Compilation of Rules and Regulations of the State of Georgia
Department 505 - PROFESSIONAL STANDARDS COMMISSION
Chapter 505-3 - EDUCATOR PREPARATION RULES
Rule 505-3-.64 - Instructional Technology Program
Universal Citation: GA Rules and Regs r 505-3-.64
Current through Rules and Regulations filed through March 20, 2024
(1) Purpose. This rule states field-specific content standards for approving programs that prepare individuals to serve in instructional technology roles in P-12 schools, LUAs, and other organizations, and supplements requirements in Rule 505-3-.01, REQUIREMENTS AND STANDARDS FOR APPROVING EDUCATOR PREPARATION PROVIDERS AND EDUCATOR PREPARATION PROGRAMS.
(2) Requirements.
(a) A valid, level
4 or higher Induction, Professional, Advanced Professional, or Lead
Professional teaching certificate, leadership certificate, service field
certificate, or Life certificate is required for program admission.
(b) The program may be offered at the
Master's degree level or higher, or as a certification-only program for those
holding advanced degrees.
(c)
Candidates must complete a minimum of six (6) semester hours (or the quarter
hours equivalent) of advanced level coursework focused on the content or
content pedagogy of a certificate field held by the candidate. All six hours
may be satisfied through advanced level content or content pedagogy courses in
which candidates are required to demonstrate advanced skills related to their
field of certification. Three of the six semester hours may be satisfied
through a thesis (or equivalent culminating project) directly focused on the
content of a certificate field held by the candidate.
(d) To receive approval, a GaPSC-approved
educator preparation provider shall offer a preparation program described in
program planning forms, catalogs, and syllabi addressing the following
standards adapted from the standards published in 2017 by The International
Society for Technology in Education (ISTE):
1. Learner. Educators continually improve
their practice by learning from and with others and exploring proven and
promising practices that leverage technology to improve student learning. The
program shall prepare candidates who:
(i) Set
professional learning goals to explore and apply pedagogical approaches made
possible by technology and reflect on their effectiveness;
(ii) Pursue professional interests by
creating and actively participating in local and global learning networks;
and
(iii) Stay current with
research that supports improved student learning outcomes, including findings
from the learning sciences.
2. Leader. Educators seek opportunities for
leadership to support student empowerment and success and to improve teaching
and learning. The program shall prepare candidates who:
(i) Shape, advance, and accelerate a shared
vision for empowered learning with technology by engaging with education
stakeholders;
(ii) Advocate for
equitable access to educational technology, digital content, and learning
opportunities to meet the diverse needs of all students; and
(iii) Model for colleagues the
identification, exploration, evaluation, curation, and adoption of new digital
resources and tools for learning.
3. Citizen. Educators inspire students to
positively contribute and responsibly participate in the digital world. The
program shall prepare candidates who:
(i)
Create experiences for learners to make positive, socially responsible
contributions and exhibit empathetic behavior online that build relationships
and community;
(ii) Establish a
learning culture that promotes curiosity and critical examination of online
resources and fosters digital literacy and media fluency;
(iii) Mentor students in the safe, ethical,
and legal practice with digital tools and protection of intellectual rights and
property; and
(iv) Model and
promote management of personal data and digital identity, and protect student
data privacy.
4.
Collaborator. Educators dedicate time to collaborate with both colleagues and
students to improve practice, discover and share resources and ideas, and solve
problems as indicated in the following: The program shall prepare candidates
who:
(i) Dedicate planning time to
collaborate with colleagues to create authentic learning experiences that
leverage technology;
(ii)
Collaborate and co-learn with students to discover and use new digital
resources and diagnose and troubleshoot technology issues;
(iii) Use collaborative tools to expand
students' authentic, real-world learning experiences by engaging virtually with
experts, teams, and students, locally and globally; and
(iv) Demonstrate cultural competency when
communicating with students, parents, and colleagues and interact with them as
co-collaborators in student learning.
5. Designer. Educators design authentic,
learner-driven activities and environments that recognize and accommodate
learner variability environments. The program shall prepare candidates who:
(i) Use technology to create, adapt, and
personalize learning experiences that foster independent learning and
accommodate learner differences and needs;
(ii) Design authentic learning activities
that align with content area standards and use digital tools and resources to
maximize active, deep learning; and
(iii) Explore and apply instructional design
principles to create innovative digital learning environments that engage and
support learning.
6.
Facilitator. Educators facilitate learning with technology to support student
achievement of the ISTE Standards for Students. The program shall prepare
candidates who:
(i) Foster a culture where
students take ownership of their learning goals and outcomes in both
independent and group settings;
(ii) Manage the use of technology and student
learning strategies in a variety of environments such as digital platforms,
virtual environments, hands-on makerspaces, or in the field;
(iii) Create learning opportunities that
challenge students to use a design process and/or computational thinking to
innovate and solve problems; and
(iv) Model and nurture creativity and
creative expression to communicate ideas, knowledge or connections.
7. Analyst. Educators understand
and use data to drive their instruction and support students in achieving their
learning goals. The program shall prepare candidates who:
(i) Provide alternative ways for students to
demonstrate competency and reflect on their learning using
technology;
(ii) Use technology to
design and implement a variety of formative and summative assessments that
accommodate learner needs, provide timely feedback to students and inform
instruction; and
(iii) Use
assessments and other qualitative and quantitative data to guide progress and
communicate with students, parents, and education stakeholders to build student
self-direction.
8. Coach.
Educators plan, provide, and evaluate the impact of professional learning for
educators and leaders to advance teaching and learning with technology. The
program shall prepare candidates who:
(i)
Establish coaching relationships to support educators as they explore new
instructional strategies and integrate technology to improve student
learning;
(ii) Design and implement
professional learning based on needs assessments and the theories and
frameworks for adult learning;
(iii) Evaluate the impact of professional
learning and continually reflect on how to improve coaching and professional
practice; and
(iv) Foster educator
participation in professional learning networks to help them connect with other
educators and stay abreast of current and emerging technologies and
innovations.
O.C.G.A. § 20-2-200.
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