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2002 ISTE NETS Distinguished Achievement Award Winner
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2002 ISTE NETS Distinguished Achievement Award Winner
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Ed 220 - Educational Psychology
220. Educational Psychology - The growth and development of children in all phases, but with special emphasis on social, emotional, and intellectual development. Careful study of the learning process with implications for teaching and the classroom. Students will be introduced to the department's Professional Abilities and the program options; they must take the Departmental Writing Assessment this semester. This is considered a sophomore level course. Field placement (Education 221) is required and must be taken concurrently. Three Credits.
221.Educational Psychology Field Placement -- This field placement component is corequisite with Education 220, and will provide opportunities for students to work with mentor teachers in K-12 classrooms and to interact with children in large and small groups and/or one-to-one to discover the complexities of the teaching/learning process, and to determine if teaching is a career choice. One Credit.
General Preparation Profile & Artifacts
| General
Preparation Performance Profile-NETS for Teachers Upon completion of the general preparation component of their program, prospective teachers will: |
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Artifact/Evidence
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Elementary
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Secondary
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Artifact/Evidence
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| 3. Use technology tools and information resources to increase productivity, promote creativity, and facilitate academic learning. (I,III,IV,V) | |||
| Diversity Research Project: Directions, research database training, research websites, record sheets (front, back), feedback sheet, presentation rubric 1, presentation rubric 2, final reflection. Sample paper |
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X
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Diversity Research Project: Directions, research database training, research websites, record sheets (front, back), feedback sheet, presentation rubric 1, presentation rubric 2, final reflection. Sample paper |
| 4. Use content-specific tools (e.g., software, simulation, environmental probes, graphing calculators, exploratory environments, Web tools) to support learning and research. (I,III,V) | |||
| Diversity Research Projectt: Directions, research database training, research websites, record sheets (front, back), feedback sheet, presentation rubric 1, presentation rubric 2, final reflection. Sample paper |
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Diversity Research Projectt: Directions, research database training, research websites, record sheets (front, back), feedback sheet, presentation rubric 1, presentation rubric 2, final reflection. Sample paper |
| 5. Use technology resources to facilitate higher order and complex thinking skills, including problem solving, critical thinking, informed decision-making, knowledge construction, and creativity. (I, III,V) | |||
| Diversity
Research Project: Directions,
research database training, research websites, record sheets (front,
back), feedback
sheet, presentation rubric 1,
presentation rubric 2, final
reflection. Sample
paper Video taping for self-assessment of group exam and metaphor project. |
X
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X
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Diversity
Research Project: Directions,
research database training, research websites, record sheets (front,
back), feedback
sheet, presentation rubric 1,
presentation rubric 2, final
reflection. Sample
paper Video taping for self-assessment of group exam and metaphor project. |
| 7. Use technology to locate, evaluate, and collect information from a variety of sources. (I,IV,V) | |||
| Diversity Research Projectt: Directions, research database training, research websites, record sheets (front, back), feedback sheet, presentation rubric 1, presentation rubric 2, final reflection. Sample paper |
X
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X
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Diversity Research Projectt: Directions, research database training, research websites, record sheets (front, back), feedback sheet, presentation rubric 1, presentation rubric 2, final reflection. Sample paper |
| 12. Evaluate and select new information resources and technological innovations based on their appropriateness to specific tasks. (I,III,IV,V) | |||
| Web resources for the Diversity Project |
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Web resources for the Diversity Project |
| 15. Exhibit positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity. (V,VI) | |||
| Diversity Research Project: Directions, research database training, research websites, record sheets (front, back), feedback sheet, presentation rubric 1, presentation rubric 2, final reflection. Sample paper |
X
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X
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Diversity Research Project: Directions, research database training, research websites, record sheets (front, back), feedback sheet, presentation rubric 1, presentation rubric 2, final reflection. Sample paper |
Professional Preparation Profile & Artifacts
| Professional
Preparation Performance Profile-NETS for Teachers Prior to the culminating student teaching or internship experience, prospective teachers will: |
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Artifact/Evidence
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Elementary
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Secondary
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Artifact/Evidence
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| 10. Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information resources to be used by students. (II,IV,V,VI) | |||
| Diversity Research Project: Directions, research database training, research websites, record sheets (front, back), feedback sheet, presentation rubric 1, presentation rubric 2, final reflection. Sample paper |
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Diversity Research Project: Directions, research database training, research websites, record sheets (front, back), feedback sheet, presentation rubric 1, presentation rubric 2, final reflection. Sample paper |
| 11. Discuss technology-based assessment and evaluation strategies. (IV) | |||
| Computer Exam on Learning Theories |
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Computer Exam on Learning Theories |
| 13. Examine technology tools used to collect, analyze, interpret, represent, and communicate student performance data. (I, IV) | |||
| Computer Exam on Learning Theories |
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Computer Exam on Learning Theories |
