Technology is an integral part of candidate preparation at Northwestern State University and is a part of the College of Education’s Conceptual Framework.

Every member of the Unit demonstrates a commitment to technology in every phase of professional life. This commitment is supported by the International Society for Technology in Education (ISTE) which recognizes that educational computing and technology foundations (NETS for Teachers) are essential for all teachers. The Technology Plan sets the stage for the role of technology in Unit activities.

The context for instruction within the College of Education emphasizes field-based experiences and grounding within the world of practice. Recognizing that educational practice increasingly requires skill in the design and use of technological solutions, the College requires of all graduates an appropriate level of technological competence. (NSU Unit Technology Plan, 2003, p. 1)

Since the commitment to technology forms an integral part of the Unit’s
Conceptual Framework, teachers as models for learning have become models for learning both with and about technology. That commitment begins with this vision:

The College of Education is committed to being the leader in educational technology for the State of Louisiana. We recognize the growing use of technology as an integral part of contemporary instruction. Our vision involves actively engaging both faculty and students as users, designers, and instructors in every facet of educational technology. (Dean’s Vision Statement; NSU Unit Technology Plan, 2003)

Candidates use technology in every phase of their preparation. Each face-to-face class is accompanied by a conferencing software section for tests, reference materials, grade posting, and peer discussion. As mandated by the state of Louisiana Department of Education, Blackboard is used as the conferencing software. Faculty development, provided by both University direction and requested by individual members, focuses on including technology in teaching and learning. Faculty learning with technology includes a faculty committed to the collaborative learning and designed instruction that technology encourages.

Significant institutional investment in library resources and personnel, the PASS-PORT electronic management system, Blackboard instructional support, and an evolving campus network for every instructional site testify to institutional commitment.
The support to technology does not begin or end with investments in equipment, however. The interactive, experience-enriched learning relationships (Tascott, 1998) of technology education are reinforced in every phase of the Teachers as Models for Learning that drives the entire Unit.

The Conceptual Framework for preparing graduates combines professional preparation with general and subject-specific knowledge in a way that provides well-rounded practitioners and lifelong learners. Within the University environment, the College of Education focuses on the preparation of education professionals to meet the needs of schools and other employers and to meet or exceed certification and professional accrediting standards.

Recent restructuring across the Unit’s area of service, from core courses to field partners, illustrates that the commitment to learning and teaching with technology drives deep within the curriculum (Newby, 2000). The implementation of the PASS-PORT system for student portfolio and evaluation marks an enhanced commitment to technology as a broad and persistent vehicle for professional development. PASS-PORT portfolios will permit an interactive and career-long, technology-facilitated professional biography for each candidate, richly documented by artifacts of both student performance and Unit guidance.

The context for instruction within the College of Education emphasizes field-based experiences and grounding within the world of practice. Recognizing that educational practice increasingly demands skill in the design and use of technological solutions, the College requires an appropriate level of technological competence of all graduates. The commitment to technology is written across the budget, across each syllabus, and deeply within the research and instructional practice of each Unit faculty member. The models for student performance are the values and performance of their teachers.

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