a. A brief description of the assessment, its use in the program, and how the assessment is aligned to standards

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1 National Education Technology Standards for Teachers (NETS*Teachers) Undergraduates enrolled in ETC 447 Fall 2011 Fall 2014 (1) Alignment & Data Findings a. A brief description of the assessment, its use in the program, and how the assessment is aligned to standards The purpose of this assessment is for candidates to reflect upon critical issues that arise when integrating technology in the learning environment and two distinct areas of technology integration as it relates to teaching; preparation & implementation. For this activity each candidate develops two items 1) a blog for journaling about their passage and growth throughout the course and 2) a survey to gather reflective feedback from their peers. As note in the rubric below, the criteria for this assessment are explicitly aligned to the NETS*Teachers, Standards 1 thru 4. b. A brief analysis and interpretation of the data findings Data indicates that for Standard 1, Facilitate and Inspire Student Learning and Creativity, Standard 3, Model Digital Age Work and Learning, and Standard 4, Promote and Model Digital Citizenship and Responsibility, 91% or more of the candidates scored in either the Master or Expert categories. For Standard 2, Design and Develop Digital Age Learning Experiences and Assessments, 93% or more of candidates scored in the Master or Expert categories. Based on the information contained in the assessment directions, this data represents candidate knowledge and skills related to key concepts addressing global digital citizenship and the ability to effectively integrate technology with core content. c. Data derived from assessment Fall 2011 Summer 2012 (ETC 447, Flagstaff and Extended Campus Sections) Data was collected for 350 candidates. Fall 2012 Summer 2013 (ETC 447, Flagstaff and Extended Campus Sections) Data was collected for 211 candidates. Fall 2013 (ETC 447, Flagstaff and Extended Campus Sections) Data was collected for 99 candidates. Spring 2014 (ETC 447, Flagstaff and Extended Campus Sections) Data was collected for 122 candidates. Summer 2014 (ETC 447, Flagstaff and Extended Campus Sections) No data was collected. Fall 2014 (ETC 447, Flagstaff and Extended Campus Sections) Data was collected for 94 candidates.

2 Standard 1, Facilitate and Inspire Student Learning and Creativity: The candidates to 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 Level Fall 2011 Summer 2012 Range Count % Novice 0 79% 13 4% Master 80 89% 66 19% Expert % % Level Fall 2012 Summer 2013 Range Count % Novice 0 79% 14 7% Master 80 89% 68 32% Expert % % Level Fall 2013-Summer 2014 Range Count % Novice 0 79% 7 3% Master 80 89% 60 27% Expert % % Level Fall 2014 Range Count % Novice 0 79% 0 0% Master 80 89% 33 35% Expert % 61 65% Standard 2, Design and Develop Digital Age Learning Experiences and Assessments: The candidates design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS S. Level Fall 2011 Summer 2012 Range Count % Novice 0 79% 13 4% Master 80 89% 84 24% Expert % % Level Fall 2012 Summer 2013 Range Count % Novice 0 79% 16 7% Master 80 89% 75 36% Expert % % Level Fall 2013-Summer 2014 Range Count % Novice 0 79% 9 4% Master 80 89% 61 28% Expert % %

3 Level Fall 2014 Range Count % Novice 0 79% 0 0% Master 80 89% 32 34% Expert % 62 66% Standard 3, Model Digital Age Work and Learning: The candidates exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Level Fall 2011 Summer 2012 Range Count % Novice 0 79% 20 6% Master 80 89% 99 28% Expert % % Level Fall 2012 Summer 2013 Range Count % Novice 0 79% 19 9% Master 80 89% 74 35% Expert % % Level Fall 2013-Summer 2014 Range Count % Novice 0 79% 9 4% Master 80 89% 66 30% Expert % % Level Fall 2014 Range Count % Novice 0 79% 1 1% Master 80 89% 37 39% Expert % 56 60% Standard 4, Promote and Model Digital Citizenship and Responsibility: The candidates understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Level Fall 2011 Summer 2012 Range Count % Novice 0 79% 27 8% Master 80 89% % Expert % %

4 Level Fall 2012 Summer 2013 Range Count % Novice 0 79% 18 9% Master 80 89% 64 30% Expert % % Level Fall 2013-Summer 2014 Range Count % Novice 0 79% 8 4% Master 80 89% 68 31% Expert % % Level Fall 2014 Range Count % Novice 0 79% 1 1% Master 80 89% 33 35% Expert % 60 64% (2) Assessment Documentation a. Assessment directions provided to candidates 1. Using Google Blogger you will create a Reflection Blog to help you document your understandings and reflect upon growth within the context of the course. The blog is to be developed in Blogger (either in or out of the NAU domain) and must be available for instructor to review throughout the course. The completed blog (including the Comprehensive Reflection) is to be submitted to the ETC 447 DRF Program in TaskStream by the last day of class. In the blog you will reflect upon critical issues that arise when integrating technology in the learning environment and two distinct areas of technology integration as it relates to teaching; preparation & implementation. In addition, you will provide an overall reflection at the end of the course. Specifically, your Blog content will be based on the following items. Please read through them carefully: Blog Creation Global Digital Citizenship Postings ETC 447 was designed to help you develop a complete scope of understanding of not only how technology is integrated into the curriculum, but to also have a complete understanding of how it can be used in a fair, responsible, and inclusive manner. As such it is important for you to understand what it means to be and to model good digital citizenship on a global scale. For each of the following items you will post a blog entry giving a brief description of what they are (You may need to conduct a search for additional information to fully describe each) and address why each is important for you to model as a classroom teacher. 1) Safe, legal, and ethical use of digital information and technology 2) Digital etiquette and responsible social interactions 3) Global awareness and digital age communication 4) Meeting diverse needs of learners through learner centered strategies and equitable access Blog Phase I: Reflections on both Micro Lesson Preparations

5 One of the things that we do as teachers is to reflect on what we do before we teach, as we teach, and after we teach. The goal of this activity is to begin to practice the reflective behavior of a classroom teacher. As you blog during the development and after the implementation stages of each micro lesson, you need to describe how you are planning, implementing, and assessing the learning/teaching experience and how each of these impact what students may learn from your lesson. This assignment parallels the signature assignment that you will develop during your student teaching experience. It is meant to help you reflect on what you do as a teacher and to predict modifications for future teaching experiences. 1. Assessing Prior Knowledge: If you were teaching this with the targeted grade level students: a. how would prior experience have been assessed? b. what would you expect to learn from assessing your students' prior knowledge? c. how would this information be useful in the planning process? 2. Plans Instruction: Discuss how your goals, objectives, and outcomes are: a. clearly stated b. appropriate for students c. aligned to state standards 3. Designing Instruction: Include a link to your lesson plan and discuss how your instructional design: a. is contextually and logically organized b. uses varied instructional methods that meet individual student needs and target higher order thinking skills c. aligns with research based understanding of technology integration d. Addresses or does not address: i. Safe, legal, and ethical use of digital information and technology ii. Digital etiquette and responsible social interactions iii. Meeting diverse needs of learners through learner centered strategies and equitable access iv. Global awareness and digital age communication 4. Planning Assessment: Embed or link to your assessment tools and describe how you will demonstrate: a. the performance of linked goals and/or objectives b. student engagement in higher order thinking c. meeting individual student needs Blog Phase II: Reflections on both Micro Lesson Implementations One of the things that we do as teachers is to reflect on what we do before we teach, as we teach, and after we teach. The goal of this activity is to begin to practice the reflective behavior of a classroom teacher. As you blog during the development and after the implementation stages of each micro lesson, you need to describe how you are planning, implementing, and assessing the learning/teaching experience and how each of these impact what students may learn from your lesson. This assignment parallels the signature assignment that you will develop during your student teaching experience. It is meant to help you reflect on what you do as a teacher and to predict modifications for future teaching experiences. 1. Instructional Decisions/Teaching: Discuss the implementation process and describe a. what you did and learned from the teaching/facilitating process b. how alignment to goals and objectives was maintained c. modifications made for individual needs

6 2. Assessment of Learning: Describe the evidence you have that indicates a. your students' level of success in achieving the lessons goals b. the level of success you had in teaching the lesson i. How do your individual reflections support this? ii. How do the comments from your classmates support this? 3. Assessment Examples: At least 2 digital artifacts that: a. Demonstrate what you or your students (peers) have created as a result of your lesson b. Are referred to as you answer #2 (Assessment of Learning) Blog Phase III: Final Comprehensive Reflection The final phase of the Blog reflection is due by the day your class would occur during finals week. You should reread the entries throughout the Blog and the feedback you received from your peers, then reflect on the overall experience. In your final comprehensive reflection you should address all four of the Standards listed below and describe: Standard 1: Facilitate and Inspire Student Learning and Creativity Standard 2: Design and Develop Digital Age Learning Experiences and Assessments Standard 3: Model Digital Age Work and Learning Standard 4: Promote and Model Digital Citizenship and Responsibility 1. How your understandings of the standards changed based on your experiences: o Designing Lessons o Teaching Lessons o Assessing Student (Peer) Artifacts 2. What you learned about preparation and teaching from your peers o Lessons o Feedback 3. How your experiences might impact your future teaching experiences

7 2. Using NAU GoogleDocs you will create a Peer Reflection Survey to help you gather feedback from your peers on your lesson implementation. b. The scoring guide for the assessment (modified Fall 2014) ci. ETC 447- (4 Standards) 1 value: 0-69% Candidates uses some of the 2 value: % Candidates uses 3 of the 3 value: % Score/Level Standard 1 Facilitate and Inspire Student Learning and Creativity The candidates to 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 1. promote, support, and model creative and innovative thinking and inventiveness. 2. engage students in exploring realworld issues and solving authentic problems using 3. promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes. 4. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-toface and virtual 1. promote, support, and model creative and innovative thinking and inventiveness. 2. engage students in exploring realworld issues and solving authentic problems using 3. promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes. 4. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-toface and virtual 1. promote, support, and model creative and innovative thinking and inventiveness. 2. engage students in exploring realworld issues and solving authentic problems using 3. promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes. 4. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-toface and virtual

8 Candidates uses some of the Candidates uses 3 of the Standard 2 Design and Develop Digital-Age Learning Experiences and Assessments The candidates design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS S. 1. design or adapt relevant learning experiences that incorporate promote student learning and creativity. 2. develop technologyenriched 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. 3. customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using 4. 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. 1. design or adapt relevant learning experiences that incorporate promote student learning and creativity. 2. develop technologyenriched 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. 3. customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using 4. 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. 1. design or adapt relevant learning experiences that incorporate promote student learning and creativity. 2. develop technologyenriched 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. 3. customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using 4. 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.

9 Candidates uses some of the Candidates uses 3 of the Standard 3 Model Digital-Age Work and Learning The candidates exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. 1. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations. 2. collaborate with students, peers, parents, and community members using support student success and innovation. 3. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digitalage media and formats. 4. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information support research and learning. 1. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations. 2. collaborate with students, peers, parents, and community members using support student success and innovation. 3. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digitalage media and formats. 4. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information support research and learning. 1. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations. 2. collaborate with students, peers, parents, and community members using support student success and innovation. 3. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digitalage media and formats. 4. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information support research and learning. Standard 4 Promote and Model Digital Citizenship and Responsibility The candidates understand local and global societal issues and responsibilities in an Candidates use some of the 1. advocate, model, and teach safe, legal, and ethical use of digital information and technology, Candidates use 3 of the 1. advocate, model, and teach safe, legal, and ethical use of digital information and technology, 1. advocate, model, and teach safe, legal, and ethical use of digital information and technology,

10 evolving digital culture and exhibit legal and ethical behavior in their professional practices. including respect for copyright, intellectual property, and the appropriate documentation of sources. 2. address the diverse needs of all learners by using learnercentered strategies providing equitable access to appropriate 3. promote and model digital etiquette and responsible social interactions related to the use of technology and information. 4. develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools. including respect for copyright, intellectual property, and the appropriate documentation of sources. 2. address the diverse needs of all learners by using learnercentered strategies providing equitable access to appropriate 3. promote and model digital etiquette and responsible social interactions related to the use of technology and information. 4. develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools. including respect for copyright, intellectual property, and the appropriate documentation of sources. 2. address the diverse needs of all learners by using learnercentered strategies providing equitable access to appropriate 3. promote and model digital etiquette and responsible social interactions related to the use of technology and information. 4. develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.

11 ETC Standard-Rubric-2 (Modified Fall 2014 to include numeric column headers) Criteria Standard 1: Facilitate and Inspire Student Learning and Creativity The candidates to 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 Points Range:0 (0%) (17.25%) Candidates uses some of the promote, support, and model creative and innovative thinking and inventiveness. engage students in exploring real-world issues and solving authentic problems using digital tools and promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual Points Range:8.75 (17.5%) (22.25%) Candidates uses 3 of the promote, support, and model creative and innovative thinking and inventiveness. engage students in exploring realworld issues and solving authentic problems using promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual Points Range:11.25 (22.5%) (25%) promote, support, and model creative and innovative thinking and inventiveness. engage students in exploring realworld issues and solving authentic problems using promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in faceto-face and virtual Standard 2: Design and Develop Digital-Age Learning Experiences and Assessments The candidates design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS S. Points Range:0 (0%) (17.25%) Candidates uses some of the design or adapt relevant learning experiences that incorporate promote student learning and creativity. 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. customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using 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. Points Range:8.75 (17.5%) (22.25%) Candidates uses 3 of the design or adapt relevant learning experiences that incorporate digital tools and promote student learning and creativity. 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. customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using 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. Points Range:11.25 (22.5%) (25%) design or adapt relevant learning experiences that incorporate digital tools and promote student learning and creativity. 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. customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using 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.

12 Standard 3: Model Digital-Age Work and Learning The candidates exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Points Range:0 (0%) (17.25%) Candidates uses some of the demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations. collaborate with students, peers, parents, and community members using support student success and innovation. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information support research and learning. Points Range:8.75 (17.5%) (22.25%) Candidates uses 3 of the demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations. collaborate with students, peers, parents, and community members using support student success and innovation. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information support research and learning. Points Range:11.25 (22.5%) (25%) demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations. collaborate with students, peers, parents, and community members using support student success and innovation. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information support research and learning. Standard 4: Promote and Model Digital Citizenship and Responsibility The candidates understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Points Range:0 (0%) (17.25%) Candidates use some of the 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. address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and promote and model digital etiquette and responsible social interactions related to the use of technology and information. develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools. Points Range:8.75 (17.5%) (22.25%) Candidates use 3 of the 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. address the diverse needs of all learners by using learnercentered strategies providing equitable access to appropriate promote and model digital etiquette and responsible social interactions related to the use of technology and information. develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digitalage communication and collaboration tools. Points Range:11.25 (22.5%) (25%) 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. address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate promote and model digital etiquette and responsible social interactions related to the use of technology and information. develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.