Raymond S. Pastore, Ph.D.

What is technology?


Objectives for this web page...

To define "Technology"

To evaluate the relationship between technology and learning

To identify the stage of the ISD process

To identify the steps in technology planning

To explore ISTE standards for teachers

How would you use technology in each of the following scenarios?

(Also discuss how a projection system would affect your activities in each situation)

1. No computer in the classroom

2. One computer in the classroom WITHOUT Internet access

3. One computer in the classroom WITH Internet access

4. Two to five computers in the classroom WITHOUT Internet access 

5. Two to five computers in the classroom WITH Internet access

6. A computer lab with Internet access (more students than computers)

7. A computer lab with Internet access (one computer per student)


Fact or Fantasy?


Use technology when technology can...

Don't use technology when...

Technology Links

What is Technology?

Technology Facts & Fallacies

What is Instructional Design?

A Lesson on Instructional Design Methodologies & Techniques

Overview of Instructional Design Models

Instructional Design Models

What is Technology Planning?

National Standards for Technology in Teacher Preparation

Recommended Foundations in Technology for All Teachers


Pastore Instructional Design Model
(Each stage has sub-stages)

1. Conduct Needs Analysis

2. Identify Goals

3. Write Lesson Plans

4. Implement Lessons

5. Conduct Formative and Summative Evaluation

6. Revise

How well do you meet the ISTE standards?

Following are National Educational Technology Standards performance indicators expected for education majors PRIOR to student teaching. The Roman numeral following each statement indicates the standards category or categories. 

For each statement, code the appropriate letter on your scan sheet from the following choices:
A. Strongly Agree - You believe that you are prepared to perform the task or tasks identified in the objective.
B. Somewhat Agree - You believe that you are somewhat prepared to perform the task or tasks identified in the objective.
C. Undecided You believe you are not sure if you can perform the task or tasks identified in the objective.
D. Somewhat Disagree - You believe that you are somewhat unprepared to perform the task or tasks identified in the objective.
E. Strongly Disagree - You believe that you are unprepared to perform the task or tasks identified in the objective.


Upon completion of the general preparation component of their program, prospective teachers should be able to: 

1. demonstrate a sound understanding of the nature an operation of technology systems. (I)

2. demonstrate proficiency in the use of common input and output devices; solve routine hardware and software problems; and make informed choices about technology systems, resources, and services. (I) 

3. use technology tools and information resources to increase productivity, promote creativity, and facilitate academic learning. (I, III, IV, V) 

4. use content-specific tools (e.g., software, simulation, environmental robes, graphing calculators, exploratory environments, Web tools) to support learning and research. (I, III, V)

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) 

6. collaborate in constructing technology-enhanced models, preparing publications, and producing other creative works using productivity tools. (I, V) 

7. use technology to locate, evaluate, and collect information from a variety of sources. (I, IV, V)

8. use technology tools to process data and report results. (I, III, IV, V)

9. use technology in the development of strategies for solving problems in the real world. (I, III, V) 

10. observe and experience the use of technology in their major field of study. (III, V) 

11. use technology tools and resources for managing and communicating information (e.g., finances, schedules, addresses, purchases, correspondence). (I, V) 

12. evaluate and select new information resources and technological innovations based on their appropriateness to specific tasks. (I, III, IV, V) 

13. use a variety of media and formats, including telecommunications, to collaborate, publish, and interact with peers, experts, and other audiences. (I, V) 

14. demonstrate an understanding of the legal, ethical, cultural, and societal issues related to technology. (VI) 

15. exhibit positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity. (V, VI) 

16. discuss diversity issues related to electronic media. (I, VI)

17. discuss the health and safety issues related to technology use. (VI) 


Prior to the culminating student teaching or internship experience, prospective teachers should be able to: 

18. identify the benefits of technology to maximize student learning and facilitate higher order thinking skills. (I, III)

19 differentiate between appropriate and inappropriate uses of technology for teaching and learning while using electronic resources to design and implement learning activities. (II, III, V, VI) 

20 identify technology resources available in schools and analyze how accessibility to those resources affects planning for instruction. (I, II) 

21. identify, select, and use hardware and software technology resources specially designed for use by PK-12 students to meet specific teaching and learning objectives. (I, II) 

22. plan for the management of electronic instructional resources within a lesson design by identifying potential problems and planning for solutions. (II) 

23. identify specific technology applications and resources that maximize student learning, address learner needs, and affirm diversity. (III, VI) 

24 design and teach technology-enriched learning activities that connect content standards with student technology standards and meet the diverse needs of students. (II, III, IV, VI) 

25. design and peer teach a lesson that meets content area standards and reflects the current best practices in teaching and learning with technology. (II, III) 

26. plan and teach student-centered learning activities and lessons in which students apply technology tools and resources. (II, III) 

27. research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information resources to be used by students. (II, IV, V, VI) 

28. discuss technology-based assessment and evaluation strategies. (IV) 

29. examine multiple strategies for evaluating technology-based student products and the processes used to create those products. (IV) 

30. examine technology tools used to collect, analyze, interpret, represent, and communicate student performance data. (I, IV) 

31. integrate technology-based assessment strategies and tools into plans for evaluating specific learning activities. (IV) 

32. develop a portfolio of technology-based products from coursework, including the related assessment tools. (IV, V) 

33. identify and engage in technology-based opportunities for professional education and lifelong learning, including the use of distance education. (V) 

34. apply online and other technology resources to support problem solving and related decision making for maximizing student learning. (III, V) 

35. participate in online professional collaborations with peers and experts. (III, V) 

36. use technology productivity tools to complete required professional tasks.(V) 

37. identify technology-related legal and ethical issues, including copyright, privacy, and security of technology systems, data, and information. (VI) 

38. examine acceptable use policies for the use of technology in schools, including strategies for addressing threats to security of technology systems, data, and information. (VI) 

39. identify issues related to equitable access to technology in school, community, and home environments. (VI) 

40. identify safety and health issues related to technology use in schools. (VI) 

41. identify and use assistive technologies to meet the special physical needs of students. (VI)

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