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2002 ISTE NETS Distinguished Achievement Award Winner
Hope College, Holland, Michigan

ISTE Nets Distinguished Achievement Award

Ed 280-Literacy I

280 Literacy I: Reading and Language Arts, Birth to Second Grade -- An in-depth examination off literacy issues which begin at birth and develop through the second grade. The six language arts (reading, writing, speaking, listening viewing and graphically representing) will be studied in an interactive, integrated manner to guide the prospective teacher through a developmentally appropriate, constructive analysis of the prospective teacher through a developmentally appropreiate, constructive analysis of emerging literacy. Through the use of children's literature, diagnosis and assessment, reading strategies, phonological awareness, writing and holistic approaches to instruction, the prospective teacher will be encouraged to adopt a flexible teaching mode which recognizes the diversity of learning styles and needs in the elementary classroom. Prerequisites: Education 220/221. Education 225/226 and admission to the Teacher Education program. Corequisite: Ed 281. Three Credits

281 Literacy I: Field Placement -- A coordinated, supervised field placement in an appropriate elementary school, Pre-K through grade two. Requires a minimum of two hours a week. Corequisite: Ed 280. One Credit

General Preparation Performance Profile & Artifacts

General Preparation Performance Profile-NETS for Teachers
Upon completion of the general preparation component of their program, prospective teachers will:
Artifact/Evidence
Elementary
Secondary
Artifact/Evidence
3. Use technology tools and information resources to increase productivity, promote creativity, and facilitate academic learning. (I,III,IV,V)
Literacy Learning Map: directions, introduction to databases, citation guide, progress report rubric, and final project rubric.
X
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)
Literacy Learning Map: directions, introduction to databases, citation guide, progress report rubric, and final project rubric.
X
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)
DISCUS (discussion board) /Literacy Learning Map: directions,introduction to databases, citation guide, progress report rubric, and final project rubric.
X
8. Use technology tools to process data and report results. (I,III,IV,V)
Literacy Learning Map: directions, introduction to databases, citation guide, progress report rubric, and final project rubric.
X
11. Use technology tools and resources for managing and communicating information (e.g. finances, schedules,and correspondences). (I,V)
DISCUS (discussion board) is used for communicating for Literacy Learning Map
X
13. Use a variety of media and formats, including telecommunications, to collaborate, publish, and interact with peers, experts, and other audiences. (I,V)
DISCUS (discussion board) /email for developing a community of researchers for the Literacy Learning Map.
X
15. Exhibit positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity. (V,VI)
Literacy Learning Map: directions, introduction to databases, citation guide, progress report rubric, and final project rubric. X

 

Professional Preparation Performance Profile & Artifacts

Professional Preparation Performance Profile-NETS for Teachers
Prior to the culminating student teaching or internship experience, prospective teachers will:
Artifact/Evidence
Elementary
Secondary
Artifact/Evidence
16. Identify and engage in technology-based opportunities for professional education and lifelong learning, including the use of distance education. (V)
Literacy Learning Map: directions, introduction to databases, citation guide, progress report rubric, and final project rubric.
X
17. Apply online and other technology resources to support problem solving and related decision-making for maximizing student learning. (III,V)
Literacy Learning Map and e-mail, DISCUS (discussion board)
X
 
18. Participate in online professional collaborations with peers and experts.
Literacy Learning Map, DISCUS (discussion board)
X
19. Use technology productivity tools to complete required professional tasks. (V)
All assignments are word processed/DISCUS (discussion board) X