UAH - Education

Technology (Cross-Cutting Strand)

UAH provides a technology-rich learning environment for all candidates. The University’s Office of Academic Technologies supports the various needs across campus for maintaining current and instructional software and hardware. Supported technologies used within classrooms include computers, projects, ELMOs, digital whiteboards, and other tools. UAH Academic Technologies oversee the University’s online learning management system, Canvas, and other software tools connected to online learning supports (Panopto, Turnitin, Respondus LockDown Browser, Zoom, etc.). The Office of Information Technology provides direct support to UAH students including computer and software support, including ChargerWare, a site dedicated to UAH software available to faculty, staff, and students. Further, the UAH Salmon Library offers a litany of services from research support (in-person or online), computer laboratories, and specialized technologies (such as a 3D printing laboratory). Candidates in all EPP programs and in all instructional delivery formats (traditional, hybrid, and online) routinely access library research databases, digital media, and use other digital tools and appropriate technologies as instructional tools and as resources for their own continued professional growth and preparation.

All initial licensure candidates complete ED 350/520, Technology in the Classroom. The course introduces candidates to various Web 2.0 tools and other technologies to assist them in their future classroom and addresses how candidates can effectively integrate technology into a standards-based curriculum. Candidates also explore how technology, pedagogy, and content knowledge combine for meaningful student learning. Assessment and polling applications, such as Kahoot and PollEverywhere) are introduced and used. Candidates learn about and use ALEX and ACCESS in professional education courses. Content-specific methods courses incorporate use of technology resources, such as graphing calculations, virtual manipulatives, animated read-aloud books. Candidates explore learning management and communication tools, such as Canvas, iNOW, GroupMe, Remind, in their field experiences and coursework. Candidates gain practical experience using data collection and management tools, such as Google Sheets, Excel, as well as iPad applications, classroom response systems, presentation software (PowerPoint, Prezi, Zoom, Skype).

Within the specialized “methods” courses, faculty introduce students to applicable instructional technologies related for their content. For example, in both the elementary and secondary history/social science methods courses, students are taught how to utilize online GIS systems to teach geography, “webquests” about history, and online “population counters” to develop lessons on population growth. In the secondary math methods (ED 422/522), students not only focus on using a graphing calculator but connecting this tool to other tools such as different types of sensors, online software, etc. in order to build more sophisticated lessons. Within the special education coursework, students in all courses are engaged in assistive technologies through each course that are connected to instructional strategies for specific learning goals and needs. The entire program focuses on ensuring that instructional technology is infused within the program in a holistic manner where technology is not used for novelty but as a normal part of quality instruction.

Interwoven through the initial preparation programs are opportunities for candidates to utilize technology in a variety of formats to differentiate instruction and appropriately accommodate the needs of diverse learners. Faculty routinely model, demonstrate, and utilize technological tools to support candidate learning. Classrooms are equipped with Panopto video capture systems, SmartBoards, and document cameras. Candidates routinely interact with Canvas, the Learning Management System (LMS) adopted by the University where course syllabi, grades, and resources are accessed. All initial licensure candidates utilize videorecording from Block 1 forward to capture classroom instruction which they review and reflect upon. All candidates complete a field experience in Huntsville City Schools which have a 1:1 digital initiative where individual students have iPads or laptops. They also complete field experiences in Madison City Schools and Madison County Schools which utilize a Bring Your Own Device (BYOD) approach.

All candidates utilize TK20 to submit programmatic and licensure documentation, such as applications for admission to education preparation and applications for internship. Mentor teacher surveys and dispositions assessments are launched and submitted via TK20. Technology proficiency and use by candidates is assessed on the EDUCATE Alabama instrument and the intern observation instrument.