Framework


 * "COMMITMENT TO TECHNOLOGY:** The unit’s conceptual framework(s) reflects the unit’s commitment to preparing candidates who are able to use educational technology to help all students learn; it also provides a conceptual understanding of how knowledge, skills, and dispositions related to educational and information technology are integrated throughout the curriculum, instruction, field experiences, clinical practice, assessments, and evaluations." //Taken from// [|//http://ncate.org/public/unitStandardsRubrics.asp?ch=4//]

The model consists of four parts: Part I (Prior Context) –What students bring when admitted to the university which includes their **prior knowledge, skills, and diversity in ability, values and vision, family influences, societal influence, and cultural influences.** Part II (Interactive Context) –What the student brings to the situation and what the university brings are useful in providing context in which interaction takes place (Tomlinson, 1995). In this context, students and the university meet to interact and develop and refine **professional values, dispositions, knowledge, skills, and ability** through application in appropriate context //within a collaborative, multidisciplinary environment (Cherwirz 2005).// Part III (Decision Making Context) – The model provides for an initial decision making cycle of //identifying opportunities and challenges//, planning, implementing, and evaluating (Decision Making Process); and a post decision making cycle of **reflection, revision, and prediction** (Reflection Process). Both formative and summative evaluation are conducted separately or simultaneously, at each stage of the initial and post decision making cycles – the concept which is similar to what Hasselbring (1984) termed proactive, interactive, and postactive decisions. Decisions made by educators are ongoing but may be thought of as occurring before, during, and after decision making (Pasch et al., 1990). This ongoing process requires constant evaluation and feedback, keeping knowledge current, upgrading skills and experiences, and refining value systems. This process is not a mastered routine, but empowered educators do become increasingly competent as they make decisions and reflect on the decisions made. //This requires the development of the ability to perceive and seize opportunities as they become available and employ available resources with which to take advantage of those opportunities (Kwiatkowski, 2004).// Part IV (Result Context) – The ultimate outcome of this process is a good, rational decision maker whose characteristics are being //an entrepreneurial educator// who is a **change agent, a reflective practitioner, and a life long learner, and future oriented**. Good, rational decisions made by educators will eventually have a great impact on education in general, specialty areas in particular and the society as a whole. When existing educational policies, theories, practices are changed //and available resources are used in creative ways// for the betterment of education due to decisions made by educators, the role of **change agents** becomes evident. Moreover, conscientious educators reflect on decisions made in the past to improve the effectiveness and efficiency of decisions. When they //develop a sense of entrepreneurship//, they continue to expand their repertoire of knowledge and experiences, updating their skills, and further //developing their keen vision of possibilities// , improving their decision making process, educators become lifelong learners.