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The "How To" section provides general guidelines for a competency-based approach to program development.
Defining a target professional audience is the first step in designing an effective program utilizing the Competency Statements.
With an audience defined and their respective scope of practice in mind, the next step involves choosing a topic area. How can the skill level and the competency content be integrated into instructional activities? How can the competency-based educational experience be translated from the classroom environment into professional practice?
Competencies lend themselves to assist changes in human resource policy, including job classifications and workforce development criteria. They also translate into toolkits, bedside resources, continuing education reference lists, and on-line self assessment tools. How will knowledge and skill be assessed to determine the competency attainment by the learners? The validation template guides the development of more specific plans to achieve the desired competency outcomes. The validation template instructs faculty to consider the instructional activities including how the material will be introduced, didactic and interactive exercises, and how the course material will be integrated at the conclusion of the program.
The faculty is urged to consider strategies for evaluating the learners such as observational checklists, interactive exercises, and paper assessments as well as specific indicators when gauging the progress of the participant during the learning activity. The validation template is a worthwhile tool in the curriculum development process and can be seen as a "quality control" step.
Examples of logic models and validation templates designed by the pilot sites for the C-Change Cancer Core Competency Initiative can be found below and illustrate both the flexibility and utility of the tools. Printer friendly PDF versions of the site-specific logic model and validation templates can be found on the Resources and Reports page. For programs offering CEU credit, complete the necessary steps to securing CEU credit approval from governing bodies. If the evaluation data from the program will be used for anything beyond learner assessment and feedback such as quality improvement studies or professional publications, IRB approval might be necessary.
Reserving venues and coordinating program times to suit scheduling needs is another basic, but important planning step. Efforts to document and publish project findings are highly encouraged as they stand as a contribution to the health professions' community.
As with any program, several factors are key to developing and implementing a successful and effective program. Review Resources & Reports Page - The final reports provide deeper insight into the program development process and present the methodology and explanation of tools that will increase the success of reaching program participants.
Assess the Target Audience - Understanding the target audience and their readiness to learn, their baseline knowledge of the topic area and motivation for participation is essential to defining participation reward and incentives. Assure Leadership - Broad-based leadership support creates access to the resources (human, material, facility, and financial) needed in the short-term.
Develop a Reasonable Project Timeframe - The planning phase of the project is often more time consuming than anticipated and is more time intensive than typical continuing education programs.
The first decade of the Society of Information Technology in Teacher Education (SITE) has seen the formation of a wonderful loosely coupled system, which we enjoy.
Educational organizations are loosely coupled systems and as such require more leadership than tightly coupled bureaucratic systems (Weick, 1982, 2001). I met the SITE founders in a conference in Belgium, where I suggested a need for curriculum development in information technology (IT) in initial teacher training (Davis, 1990).
In 1997 SITE created an award for lifetime achievement in our field and named it after Jerry Willis, as the first recipient. Over the years, the ITTE struggled with the notion that it should support an international membership.
SITE has provided over a decade of scholarship, and the annual conference has grown from a few hundred to over a thousand participants. The scholarship and expertise of the Societya€™s membership is recognized, yet the founders and past and current presidents wish to retain the informal scholarly community and support that was the early hallmark of SITE.
Significant development of online environments has been underway with the collaboration of SITE participants and AACE, its organizational home.
Coordinated by the editors, the individuals and teams who write the section introductions step into action during Christmas vacation, working to ensure that the SITE proceedings remain an important resource for technology and teacher education across the world.
Best paper awards have permitted the society to highlight interesting and important work from around the world. The Willis Award for lifetime achievement acknowledges those who have become lifetime fellows in our society through their sustained commitment to information technology in teacher education.
The new Digital Equity award inaugurated during the 2002 conference has a specific purpose.
Our scholarly journal on paper is developing to complement our web-based journal, Contemporary Issues in Technology and Teacher Education (ClTE Journal), through new discussion forums. Contemporary Issues In Technology and Teacher Education (CITE Journal is SITEa€™s online journal. JTATE's sister journal in the UK is the Journal of Information Technology for Teacher Education, available to SITE members through the accord agreement between SITE and ITTE. The challenges faced by SITE are also shared by other scholarly and professional societies. Such collaborative procedures have already been established under the leadership of Glen Bull and his colleagues at the University of Virginia.
There has been discussion regarding a collaborative conference sponsored by SITE, ITTE, and the UK University Council for the Education of Teachers. On a more personal level, I am delighted to note that we have been successful in gaining the first BC-US (European-USA) collaborative project that focuses specifically on the preparation of future technology using teacher educators, which will develop an intercultural certificate (Brown et al., 2002) Students from the six collaborating universities in Europe and the USA will undertake studies together online and study abroad, as well as addressing issues raised by the lack of digital equity nationally and internationally.
These collaborative developments represent a few of the creative scholarship and service activities associated with SITE participants, especially in the USA where the PT3 program is currently providing significant resources and impetus. The Society will need to be creative to ensure wide participation in its meetings and in online environments, while avoiding duplication and competition with other organizations that have overlapping goals.

The opportunities for innovation have never been more exciting, just the sort of work technology-using teacher educators enjoy! Our challenge is to synergize the expertise within our membership in a way that opens our SITE community up to legitimate peripheral participation and strong growth of our scholarship across many cultural contexts, as well as to respond to the many challenges faced by the educational systems of the world.
Participating organizations used the tools for developing programs with different competency goals, target student and professional populations, and with different education and evaluation methods. C&I course sequence will allow you to complete the course requirements of the program within 24-30 months.
Part of that enjoyment is our common socializationa€”we think and act like teacher educators with enthusiasm and expertise with new technology. Our society is even more loosely coupled than a university or school organization and, within it, leadership comes from many angles. Jerry Willis, DeeAnna Willis, and Glen Bull, among others, founded SITE in 1990 to provide a scholarly home for teacher educators who had come from many directions to find their place in preparing teachers to become comfortable with the use of information technology in education and to play their part in renewal of educational systems worldwide.
We joyfully recognized each other as pioneers with a mission in a special field, the importance of which had yet to be recognized. In 2000, we presented the Willis award to Glen Bull and in 2001 we also gave special recognition to DeeAnna Willis as co-founder of SITE. There are less than one hundred institutions of initial teacher training in the UK, less that a tenth of the number that are in the USA. Today SITE is well established, with significant ongoing participation from across the USA and from more than 40 countries worldwide. Given todaya€™s challenging environment for education, especially teacher education, we need all the networking and support we can give each other. However, it appears that the informal open membership for all committees has resulted in less participation rather than morea€”probably due to conflicting needs. AACE, under the leadership of Gary Marks, our Executive Director, has developed an effective SITE conference web site with integral proceedings collection and publication.
You may also notice the web site being transformed as the executive committee leads the firming up and finalizing of the conference program each year. It is important to note that SITE sees these awards of equivalent value to papers in our field, due to the rich scholarly discussions that take place around poster display.
Nominations are sought accompanied by a brief description of the ways in which an individual or group have worked to increase digital equity in teacher education. Together the journals provide the foundation for a Digital Scholarship Portal for technology and teacher education (Bull, Sprague, & Bell, 2001).
In 2001 Debra Sprague (George Mason University) took over the editorship of JTATE, which was founded in 1993 by Jerry Willis and Dee Anna Willis. Glen Bull and Jerry Willis became co-editors of this innovative and exemplary journal with support from a PT3 catalyst grant. During 2001 I handed over to a new editor, Avril Loveless of the University of Brighton in the UK. The Association for Teacher Education has convened a task force led by Paul Resta of the University of Texas at Austin to guide that association in its use of technology. The National Technology Leadership Initiative, funded by a PT3 catalyst grant, has been promoting the leadership of technology in teacher education through National Technology Leadership Retreats to reflect upon technology and teacher education and to share educational philosophies.
We hope to follow this through and organize a collaborative conference in Europe on a topic of mutual interest. The CITE Journal shows us that, with artful leadership, such shared leadership is possible. SITEa€™s interlaced knowledge community will require both technical and social engineering to address our needs and challenges. Our innovative program provides practical opportunities for students to relate theoretical foundations to curricular and instructional issues faced in real-world settings. The dissertation process varies from student-to-student but most can complete their dissertation in 18 months.
We enjoy sharing that enthusiasm and developing the scholarship and practice in our field and service to our societies worldwide. Leaders include editors, committee chairs, and leading researchers, as well as administrators such as the President and Executive Director, who all participate in the leadership of our society.
At the time I was chairperson of the UK Association of Information Technology in Teacher Education (ITTE), a small collegial body founded by Roger Keeling and others less than a decade before to promote development of IT in teacher education in the UK, especially preservice teacher education. All of them have continued to make outstanding contributions to our Society each year for more than a decade because they thought it was important for our field. Colleagues in ITTE continued to raise awareness of international issues and cultures and to share our evolving knowledge of the political context of technology in teacher education. So ITTE has been more than happy to promote the international role and responsibility for SITE. Most activities are currently supported and managed through AACE, under Gary Marka€™s able leadership as SITEa€™s Executive Director.
We are fulfilling our aim to have a significant role in promoting reflective, participative leadership in the deployment of new technology, especially in teacher education. This is true, as well, for the Governance Committee that had been deliberating for many years. The structure of the organization is also undergoing a rapid maturation that will be described in this section. Dee Anna Willis as senior general editor, has led the reviewing of around 1500 submissions, resulting in acceptance of over 1000 presentations and the coordination of more than 25 sections within the proceedings. The previous conference committeesa€™ suggestions are implemented during this process where practical. However, it is the informal structure and the feeling of community and collaboration that are more important to our society. The demonstration of software, student work, and web environments is much valued by our society. It also includes the ways in which the issue of digital equity is integrated into courses, service learning, or ways in which teacher education has been expanded to include underrepresented populations. Debra Sprague, in collaboration with Glen and Gina Bull, has added a series of editorials to acknowledge the contribution of the two founding editors and to plot the new direction of the journal.

The innovative approach of CITE journal is to place its content sections within the direct control of the teacher educator associations for the core content areas of mathematics, science, social sciences, and English, while retaining the technology and teacher education sections under the control of SITE (Willis & Bull, 2000). As a member of that task force I will be using my experience with SITE and ITTE to guide that community and hope that we can also build collegial links between the two societies to the benefit of both. These retreats have brought together, in an unprecedented way, leaders from all core content areas, plus those for technology.
It may also be possible to develop further collaborative links in the Asia Pacific region through the AACE Asia Pacific chapter.
In order to fulfill our responsibilities to future teachers and their students, we must refocus our resources of expertise and knowledge to establish new models of good practice for society. We now need to go further and encourage a similar synergistic collaborative ethic within SITEa€™s reformed committee structure, and expand our collaboration across into complementary organizationsa€™ committees where relevant. The social engineering that I lead will be transparent, showing our dilemmas and reasoning for the choices that we make.
Setting the priorities: Electronic scholarly publishing for instructional technology and teacher education.
You will enjoy learning from our quality faculty whose real-world experience and knowledge has been acquired through many years learning, researching, and working in the domains of our field.
Costs will also vary by student because we allow transfer credit for up to 4 (12 credit hours) qualified courses. Even though we often do not communicate enough with each other, we can still coordinate our actions because we can anticipate what other SITE participants are thinking and doing and we enjoy hearing about it at our conference.
We aim to increase this participation, so sharing the developments underway by as many forms of communication as possible is important. This sympathy for a new scholarly community, many of whom had yet to recognize the importance of their work, was the reason for my joy in meeting up with SITE and its founders.
I became a regular attendee of SITE, often representing ITTE along with the late Brent Robinson, who was the founding editor of the Journal for Information Technology in Teacher Education (JITTE).
Challenged to retain open governance, the society also needed to constrain it within a framework. Gary Marks and Jerry Pricea€™s careful web designs ensure that those papers can be reviewed online, that the abstracts can be moved to the database providing the conference program of abstracts, and that papers uploaded by delegates can become the source file for the proceedings on CD-ROM.
Our members have indicated that they wish to have more opportunities to contribute to SITE.
In addition, care is being taken to model exemplary practice for others, including research and development support from the Digital Libraries project at the University of Virginia, to ensure that the potentially transient contributions with integral multimedia will remain accessible for generations to come. They included leaders from the professional organizations for teachers of science, social science, mathematics, and English, and their teacher education associations. I also see myself representing SITE in the UNESCO task force that is creating an ICT curriculum for teacher education in UNESCO supported countries (Resta & Semenov, in press). Clearly, communications technologies can and are being deployed to support learning and collaboration.
Similarly, new approaches to team teaching and scholarly research are becoming viable with stronger online tools and techniques. I believe that ensuring that processes are transparent to all participants, as we develop our knowledge community, is an important aspect of a knowledge society. Proceedings of the Seventh International Conference on Technology and Education, Brussels (pp.
We have also integrated strategically designed elective pathways that could lead to certificates that increase your personal equity and marketability. Based on completing 45 credit hours and 9 dissertation hours, the estimated cost of the program is *21,405 including standard University fees. We also share the administrative support of SITE, through the strong arms of the Association for the Advancement of Computing in Education (AACE).
We also welcomed SITEa€™s founders as representatives of SITE to the annual ITTE conference and our journal editorial board. During 2002, the major focus for SITE participants must be the establishment of these working communities, facilitated by meetings (face-to-face and online). The National Technology Leadership Initiative has consolidated and disseminated this important strategic collaboration. However, mobilizing new ways of working together will require engagement by a significant proportion of SITEa€™s participants in ways that serve their individual pressing needs and concerns. It is a means of ensuring ease of transition between roles and receiving support from one another, hopefully without increasing administration (Collins, 2001). This would be an effective approach when the competencies cover the skills associated with particular themes or topics. Both organizations formalized this relationship with an Accord agreement, crafted by Brent Robinson and ratified by ITTE at the Annual General Meeting. The digital scholarship portal, described later, also aims to promote the development of our scholarly community. Future action aims to encourage the spread of this approach to other content areas and other countries. Brent and I supported the establishment of SITEa€™s own Journal of Technology and Teacher Education (JTATE) and became members of the editorial board.
The Governance envisages the work of SITE to be firmly rooted in its committees, which undertake their collaboration in an online environment and at its conferences and meetings. I hope that it will be accompanied by artful delegation and support for shared leadership, so that our community grows by spreading our knowledge and recognition as far and wide as possible. Our governance lays out our societya€™s mission, which is a€?to encourage appropriate uses of information technologies in teacher education worldwide.a€? We aim to keep our membership a€?open to all those with an interest in information technology in teacher education,a€? and we welcome all participants in our conferences to share our mission.

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