Response to Intervention Research Paper

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Robin Reid
October 1, 2012
Medlin

Technologically Competent Practitioner
Schools and colleges of teacher education are called upon to prepare teachers to use technology. The ability to use technology has been established as a requirement for teacher licensing, certification, and sometimes employment. Technology is a term that is frequently used in the business world. It is a term habitually related to science. But there is a significant difference between the two. Science comprises of outcomes of basic academic studies whereas technology infers to the relevant application of science. This difference is critical when it is to be understood about the manner in which businesses attain new technologies. The significance of technology to an organization is positioned in the reality that having of technology can provide a competitive advantage. Consequently technology can be considered as an asset of strategic importance. In addition it can be said that an organization’s capacity to handle and take advantage of technology can symbolize a core competence. The Teacher Technology Competencies are a set of technology standards that define proficiency in using computer technology in the classroom. The competencies consist of computer-related skills grouped into four general domains: Basic Technology Operation, Personal and Professional Use of Technology Tools, Social, Ethical, and Human Issues, and Application of Technology in Instruction. There are two major factors why teachers should be prepared technology competent. First, students do not see consistent or extensive modeling of the use of technology by faculty in preserve classes. Second, ASUW has limited school sites for field placements where intern and pre service teachers can experience effective technology practices in K-8 classrooms. Only about a third of in-service teachers assign work on computers regularly. Of those teachers who do assign computer work, few use analytic and project-oriented software on a...
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