kim tufts's List: NH DOE Standards

• Ed 507.22  Education Technology Integrator.  The following requirements shall apply to the certification of an Education Technology Integrator

• PROFESSIONAL PREPARATION PROGRAMS
• Ed 610.02  Professional Education Requirements.  To promote the learning of all students, each professional educator preparation program shall require each graduate of the program to demonstrate evidence of the following:
• PART Ed 612  STANDARDS FOR SPECIFIC PREPARATION PROGRAMS (UNDERGRADUATE)
• Use technology as an instructional tool in developmentally appropriate ways for the setting in which the candidate teaches;

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            (e)  In the area of technology:

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  (1) Ability to discriminate between developmentally appropriate and inappropriate use of technology with children;

    

   

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  (2)  Skill in utilizing technologies effectively to assist student learning; and
• (3)  Knowledge of how to provide equal access to the digital world;
• a.  How media and technology can be used to present and interpret the human experience;
• b.  How visual and informational media can support or distort messages; and
• c.  How to select and use digital resources to support and enhance instruction; and
• .  Guide students to construct and interpret meaning from images and information provided by media and technology;
• b.  Guide students to select, evaluate, and analyze digital resources critically; and
• c.  Help students to recognize bias, propaganda, persuasion, point of view, and intellectual property
• a.  How media and technology can be used to present and interpret the human experience;
• b.  How visual and informational media can support or distort messages; and
• c.  How to select and use digital resources to support and enhance instruction; and
• a.  Guide students to construct and interpret meaning from images and information provided by media and technology;
• b.  Guide students to select, evaluate, and analyze digital resources critically; and
• c.  Help students to recognize bias, propaganda, persuasion, point of view, and intellectual property
• 7.  Use a variety of resources including but not limited to technology, print, and realia;
• k.  Incorporate instructional and assistive technology into the educational program;
• k.  Incorporate instructional and assistive technology into the educational program;
• (2) Design and coordinate typical and specialized supports in the classroom, school, and community, in the areas of curriculum, instruction, communication, assistive technology, and medical and related services; and
• (6)  Use assistive technology in learning environments;

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  4.  Access to and use of augmentative and alternative communication and assistive technology; and
• (3)  Collaborate with others to secure funding for augmentative communication and other learning and assistive technology and facilitate their optimum functioning through regular maintenance and service;
• 8)  To maintain and troubleshoot hearing aids, cochlear implants, and FM systems using radio broadcast technology;

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  (2)  Select, design, and use technology, materials, and resources required to educate individuals who are deaf or hard of hearing;
• (2)  Use technology for planning and managing the teaching and learning environment as related to emotional and behavioral disabilities;

• (4)  Incorporate and implement instructional and assistive technology into the Individualized Education Program (IEP) as appropriate;

    

   
• c.  Assistive technology, including both low and high technologies;
• (6) Identify sources of specialized materials, equipment, and assistive technology for individuals with physical and health disabilities; and

• (7)  Demonstrate use of adaptations and assistive technology to provide individuals with physical and health disabilities full participation and access to the general curriculum;

    

   
• (3)  Develop and use a technology plan based on assistive technology assessment;
• 4.  Access to and use of augmentative and alternative communication and assistive technology; and

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  (3)  Collaborate with others to secure funding for augmentative communication and other learning and assistive technology and facilitate their optimum functioning through regular maintenance and service;
• e.  Technology skills to individuals with blindness and vision disabilities;
• (6)  Use Braillewriter, slate and stylus, and computer technology to produce Braille materials; and
• 4.  Access to and use of augmentative and alternative communication and assistive technology; and

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  (3)  Collaborate with others to secure funding for augmentative communication and other learning and assistive technology and facilitate their optimum functioning through regular maintenance and service; and
• (4)  Ability to use current technology to support student learning, including ability to:
• a.  Operate the equipment needed for the technology; and
• .  Design activities, projects, lesson plans, or any combination of them, using technology;
• b.  Knowledge of current teaching resources, including those in print and in technology; and
• c.  Analyze the influence of culture, media, technology, and other social factors on health;
• 8. Use technology appropriately and effectively in the learning and teaching of mathematics, including, but not limited to:
• 5.  Understand the value and power of strategic use of technology when solving mathematical problems;
• c.  Use appropriate statistical methods and technology to analyze data and describe shape, spread, and center;

• b.  Use technology to explore and represent fundamental concepts of calculus;

    

   

• 2.  Use technology to solve problems involving the use of discrete structures; and

    

   
• 8.  Use technology appropriately and effectively in the learning and teaching of mathematics, including, but not limited to:
• 5.  Understand the value and power of strategic use of technology when solving mathematical problems;
• c.  Use appropriate statistical methods and technology to analyze data and describe shape, spread, and center;
• .  Use technology to explore and represent fundamental concepts of calculus;
• 2.  Use technology to solve problems involving the use of discrete structures; and
• Ed 612.19  Education Technology Integrator Program.  An education technology integrator program shall provide the teaching candidate with skills, competencies, and knowledge gained through a combination of academic and supervised field-based experiences in the following areas:

• (1)  Use knowledge of digital tools and technology applications to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments;

    

   
• (1)  Demonstrate a comprehensive understanding of safe, ethical, and legal practices related to digital information and technology, including, but not limited to respect for copyright and intellectual property and practices relating to the appropriate documentation of sources;

• 2)  Provide instruction and modeling to the school community regarding digital etiquette and responsible social interactions related to the use of technology and information;

    

   

    

  (3)  Promote and use digital tools and assistive technologies that provide equitable access for all school community members; and
• (h)  In the area of technology, the ability to utilize current information technology, including adaptive equipment and assistive technology, to:
• (ix)  Applications of biology and biotechnology in society, business, industry, and health fields;
• (8)  Twenty-first century skills using information technology to acquire and analyze data, and to collect and communicate information;
• (9)  Ability to practice good digital citizenship by understanding the social, ethical, legal, and human issues surrounding the use of technology in schools; and
• (10)  Demonstration of technology skills necessary to plan, design, deliver, and incorporate active learning and collaboration in the online environment.

• 10.  Applications of biology and biotechnology in society, business, industry, and health fields;

    

   

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  12.  Applications of physics for design, engineering, and technology in society, business, industry, and health fields;

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  (2)  Comprehensive technology education in compliance with (d) below;
• d)  The preparation program in comprehensive technology education shall provide the teaching candidate with the following skills, competencies, and knowledge:

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  (5)  In the area of technology and society, the candidate shall have the ability to integrate information and lessons involving careers, history of technology and ethical practice.
• b.  Use information technology tools to:
• h.  Demonstrate the ability to use mathematics and technology to solve business problems and communicate results;
• b.  Knowledge of and ability to apply the methods of business communication and business technology to develop and deliver effective communication skills;
• e.  Knowledge of and ability to apply advancements in computer technology and how they affect areas such as property law, contract law, criminal law, international law, intellectual law, and substantive law relevant to business areas and knowledge of other legal issues that affect business; and
• (9)  In the area of information systems and technology applications:

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  a. Knowledge of the development and impact of information technology and telecommunications on business and society;

• d. Knowledge of and ability to apply technology in communicating, collaborating, conducting research, and solving problems; and

    

   

    

  e.  Knowledge of and ability to apply the legal and ethical principles pertaining to information systems and technology applications; and

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  5. Ability to identify the impact of science and technology on nutrition, food composition, and preparation safety; and
• 2)  Support classroom teachers and paraeducators in the use of a wide range of instructional practices, approaches, and methods, including technology-based practices, including the ability to:

• d.  Engage students appropriately in using assistive technology to address their needs in learning and communicating;

    

   
• (2)  Employ a variety of books, technology-based information, and non-print materials, representing multiple levels, broad interests, and cultural and linguistic backgrounds, including the ability to:
• a.  Assist the classroom teacher in selecting books, technology-based information, and non-print materials representing multiple levels, broad interests, and cultural and linguistic backgrounds;

• e.  Provide the classroom teacher with current information about technology-based literacy resources, including, but not limited to:

    

   
• e.  Assessment instruments and techniques that are relevant to career and college planning and decision-making, including technology-based applications, strategies, and resources; and
• g.  Demonstrate knowledge of effective use of technology and support current methods and practices among students and staff; and
• (7)  Ability to access information sources and utilize technology relevant to provision of services.

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  (8)  The integrated use of technology, telecommunications and information systems to support curriculum, instruction, and assessment;

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  (4)  Use of technology in support of all school operations; and

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