Friday, January 08, 2021

Teacher Educator Technology Competencies (TETCs)

Teacher Educator Technology Competencies (TETCs)

 The TETCs should be viewed as a first step in a larger reform effort to better address technology integration in teacher preparation programs. The release of the TETCs provides future research opportunities including, but not limited to, implications for course design, relevant faculty development for teacher educators, and policy implications.

The TETCs have been written by insiders, and seemingly for insiders.  

There’s a lot hidden between the lines. The problem with that is that while it makes it easier to write a set of competencies with a team of people with different experiences and expertise, it is sometimes harder to know what the ideal would look like. 

The TETCs were supported by a number of organizations:

·         The United States Department of Education Office of Educational Technology (US DoE)

·         International Society of Technology in Education (ISTE)

·         Society for Information Technology and Teacher Education (SITE)

·         Council for the Accreditation of Educator Preparation (CAEP)

·         National Technology Leadership Coalition (NTLC)

·         American Association of Colleges of Teacher Education (AACTE)

But what’s missing may have, in part, been determined by who’s missing.

When I look at the competencies, I see issues not addressed which are important components of  K-12 education  Here are terms I’d hope to see used in the next iteration of these competencies:

·         Accessibility,

·         Adaptive technology,

·         Disability,

·         Equity Online learning,

·         WCAG,

I know that the curriculum in teacher educator programs is largely determined by the state education agency (SEA) and their certification and program standards. That, unfortunately doesn’t guarantee it to be relevant to today.   When I was teaching the required instructional technology course in an undergrad educator prep program, I recommended that we incorporate instructional technology into the other courses as a way of having an option for a new course.  I proposed that I’d create the instructional technology modules for the other courses.  My offer was declined because the other professors weren’t interested in seeing that happen.  So instructional technology was siloed rather than integrated.   While I can see that the TETCs might be seen as encouraging integration within teacher education programs, it’s not explicit. 

I don’t see how the TETCs help teachers select the best tech tools for remote instruction.  One survey asked teachers how they selected the tools they used for during Spring 2020.  The overwhelming response was ease of teacher use, not student learning.  Administrators threw remote instruction onto teachers without support, and many districts still didn’t provide professional development for teacher use of remote instruction tools over the summer.  Did they not know that technology does require training and support, and remote teaching isn’t just something to be picked up and happen magically?  It’s no wonder many students and parents have been frustrated by the remote learning experience.


Thursday, December 03, 2020

This is what journalistic malpractice looks like

John Watson from DLC and I collaborated on this latest blog post from DLC. (If you don't follow them you should.)  And this saves me from writing a post today, which was on my to-do list.


Monday, November 02, 2020


Accessibility for All K-12 Students in Remote Learning

I had announced this webinar was happening before it took place, but then never posted the actual event.  You can watch the webinar.

the presenters on the webinar

It was fun to present with Mary Rice again.
Here's the direct link:

How to Become an Instructional Designer: 13 Experts Give Their 3 Key Tips

A colleague asked me to be part of this blog post.  I have had an interesting relationship with instructional designers, especially when it comes to online courses.  In the early years of virtual education my complaint with IDs was a lack of awareness about online pedagogy.

 I have seen the work of some instructional designers who were most interested in making their product "pretty".  And that seemed to be the focus of their ID preparation.  It has taken the ID preparation programs some time to understand that pretty doesn't always mean effective instruction.  It is also now expected, at least by me, that IDs know about and can implement fully accessible online courses.

Instructional designers have recently been seen as essential as higher education has been forced to present instruction remotely.  Institutions that had instructional designers to help with online course development were suddenly the critical element in supporting or creating remote and online instruction for every educational element of the institution.

I think Scott selected the photo of me with a koala to make me look more cuddly.