NCATE+and+ISTE+Standards

=**National Council for the Accreditation of Teacher Education**=

Unit's Conceptual Framework Component

 * COMMITMENT TO TECHNOLOGY:** The unit’s conceptual framework(s) reflects the unit’s commitment to preparing candidates who are able to use educational technology to help all students learn; it also provides a conceptual understanding of how knowledge, skills, and dispositions related to educational and information technology are integrated throughout the curriculum, instruction, field experiences, clinical practice, assessments, and evaluations.

Target for Pedagogical Content Knowledge for Teacher Preparation Candidates
Teacher candidates reflect a thorough understanding of pedagogical content knowledge delineated in professional, state, and institutional standards. They have in-depth understanding of the subject matter that they plan to teach, allowing them to provide multiple explanations and instructional strategies so that all students learn. //**They present the content to students in challenging, clear, and compelling ways and integrate technology appropriately.**//

Target for Unit Facilities
The unit has outstanding facilities on campus and with partner schools to support candidates in meeting standards. //**Facilities support the most recent developments in technology that allow faculty to model the use of technology and candidates to practice its use for instructional purposes.**//

Information retrieved 4/12/07 from[| http://www.ncate.org/public/unitStandardsRubrics.asp?ch=4]

=**The International Society for Technology in Education**=

**Essential Conditions for Teacher Preparation**
A combination of essential conditions is required for teachers to create learning environments conducive to powerful uses of technology. The most effective learning environments meld traditional approaches and new approaches to facilitate learning of relevant content while addressing individual needs. For these new learning environments to develop, certain prerequisite factors or essential conditions must be present in every phase of an aspiring teacher's education-in the university's general education programs, in the chosen major, in teacher preparation programs, and at the school sites hosting student teachers and interns. First-year teachers cannot be expected to put into practice what they have learned about how to use technology without the presence of these essential conditions in their new job environment. //**Policy decisions supporting technology use greatly affect a new teacher's ability to use technology effectively.**//

Because there are many avenues to becoming a teacher, this document addresses a wide variety of teacher preparation program designs. //**In the context of university-based programs, teacher education must be viewed as a university-wide responsibility.****School and college of education coursework must consistently model exemplary pedagogy that integrates the use of technology for learning content with methods for working with PK-12 students.**// //**Prospective teachers must experience and observe effective uses of technology in their general education and major coursework.**//

The following chart provides guidelines for the essential conditions that should be in place for each phase in the teacher preparation process in order to support effective use of technology to improve learning, communications, and productivity.

Information and photo retrieved 4/12/07 from http://cnets.iste.org/teachers/t_esscond.html