Technology competencies are embedded at both the undergraduate and graduate levels. The theoretical premise is provided below which primarily addresses the undergraduate level. However, the graduate level mirrors the same levels in courses numbered 600 or greater.
For more information regarding graduate and endorsement program technology integration, please see section below titled "Graduate Technology Integration."
For more information regarding graduate and endorsement program technology integration, please see section below titled "Graduate Technology Integration."
ATOP MODEL-"Articulated Tiers for Online Pedagogy" for Undergraduate Teacher Education*
This archived article discusses the Saint Vincent College's ATOP (Articulated Tiers for Online Pedagogy) preparation model for teaching undergraduate pre-service teachers to teach online. The model was developed by Dr. Veronica I. Ent, Education Chairperson, with Dr. Stacie Nowikowski, Assistant Professor in Education, to help explain a systematic method for incorporating undergraduate online pedagogy in a pre-service teacher preparation. This article pioneered the need for undergraduate teacher preparation programs to see online education as a requirement and not an option toward preparing teachers for their future.
Level One
During Field I, candidates are trained in web conferencing software (Zoom). Candidates prepare exploratory career presentations. They experiment with face-to-face delivery in the online environment with local elementary and charter school students.
Level Two
Implemented during 200-level methods courses, candidates are introduced to Web 2.0/cloud-based productivity tools. Using video capture tools such as Screencast-o-matic, students create asynchronous tutorials on an assigned subject to practice with differentiating and accommodating instruction.
Level Three
At the Field 300 level, candidates are instructed on flipped classroom delivery and become a Google Level 1 certified instructor, where instruction is reformed and relocated to the online environment. Candidates practice constructing lesson plans and materials in the flipped classroom design.
Level Four
During this final level, candidates work at their assigned student teaching sites to teach blended and online instruction. Candidates provide modules or lessons under the direction of an experienced faculty member, utilizing techniques acquired at each of the previous levels.
APA Citation for the original article:
Ent, V. & Nowikowski, S. (2013). Tiers without fears: Model for teaching preservice teachers how to teach online. 12. Pennsylvania Teacher Educator: Edinboro, PA.
*The model has been updated since 2013 to reflect current technological needs in the classroom.
During Field I, candidates are trained in web conferencing software (Zoom). Candidates prepare exploratory career presentations. They experiment with face-to-face delivery in the online environment with local elementary and charter school students.
Level Two
Implemented during 200-level methods courses, candidates are introduced to Web 2.0/cloud-based productivity tools. Using video capture tools such as Screencast-o-matic, students create asynchronous tutorials on an assigned subject to practice with differentiating and accommodating instruction.
Level Three
At the Field 300 level, candidates are instructed on flipped classroom delivery and become a Google Level 1 certified instructor, where instruction is reformed and relocated to the online environment. Candidates practice constructing lesson plans and materials in the flipped classroom design.
Level Four
During this final level, candidates work at their assigned student teaching sites to teach blended and online instruction. Candidates provide modules or lessons under the direction of an experienced faculty member, utilizing techniques acquired at each of the previous levels.
APA Citation for the original article:
Ent, V. & Nowikowski, S. (2013). Tiers without fears: Model for teaching preservice teachers how to teach online. 12. Pennsylvania Teacher Educator: Edinboro, PA.
*The model has been updated since 2013 to reflect current technological needs in the classroom.
Graduate Technology Integration
At the graduate level, technology is embedded throughout all courses. All graduate faculty also teach in the undergraduate program. So, many of faculty use the similar technology integration in their graduate courses. Like the undergraduate design explained above, graduate courses are specified to integrate technology using the tools and expectations which in turn requires the full use of technology.
Level one
Level one courses (any course numbered between 600-612 numbers) require first use of MS office 365, Schoology, and Zoom web conferencing software. Faculty and candidates prepare presentations using web conferencing and deliver instruction using the learning management system. Collaboration and course delivery in a face-to-face blended and live online format is the typical format for graduate courses.
Level two
Level two courses (any course numbered 613-677) require use of cloud-based tools in addition to the technology already introduced in level one. Faculty are required to teach and assign various cloud-based tools assimilated into assignments and presentations. At this level, faculty and students use concept and graphic mapping tools, video editing, Google applications, 365 software, mobile apps, software packages for instructional authoring, and others. Each faculty member selects for his/her course the best tools or applications that align to the content.
Level three
Level three course (any course numbered higher than 678) faculty require candidates to build and complete portfolios and other authored works using website and professional display software such as Google Suite and Sites, Schoology (instructor side development) and other learning management software, and survey tools such as SPSS, Qualtrics and others, All graduate degree programs leading to certification prepare a final portfolio for hiring and to evidence their training, While endorsement programs do not require an electronic portfolio, all candidates are trained by faculty on the skills and resources to complete one in the event they return for the full master's degree.
