an example based on competency #1
There is also a matrix which traces each competency back to the major standards we have discussed from ISTE and other organizations.Operate a multimedia computer system, including installing software, accessing
programs or files in other drives (such as CD-ROM in drive d:/), saving and
deleting files, organizing folders and maintaining backups within the context of
Macintosh, Windows, and networked systems.
Pre-Novice
I do not know how to operate a multimedia computer system.
Novice
I use the computer to run a few specific, pre-loaded programs. I sometimes save
documents I’ve created but often cannot control or identify where they are
saved.
Apprentice
I use operating system tools to install software, access programs or files in other drives (such as CD-ROM in drive d:/), and save and delete files within the context of Macintosh, Windows, and networked systems. I create my own folders to keep my files organized and maintain backups of my work.
Practitioner
I have designed authentic learning activities for diverse learners to teach my students to access programs or files in other drives, save and delete files, organize folders, and maintain backups within the context of Macintosh, Windows, and
networked systems.
Expert
I reflect upon and make educated decisions in determining the effectiveness of activities that teach my students to access programs or files in other drives, save and delete files, organize folders, and maintain backups within the context of Macintosh, Windows, and networked systems.Source http://www.intime.uni.edu/model/technology/comps1.html
I have a tendency to agree with these standards for college level instructors and would like to hear from others on the subject. The point is we have to start somewhere is there common ground we can agree on?
Let me know what you think,
Mike
Posts
You really seem to be getting into your topic and finding some good resources. Have you considered combining what you've learned from the different resources you've found and writing your own standards based on what you consider to be important?
ReplyDeleteI'd be interested in how the ratings are done-if self-rated, how would you insure honesty? More important, even an honest instructor might be inaccurate when trying to rate their own performance.
ReplyDeleteThis looks reasonable to me with a few changes. One of my concerns would be the same as Nancy's. A self-rating could produce errors for one reason or another. Another concern would be the use of a Mac or a PC. Most of us use one or another and our competencies are not the same in
ReplyDeleteboth. It would be best if the type of machine were specified prior to each rating. I do think, however, that these standards could be adapted for any group of instructors that was being rated.
You are doing a great job and I would love to see your paper when you finish - it should be really good.
Well the self rating I guess would be a wake up call. Would most professionals seek self imporvement? When we get rated is that always fair? I think the standards are one issue and how we can use them is another, we have to start somewhere I am just left to wonder where?
ReplyDeleteJosh,
ReplyDeleteThat's an interesting idea, but not sure the profession is ready for the "World According to Mike" just quite yet!