Conroe Independent School District

Conroe Independent School District
Technology Competencies
The instructional goals of the CISD Technology Plan lay out a strategy for the effective use of technology in the classroom. In order for all teachers to experience a quality technology-infused education to maximize learning, all district personnel will be expected to possess Technology Competencies. To check your own, take this on-line self-assessment.

The Technology Competencies are a set of technological standards that define proficiency in using computer technology in the classroom. The competencies consist of computer-related skills grouped into three general domains:
  1. Basic Technology Foundations
  2. Personal Professional Use ofTechnology, and
  3. Application of Technology in Instruction.
Each domain consists of a subset of specific skills; these are sequenced from simple to complex so that mastery of the skills is cumulative.

To assist educators in mastering these competencies, the following courses have been implemented and will be offered throughout the year.

Domain 1: Basic Technology Foundation. Instructional staff must be able to demonstrate the use of a computer system with related devices in order to run programs; to access, generate, and manipulate data; and to communicate results.
    1.1 Introduction to Computer Operations
    1.2 Introduction to Word Processing
    1.3 Introduction to Spreadsheets
    1.4 Introduction to Presentations: PowerPoint
    1.5 Introduction to E-mail and the Internet
Domain 2: Personal and Professional Use of Technology. Instructional staff will appy tools for enhancing their own professional growth and productivity. They will use technology in communicating, collaborating, conducting research, and problem solving.
    2.1 Intermediate Windows
    2.2 Intermediate Word Processing
    2.3 Intermediate Spreadsheets
    2.4 Intermediate Presentations: PowerPoint
    2.5 Teacher/Administrative Applications
    2.6 Research on the Internet
    2.7 Advanced Word Processing
    2.8 Advanced Spreadsheets
Domain 3: Application of Technology in Instruction. Instructional staff will apply computers and related technologies to support instruction in their grade level and subject areas. They must plan and deliver instructional units that integrate a variety of software, applications, and learning tools.
    3.1 Using Technology as a Cognitive MindTool

Adbopted from ISTE
Benchmark Technology Competencies
I. Prerequisite Preparation Foundations.
Professional studies culminating in the educational computing and technology literacy endorsement prepare candidates to use computers and related technologies in educational settings. All candidates seeking initial certification or endorsements in teacher preparation programs should have opportunities to meet the educational technology foundations standards.

A. Basic Technology Foundations.
Candidates will use computer systems-run software; to access, generate, and manipulate data; and to publish results. They will also evaluate performance of hardware and software components of computer systems and apply basic troubleshooting strategies as needed.
  1. Operate a multimedia computer system with related peripheral devices to successfully install and use a variety of software package.
  2. Use terminology related to computers and technology appropriately in written and oral communications.
  3. Describe and implement basic troubleshooting techniques for multimedia computer systems with related peripheral devices.
  4. Use imaging devices such as scanners, digital cameras, and/or video cameras with computer systems and software.
  5. Demonstrate knowledge of uses of computers and technology in business, industry, and society.
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B. Personal and Professional Use of Technology.
Candidates will apply tools for enhancing their own professional growth and productivity. They will use technology in communicating, collaborating, conducting research, and solving problems. In addition, they will plan and participate in activities that encourage lifelong learning and will promote equitable, ethical, and legal use of computer/technology resources.
  1. Use productivity tools for word processing, database management, and spreadsheet applications.
  2. Apply productivity tools for creating multimedia presentations.
  3. Use computer-based technologies including telecommunications to access information and enhance personal and professional productivity.
  4. Use computers to support problem solving, data collection, information management, communications, presentations, and decision making.
  5. Demonstrate awareness of resources for adaptive asistive devices for student with special needs.
  6. Demonstrate knowledge of equity, ethics, legal, and human issues concerning use of computers and technology.
  7. Identify computer and related technology resources for facilitating lifelong learning and emerging roles of the learner and the educator.
  8. Observe demonstrations or uses of broadcast instruction, audio/video conferencing, and other distant learning applications.
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C. Application of Technology in Instruction.
Candidates will apply computers and related technologies to support instruction in their grade level and subject areas. They must plan and deliver instructional units that integrate a variety of software, applications, and learning tools. Lessons developed must reflect effective grouping and assessment strategies for diverse populations.
  1. Explore, evaluate, and use computer/technology resources including applications, tools, educational software and associated documentation.
  2. Describe current instructional principles, research, and appropriate assessment practices as related to the use of computers and technology resources in the curriculum.
  3. Design, deliver, and assess student learning activities that integrate computers and other technology for a variety of student grouping strategies and for diverse student populations.
  4. Design student learning activities that foster equitable, ethical, and legal use of technology by students.
  5. Practice responsible, ethical and legal use of technology, information, and software resources.
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II. Specialty Content Preparation in Educational Computing and Technology Literacy.
Professional studies in educational computing and technology provide concepts and skills that prepare teachers to teach computer/technology applications and use technology to support other content areas.
A. Social, Ethical, and Human Issues.
 Candidates will apply concepts and skills in making decisions concerning social, ethical, and human issues related to computing and technology.
  1. Describe the historical development and important trends affecting the evolution of technology and its probable future roles in society.
  2. Describe strategies for facilitating consideration of ethical, legal, and human issues involving school purchasing and policy decisions.
B. Productivity Tools.
Candidates integrate advanced features of technology-based productivity tools to support instruction.
  1. Use advanced features of word processing, desktop publishing, graphics programs and utilities to develop professional products.
  2. Use spreadsheets for analyzing, organizing and displaying numeric data graphically.
  3. Design and manipulate databases and generate customized reports.
  4. Use teacher utility and classroom management tools to design solutions for a specific purpose.
  5. Identify, select, and integrate video and digital images in varying formats for use in presentations, publications and/or other products.
  6. Apply specific-purpose electronic devices (such as, a graphing calculator, language translator, scientific probeware, or electronic thesaurus) in appropriate content areas.
  7. Use features of applications that integrate word processing, database, spreadsheet, communication, and other tools.
C. Telecommunications and Information Access.
Candidates will use telecommunications and information access resources to support instruction.
  1. Access and use telecommunications tools and resources for information sharing, remote information access and retrieval, and multimedia/hypermedia publishing.
  2. Use electronic mail and Web browser applications for communications and for research to support instruction.
  3. Use automated online search tools and intelligent agents to identify and index desired information resources.
Research, Problem Solving, and Product Development.
Candidates will use computers and other technologies in research, problem solving, and product development. Candidates use a variety of media, presentation, and authoring packages; plan and participate in team and collaborative projects that require critical analysis and evaluation; and present products developed.
  1. Identify basic principles of instructional design associated with the development of multimedia and hypermedia learning materials.
  2. Develop simple hypermedia and multimedia products that apply basic instructional design principles.
  3. Select appropriate tools for communicating concepts, conducting research, and solving problems for an intended audience and purpose.
  4. Participate in collaborative projects and team activities.
  5. Identify examples of emerging programming, authoring, or problem solving environments.
  6. Collaborate in online workgroups to build bodies of knowledge around specific topics.
  7. Use a computer projection device to support and deliver oral presentations.
  8. Uesign and publish simple online documents that present information and include links to critical resources.
  9. Develop instructional units that involve compiling, organizing, analyzing, and synthesizing of information and use technology to support these processes.
  10. Conduct research and evaluate online sources of information that support and enhance the curriculum.
III. Professional Preparation.
Professional preparation in educational computing and technology literacy prepares candidates to integrate teaching methodologies with knowledge about use of technology to support teaching and learning.

A. Teaching Methodology.
 Candidates will effectively plan, deliver, and assess concepts and skills relevant to educational computing and technology literacy across the curriculum.
  1. Design and practice methods and strategies for teaching concepts and skills related to computers and related technologies including keyboarding.
  2. Design and practice methods and strategies for teaching concepts and skills for applying productivity tools.
  3. Design and practice methods/strategies for teaching concepts and skills for applying information access and delivery tools.
  4. Design and practice methods and strategies for teaching problem-solving principles and skills using technology resources.
  5. Observe in a K-–12 setting where K-12 computer technology concepts and skills are being taught.
  6. Practice methods and strategies for teaching technology concepts and skills in a lab and classroom setting.
  7. Identify and support implementation and revision of computer or other technology literacy curriculum to reflect ongoing changes in technology.
  8. Design and implement integrated technology classroom activities that involve teaming or small group collaboration.
  9. Identify activities and resources to support regular professional growth related to technology.
  10. Describe student guidance resources, career awareness resources, and student support activities related to computing and technology.
  11. Compare national K–12 computer or other technology standards with benchmarks set by local school districts and critique each.
  12. Identify professional organizations and groups that support the field of educational computing and technology.
  13. Design a set of evaluation strategies and methods that will assess the effectiveness of instructional units that integrate computers/technology.

B. Hardware and Software Selection, Installation, and Maintenance.
Candidates will demonstrate knowledge of selection, installation, management, and maintainance of the infrastructure in a classroom setting.
  1. Develop plans to configure computer or other technology systems and related peripherals in laboratory, classroom cluster, and other appropriate instructional arrangements.
  2. Identify and describe strategies to support development of school and laboratory policies, procedures, and practices related to use of computers or other technology.
  3. Research, evaluate, and develop recommendations for purchasing instructional software to support and enhance the school curriculum.
  4. Research, evaluate, and develop recommendations for purchasing technology systems.
  5. Design and recommend procedures for the organization, management, and security of hardware and software.
  6. Identify strategies for troubleshooting and maintaining various hardware and software configurations.
  7. Identify and describe network software packages used to operate a computer network system.
  8. Configure a computer system and one or more software packages.
The technology competent teacher will be able to:
  1. Demonstrate a knowledge of the concepts of technology systems by demonstrating manipulative skills using appropriate input devices and computer components.
  2. Understand technology terminology and concepts to be an intelligent consumer user, and problem solver.
  3. Demonstrate knowledge of the relevancy of technology to future job skills, life-long learning and daily living.
  4. Demonstrate knowledge of ethics and issues related to computer and copyright laws, proper etiquette when using networks, and respecting privacy.
  5. Select the effective and appropriate software to match a variety of instructional tasks.
  6. Plan, create and edit documents using the word processor.
  7. Plan, design, create, and manipulate databases.
  8. Plan, design, and create documents using a spreadsheet.
  9. Integrate two of more productivity tools to enhance the creation of a document.
  10. Demonstrate the use of software for group work and productivity tools to create products.
  11. Demonstrate proper strategies necessary to acquire and maintain information gathered from electronic resources.
  12. Plan, design, and create documents using multimedia-authoring programs.
  13. Utilize e-mail, an electronic gradebook, and appropriate management software.
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Adapted from: