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NC State College of Education Digital Learning Competencies for candidate teachers are adapted from the NC Digital Learning Competencies for Classroom Teachers which were designed based on standards from ISTE, iNACOL and the NC Professional Teaching Standards.
Learning Goals and Aligned Assessments:
Candidate teacher provides evidence that they know how to select and use appropriate digital tools and resources for instruction to support student learning in classrooms. Candidate teacher demonstrates that they:
- Plan activities with digital tools: Selecting and Evaluating Digital Tools, Bloom's Taxonomy Student Thinking
- Select and evaluate appropriate digital tools and resources: Selecting and Evaluating Digital Tools, Bloom's Taxonomy Student Thinking
- Create technology-enriched learning experiences that allow students to participate in active learning with digital tools: Selecting and Evaluating Digital Tools, Bloom's Taxonomy Student Thinking, Active Learning with Digital Tools Artifact/Product
- Use technology to help students use digital tools to solve authentic problems, create projects and/or answer critical questions: Active Learning with Digital Tools Artifact/Product, Reflection
Resources:
Use these resources to learn about using digital tools at different levels of thinking.
Presentation used to Introduce Content Technology Tools
Article: 15 Characteristics of a 21st Century Teacher
Article: Are We Innovating, or Just Digitizing Traditional Teaching?
Procedures:
Teacher candidates will be introduced to technology tools for content instruction and how those tools fit with standards and good pedagogy. Students will then evaluate tools in terms of how they fit in a digital learning version of Bloom's Taxonomy and will submit a digital product assignment to demonstrate their understanding of applying technology to higher-order thinking and learning standards.
Earning a Badge:
Enroll in the course in Reporter:
go.ncsu.edu/ContentDLCReporter
Read content, watch videos, complete the activities in the online content and demonstrate your proficiency in being able to select and evaluate digital learning tools and demonstrate your plans to integrate successful use of technology in your future classroom.
Each assignment has an associated rubric and work will be assessed in a met/not met manner. Assignments are aligned standards in the learning goals segment above.
Next Steps:
- When you have completed the activities in the online module, they will be evaluated for competency in areas of Content and Instruction.
- You will receive an email with your certificate of completion when you have demonstrated competency.
- If a month passes after submission, you can revisit the online content through Reporter and see if there is rubric feedback. You must resubmit any assignment in which you earned a "Not Met" on the associated rubric.
- Upon completing all four badges, you will receive an email with a micro-credential icon that can be embedded in professional portfolios. Share this site with employers to demonstrate what you have completed.
Rubric:
Students/candidate teachers will complete a series of activities to demonstrate knowledge of digital instruction. This rubric will be used to evaluate the work.
You will be evaluated on four products/activities:
- Selecting and Evaluating Digital Tools
- Bloom's Taxonomy Student Thinking
- Active Learning with Digital Tools Artifact/Product
- Reflection
NOTE: If your university does not have a student information/tracking system to evaluate and distribute micro-credentials or digital badges, you can use online badging tools such as Bloomboard, Credly, or Badgelist.
If you cannot access the content in Reporter (the NC State University Registration Center for Non-Credit Activity) above but would like to see it, this is a Google Doc version similar to what we have included in our online course. The course in Reporter is housed in Moodle.
NC State College of Education Content & Instruction DLC for candidate teachers is adapted from this NC Digital Learning Competency for Classroom Teachers
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