California Technology Proficiencies

TEC 1560 was developed in alignment with key elements fo the CTAP Technology Proficiency Profiles for California Teachers and specifically addresses the following proficiencies. (highlighted in red below)

General Knowledge and Skills G1-G5

1. demonstrates knowledge of current basic computer hardware and software terminology.

2. demonstrates competency in the operation and care of computer related hardware (e.g. cleaning input devices, avoiding proximity to magnets, proper startup and shut down sequences, scanning for viruses, and formatting storage media).

3. implements basic troubleshooting techniques for computer systems and related peripheral devices (e.g. checking the connections, isolating the problem components, distinguishing between software and hardware problems) before accessing the appropriate avenue of technical support.

4. demonstrates knowledge and understanding of the legal and ethical issues concerned with the use of computer-based technology.

5. demonstrates knowledge and understanding of the appropriate use of computer-based technology in teaching and learning.

Specific Knowledge and Skills S1-S14

1. uses computer applications to manage records (e.g. gradebook, attendance, and assessment records).

2. uses computers to communicate through printed media (e.g. newsletters incorporating graphics and charts, course descriptions, and student reports).

3. interacts with others using e-mail.

4. is familiar with a variety of computer-based collaborative tools (e.g. threaded discussion groups, newsgroups, list servers, online chat, and audio/video conferences).

5. examines a variety of current educational digital media and uses established selection criteria to evaluate materials, for example, multimedia, Internet resources, telecommunications, computer-assisted instruction, and productivity and presentation tools. (See California State guidelines and evaluations).

6. chooses software for its relevance, effectiveness, alignment with content standards, and value added to student learning.

7. demonstrates competence in the use of electronic research tools (e.g. access the Internet to search for and retrieve information).

8. demonstrates the ability to assess the authenticity, reliability, and bias of the data gathered.

9. identifies student learning styles and determines appropriate technological resources to improve learning.

10. considers the content to be taught and selects the best technological resources to support, manage, and enhance learning.

11. demonstrates an ability to create and maintain effective learning environments using computer-based technology.

12. analyzes best practices and research findings on the use of technology and designs lessons accordingly.

13. demonstrates knowledge of copyright issues (e.g. distribution of copyrighted materials and proper citing of sources).

14. demonstrates knowledge of privacy, security, and safety issues (e.g. appropriate use of chatrooms, confidentiality of records including graded student work, publishing names and pictures of minors, and Acceptable Use Policies).

Professional Technology Proficiencies P1-P12

1. uses a computer application to manipulate and analyze data (e.g. create, use, and report from a database; and create charts and reports from a spreadsheet).

2. communicates through a variety of electronic media (e.g. presentations incorporating images and sound, web pages, and portfolios).

3. interacts and collaborates with others using computer-based collaborative tools (e.g. threaded discussion groups, newsgroups, electronic list management applications, online chat, and audio/video conferences).

4. demonstrates competence in evaluating the authenticity, reliability; bias of the data gathered; determines outcomes and evaluates the success or effectiveness of the process used.

5. optimizes lessons based upon the technological resources available in the classroom, school library media centers, computer labs, district and county facilities, and other locations.

6. designs, adapts, and uses lessons which address the students' needs to develop information literacy and problem solving skills as tools for lifelong learning.

7. creates or makes use of learning environments inside the classroom, as well as in library media centers or computer labs, that promote effective use of technology aligned with the curriculum.

8. uses technology in lessons to increase each student's ability to plan, locate, evaluate, select, and use information to solve problems and draw conclusions.

9. uses technology as a tool for assessing student learning and for providing feedback to students and their parents.

10. frequently monitors and reflects upon the results of using technology in instruction and adapts lessons accordingly.

11. collaborates with other teachers, mentors, librarians, resource specialists, and other experts to support technology-enhanced curriculum. For example, they may collaborate on interdisciplinary lessons or cross grade level projects.

12. contributes to site-based planning or local decision making regarding the use of technology and acquisition of technological resources.

Source: Computer Education Advisiory Panel Final Report. Adopted by the California Commision on Teacher Credentialing, December 1998

See the following site for additional information on these proficiencies:




Workshop developed by Bob Jost | Last updated July 8, 2005
Copyright © 2004 by Bob Jost. All rights reserved.