Using Technology and Standards-Based Learning to Help Teacher Candidates Engage in Reflective Practice
Abstract: This manuscript focuses on a variety of digital tools used to assess Interstate Teacher Assessment and Support Consortium (InTASC) standards in courses that are part of initial teacher certification programs. InTASC standards are designed to identify knowledge, skills, and dispositions of teaching effectiveness to prepare teacher candidates to help their students learn. Several assumptions frame the InTASC standards, including 1) learning and teaching are complex, 2) teaching expertise can be learned and develops over time, 3) growth occurs through reflection, 4) development depends on context and levels of support, and 5) the focus is on teaching practice, rather than the individual teacher. Using these assumptions, the authors engaged in a project to redesign two of their initial teacher certification courses to better align with InTASC standards, incorporate technology, and use reflective practice. They used universal design principles and digital tools to help teacher candidates learn and reflect on the InTASC standards. A description of the redesign, outcomes, and directions for future research are discussed.