Technology Crosscutting Theme
Technology Linked to CAEP Standards

Technology is an integral part of everything we do. Technology is primarily used for communication, assessment and instruction. The Technology Handbook (see evidence Technology Handbook v1.3 in Cross Cutting themes), updated in the spring of 2017, provides a description of the emphasis placed on technology and information literacy by both the university and the unit. The Handbook describes the vision and mission of technology use, technologies available to faculty, staff and candidates, and examples of how technology is used by faculty and candidates.

The following information provides evidence of how technology is embedded into all five CAEP standards.

Standard 1. Content and Pedagogical Knowledge

We have evidence that our candidates have a solid understanding of technology use and incorporate it into their lessons and teaching:

The 1.1 & 1.5 ISTE Technology file provides evidence of how the five ISTE standards are addressed through coursework and assignments. The Technology Examples file provides information on how our candidates demonstrate the use of technology.

Grades for ED 300 Integrating Technology course showed that for Fall 2015, Spring 2016,

Summer 2016 and Fall 2016 74% of the candidates completed the course with A’s or B’s.

We conducted a candidate self-assessment of technology knowledge and skills in fall 2015 and again in spring 2017 at the completion of student teaching. The results of the self-assessment can be found in the Technology evidence. The majority of the scores had a ‘Well prepared’ rating. There were some differences in scores between elementary and p12/secondary candidates which we intend to examine more closely. We will continue to conduct this self-assessment periodically to get input from candidates regarding their technology skills. Changes will be made as necessary.

We have KPTP Scores Tied to Technology: (3-point scale, scored by the state):

Task 2 Focus Area B: Different approaches, adaptions, technology use by candidates, integrate curriculum, promote critical thinking, alignment of objectives & instruction

Fall 2015: 2.67/3.0 scale
Spring 2016:
Fall 2016: 2.7/3.0
Spring 2017: 2.7/3.0

Task 3, Focus Area C: Multiple teaching strategies for diverse learners, monitor and adjust instruction, technology use, critical thinking, and integration of content

Fall 2015: 2.72/3.0
Spring 2016:
Fall 2016: 2.6/3.0
Spring 2017: 2.8 / 3.0

The Student Teaching Summary Evaluation Items (completed by mentor teachers and university supervisors): linked to Technology include:

Item 2.2 The teacher candidate utilizes technology to engage and challenge learners in a variety of learning situations.
Spring 2014: 3.49/4.0 scale
Fall 2015: 3.59 / 4.0
Fall 2016: 3.58 / 4.0
Spring 2016: 3.55/4.0

Item 2.4 The teacher candidate uses time effectively during instruction, transitions, handing out materials, and utilizing technology.

Spring 2014: 3.38/4.0
Fall 2015: 3.59/4.0
Fall 2016: 3.47 / 4.0
Spring 2016: 3.39/4.0

Standard 2. Clinical Partnerships and Practice

Technology is used in clinical partnerships for communication, selection and assessment.

Data on field placements is collected from faculty electronically and input into our database for analysis. We monitor semester, school, district, grade level and mentor teachers.

The Reflective Educator Wiki provides supportive information for candidates and mentor teachers (see 2.2 Reflective Educators Wiki Contents)

ED 405 – student teachers participate in an on-line discussion board regarding classroom management. We have not included evidence of this, but data and information can be provided.

Student Teaching Summary Evaluations and the Professional Conduct and Dispositions evaluations are completed electronically by mentor teachers and university supervisors and are available for analysis in spreadsheets.

KPTP data provided electronically from the state.

For the past three years, the EPP has held a summer STEM camp partnering with Topeka Schools USD 501 in which a number of candidates have assisted. The camp is two weeks long with middle school students. The students learned science and physics content, experimented with materials, used iPads, and programmed computers using Alice and other programs.

The EPP strives to mirror technologies used in the local school districts. This helps our candidates to learn the technologies they will use when teaching in the schools. For example, the local school districts use three different kinds of interactive whiteboards. USD 501 Topeka has standardized on Promethean boards, so we installed one in Carnegie 304. The Promethean software is also taught in ED 300. USD 345 Seaman and USD 437 Auburn-Washburn both use SMARTBoards. There are two SMARTBoards in Deay Lab. Candidates are given demonstrations of the SMARTBoard software in ED 300 and can use the software in courses and field experiences. USD 450 Shawnee Heights uses MimioTeach. The EPP has a MimioTeach which is demonstrated in ED 300 and available for candidate to use. Local districts use both Windows and Macintosh. The iMacs in Deay Lab are dual boot with both Windows and MacOS so that our candidates can get experience on both. USD 450 Shawnee Heights has implemented a one-to-one iPad program so the EPP acquired the iPad cart. USD 501 Topeka is currently moving to Chromebooks so the EPP is planning to get a set of Chromebooks to use. The EPP strives to match the technologies that the schools are using so the candidates have some experience with these various technologies before completing the program.

Standard 3. Candidate Quality, Recruitment, and Selectivity

Technology has been used for communication and assessment.

We monitor data on candidates including admissions data and program completion and we use data obtained from Banner and ETS to monitor the number of candidates from diverse backgrounds

We use technology by sending e-mails to students from area high schools for recruitment purposes. For example, we e-mailed all students who attended the Ed Rising conference who indicated an interest in attending WU. The digital display in the entry of Carnegie is a recruitment tool for visiting students to see and read and helps provide updated information to current candidates. We have also utilized Power Points and other presentation tools when speaking to high school students for recruitment. Mass emails can go out to all Education majors informing them of deadlines.

We were able to attract a number of Middle Eastern graduate students to Washburn due to our Educational Technology program. Our M.Ed. Educational Technology was one of only a few to be approved by the Saudi government.

Standard 4. Program Impact

At this writing the unit is conducting a study of program completers in USD 501 schools to determine their impact on learning. The study will include information on their use of technology and provide us with additional information on what we should be addressing in our courses..

In student teaching, all candidates create a KPTP document in which they document student performance while teaching a required unit. Student teachers must track pre and post assessment data on students and a focus group. With this data, candidates create a gain score spreadsheet in Excel which has a predetermined impact score formula. The candidates show progress made by students with whom they are working on graphs or charts. Their graphs and charts are all developed using Word, PowerPoint, or Excel. The exhibit, “Evidence documents that both candidates and students have used technology to enhance learning, track progress, and assess growth” displays samples of candidates’ work in the KPTP. File - 2.3_Technology_Use.docx

Standard 5. Provider Quality Assurance and Continuous Improvement

Technology is used by the unit to collect, manage and analyze data. The majority of our assessments are conducted electronically and we make use of both our own database as well as the WU Banner system.


The Education Data Management System is an Access relational database used by the unit to collect, manage, store and analyze data. Data collected and managed in EDMS includes admission data, advisors, KPTP scores, ETS Praxis I and II scores, contact information, field experiences, jobs obtained by candidates after graduation, completer accomplishments, scholarships, and program completers. All faculty and staff have access to EDMS. Data is often input and downloaded into EDMS electronically to minimize potential sources of error.

Integration with Banner

The EPP does exchange information and data with the WU Banner system. The primary information obtained from Banner usually focuses on grades and transcript data. Data on Praxis I and Praxis II assessments is obtained electronically from ETS and input electronically into our EPP database. However, these scores are also input directly into the Banner system as a back-up but to also allow us to produce more complete program completer reports via the Argos reporting tool. In the last several years we have also generated information on admitted candidates and grades in specific classes linked to licensure programs from Banner.

It should be noted that the unit was encouraged at our last NCATE visit to more fully integrate with the WU Banner system and for several years we attempted to do that. However, the data our unit collects is not always easily connected to Banner and getting reports out of Banner has required a third party, the office of Statistical Analysis and Reporting. We continue to look for ways to integrate with Banner. We do input content test scores into Banner and we are able to generate reports on content test scores, grades and data on program completers.

Technology and CAEP Standards
Technology CAEP 1_1 & 1_5 Technology
Technology CAEP standards
Technology Courses by program using technology
Technology ED 300 Integrating Tech Grades
Technology EPP Case Study Technology and KPTP
Technology Handbook 1.3
Technology Samples
Technology Use Self Results

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