Table 1

Goals	Objectives	Actions	Outcomes	Outcome Measures
I.A. Networked learning communities will be established to provide collaborative and supportive environments, in which preservice teachers can share and develop content, pedagogical, and technological expertise.	I.A.1. Students will be grouped into learning communities of students, faculty, and School-Based Teacher Educators.	I.A.1.a. (2000) Students will be assigned to learning communities upon entering the PUMA program.	I.A.1. An established cross-level learning community	I.A. Electronic portfolios; End-of-course surveys; Archived E-mail and listserv correspondence among community members
		I.A.1.b. (2001-2002) Existing students will remain in learning communities in years 2 and 3, while new students will become part of an existing community.
	I.A.2. l earning communities will be connected through electronic communication technologies.	I.A.2.a. (2000) E-mail groups and Web-based discussion groups will be established for each learning community.	I.A.2. An electronically connected learning community.
		I.A.2.b. (2001) Electronic communication continues, including maintaining communication with students moving into Phase II student teaching.
		I.A.2.c. (2002) Electronic communication continues, including maintaining communication with students beginning induction years.
	I.A.3. Students and faculty will learn effective strategies for online communication and information gathering.	I.A.3.a. (2000-2002) Students will learn online communication strategies in technology course component (See II.A.1.) during Pre-PUMA and Phase I.	I.A.3. All learning community members will communicate effectively.
		I.A.3.b. (2000-2002) Faculty will learn effective online communication strategies during intersession, weekend, and summer workshops (See IV.A.1.a.).
I.B. All students will have access to current-model portable computer technology on a regular, immediate, and flexible basis.	I.B.1. Students will be required to lease, purchase, or demonstrate ownership of a laptop computer.	I.B.1.a. (2000) The College will purchase laptop computers for a mobile station to be used in any College classroom.	I.B.1. All students lease or own a laptop computer.	I.B. Learning community observations; Student questionnaires; Student journals; On-site visits
		I.B.1.b . (2001-2002) PUMA admissions guidelines will be changed to require students to own or lease a current-model laptop computer.
		I.B.1.c . (2000-2002) Consortium members will offer reduced rates and financing on current model laptop computers.
		I.B.1.d. (2000-2002) The College will offer need-based “scholarships” for laptop computers.
	I.B.2. Preservice teachers will use laptops as an integral tool in teaching and learning activities.	I.B.2.a. (2000-2002) Pre-PUMA, Phase I, and Phase II courses will require regular and appropriate use of technology on campus, in PDS sites, at other field locations, and at other student-selected locations. (See II.B.)	I.B.2. Established habits of regular, immediate, and flexible computer use on campus and at school sites.
		I.B.2.b. (2000) PUMA faculty and Technology Fellows will use pilot laptop collection regularly for campus-based classes
		I.B.2.c. (2000) The College of Education will install wireless hubs and infrastructure in all PUMA classrooms.

Last Updated on 05/18/2000
By Melissa Pierson

Table 2

Needs	Goals	Objectives	Actions	Outcomes	Outcome Measures
II. The required technology course needs to be meaningfully integrated into the methods instruction to allow students to use technology throughout their time in PUMA.	II.A. The College will offer a comprehensive, connected and extended technology experience.	II.A.1. Students will receive technology instruction and support throughout Pre-PUMA, Phase I, and Phase II student teaching.	II.A.1.a. CUIN 3312 will be restructured into 3 1-hr. sections to be taken concurrently with other courses over the 3 Pre-PUMA and Phase I semesters leading up to the Phase II student teaching semester.	II.A.1. Logical, comprehensive, and connected technology experience extended throughout PUMA program.	II.A. Pre-test of technology proficiency; Student questionnaires; Course syllabi; Course and workshop materials; Computer lab schedule; Reports from Technology Fellows; Archived E-mail and listserv correspondence among community members
			II.A.1.b. Pre-PUMA students will use technology within methods courses and will additionally participate in a one-hour weekly computer lab workshop to reinforce technology-related strategies presented in methods courses.
			II.A.1.c. Phase I PUMA students will participate in an intensive 15-hour technology workshop, during a 2-week period prior to field placements, to develop observational strategies for viewing classroom technology uses.
			II.A.1.d. Phase I PUMA students will be placed in classrooms with identified technology mentors or will be mentored by others in district.
			II.A.1.e. Phase II Puma student teachers will participate in beginning of the semester technology workshops, site-based workshops, and online collaborative experiences through their learning communities.
	II.B. Students will have comprehensive and coordinated opportunities to develop standards-based technology proficiency	II.B.1. Students will demonstrate basic technology proficiency prior to entering the PUMA program.	II.B.1.a. Basic technology proficiencies will be developed and set as prerequisite for PUMA admission.	II.B.1. Students entering the PUMA program have basic technology proficiency.	II.B. Online collection of exemplary learning resources based on local and national discipline and technology standards; Student focus groups; Electronic portfolios; EXCET scores
			II.B.1.b. New technology requirements will be advertised early to future PUMA students.
			II.B.1.c. A pre-assessment based on the technology proficiencies will be created and administered as part of the PUMA admissions process.
			II.B.1.d. A series of free workshops on basic technology skills will be offered to prospective PUMA students on weekends and during the summer prior to admission.
		II.B.2. Students will use appropriate technology for basic operations, personal and professional uses, and instructional applications according to ISTE standards.	II.B.2.a. Methods faculty will work with Technology Fellows (See IV.A.2.) and Content Area Specialists to develop appropriate uses of technology.	II.B.2. Appropriate and skilled student use of technology.
			II.B.2.b. Students will reinforce basic technology operations in the context of course-appropriate activities.
			II.B.2.c. Students will apply course-appropriate technology for personal and professional productivity, problem solving, and communication.
			II.B.2.d. Students will apply appropriate technology to design, develop, & deliver effective instruction.
		II.B.3. A centralized collection of Web-based instructional resources will be compiled.	II.B.3.a. IT faculty, staff, and graduate students will create and maintain Web-based instructional resources, such as Untold Stories	II.B.3. A centralized collection of Web-based instructional resources.
			II.B.3.b. Students will contribute electronic learning materials developed through course activities.
	II.C. Students will compile and maintain electronic portfolios throughout their preservice experience.	II.C.1. Electronic portfolios will be created and maintained according to a common format and aligned with both national and local discipline and technology standards.	II.C.1.a. IT support will configure server accounts and provide ongoing maintenance for students.	II.C.1. Functioning Web-based portfolios aligned with national and local discipline and technology standards.	II.C. Electronic portfolios; Tracking student perception data about technology usefulness; Graduate employment data
			II.C.1.b. Methods and IT faculty will collaborate to establish portfolio components, format, and standards.
			II.C.1.c. IT faculty, staff, and Technology Fellows will create electronic templates for portfolio components.
			II.C.1.d. D22 Students will learn technical procedures necessary to assemble and maintain electronic portfolios throughout Pre-PUMA and Phases I and II.

Last Updated on 05/18/2000
By Melissa Pierson

Table 3

Needs	Goals	Objectives	Actions	Outcomes	Outcome Measures
III. PUMA needs technological solutions to bridge campus- and field-based experiences and resources.	III.A. Technology will be used to provide virtual field experiences to campus-based students.	III.A.1. Students who are enrolled in Pre-PUMA will view videotaped examples of effective teaching and classroom management.	III.A.1.a. Methods faculty will identify categories of exceptional teaching to be videotaped in PDS sites.	III.A.1. Collection of video examples of exemplary teaching and classroom management available online.	III.A. Database of video materials; Student journals
			III.A.1.b. Methods faculty and SBTEs will identify potential classrooms in which to videotape examples.
			III.A.1.c. IT graduate students and staff will record and prepare taped examples.
		III.A.2. Pre-PUMA students will view videotaped examples of exemplary technology use.	III.A.2.a. IT faculty will identify categories of exceptional technology integration to be videotaped in classrooms.	III.A.2. Collection of video examples of exemplary classroom technology integration available online.
			III.A.2.b. IT faculty and graduate students will identify potential classrooms in which to videotape examples.
			III.A.2.c. IT graduate students and staff will record and prepare taped examples for delivery on the web.
	III.B. Technology will be used to bring unique campus resources to field-based students.	III.B.1. Students in field-based programs (Phases I and II) will view videotaped presentations of campus-based expert faculty.	III.B.1.a. PUMA faculty will identify those courses or experiences that could best be presented by campus-based experts.	III.B.1. Collection of video presentations of campus experts and experiences available online.	III.B. Database of traditional and online video materials; Student journals
			III.B.1.b. IT graduate students and staff will tape expert presentations.
			III.B.1.c. Technology Fellows (See IV.A.2.) will work with methods faculty to integrate videos appropriately into other instruction.

Last Updated on 05/18/2000
By Melissa Pierson

Table 4

Needs	Goals	Objectives	Actions	Outcomes	Outcome Measures
IV. Faculty need to gain confidence and proficiency with using and integrating technology into content methods instruction.	IV.A. Faculty and students will participate in new models of teaching and learning for the purpose of developing technology proficiency.	IV.A.1. A process will be established to give faculty multiple and varied opportunities for technology proficiency development.	IV.A.1.a. IT faculty and Technology Fellows will offer intensive intersession, weekend, and summer workshops to PUMA faculty on basic technology skills and integrating technology into specific content areas.	IV.A.1. A strong process for developing faculty confidence and proficiency with technology.	IV.A. Faculty focus groups; Technology Fellow focus groups; Course syllabi
			IV.A.1.b. Faculty will work with individual Technology Fellows to develop appropriate uses of technology for their content areas.
			IV.A.1.c. Methdos faculty, as well as faculty in other colleges serving our preservice teachers, will receive assistance in envisioning real technology use from the ATSC lab.
			IV.A.1.d. Faculty will have available newly wired and wireless electronic classrooms.
			IV.A.1.e. An IT staff member will be assigned specifically to immediately addressing faculty technology needs and concerns.
		IV.A.2. IT graduate students will be trained as “Technology Fellows” to work with faculty and students for effective and appropriate technology integration.	IV.A.2.a. IT graduate students will be trained as “Technology Fellows” by taking CUIN 7328, IT and Teacher Education, to learn specific strategies of mentoring, technology integration, curriculum design, equipment management, and adult learning theory.	IV.A.2. A cadre of trained Technology Fellows who will work with methods faculty and students on campus and at PDS sites.
			IV.A.2.b. Technology Fellows will assist methods faculty in planning, implementing, operating, and assessing technology within content areas.
			IV.A.2.c Technology Fellows will set up necessary hardware and software for each class, facilitate weekly PUMA lab times, and respond to student concerns.
			IV.A.2.d. Technology Fellows will facilitate field-based technology experiences at PDS sites by ensuring functional technology and assisting field-based faculty and students.
			IV.A.2.e. Technology Fellows will assist faculty in other colleges on campus that teach courses taken by students prior to PUMA admission in planning, implementing, and assessing technology within content areas.

Last Updated on 05/18/2000
By Melissa Pierson

Table 5

	YEAR 1			YEAR 2			YEAR 3
PARTICIPANTS	Sum. 2000	Fall 2000	Spr. 2001	Sum. 2001	Fall 2001	Spr. 2002	Sum. 2002	Fall 2002	Spr.2003
PRESERVICE TEACHERS:
1st cohort PUMA students 200 students	Participate in technology skills wkshps.	Enroll in PrePUMA classes with technology labs		Participate in technology skills wkshps.	Enroll in Field-Based PUMA classes with technology labs	Enroll in Student Teaching with technology support	Participate in Mentoring Workshops for new PUMA students	Induction Year Electronic collaboration and support from learning community		Model continues as shown for 1st cohort beyond this timeline
2nd cohort PUMA students 200 students		Participate in technology skills wkshps.	Enroll in PrePUMA classes with technology labs	Participate in technology skills wkshps.	Enroll in PrePUMA classes with technology labs	Enroll in Field-Based PUMA classes with technology labs	Participate in technology skills wkshps.	Enroll in Student Teaching with technology support	Participate in Mentoring Workshops for new PUMA students
3rd cohort PUMA students 200 students				Participate in technology skills wkshps.	Enroll in PrePUMA classes with technology labs		Participate in technology skills wkshps.	Enroll in Field-Based PUMA classes with technology labs	Enroll in Student Teaching with technology support
4th cohort PUMA students 200 students					Participate in technology skills wkshps.	Enroll in PrePUMA classes with technology labs	Participate in technology skills wkshps.	Enroll in PrePUMA classes with technology labs	Enroll in Field-Based PUMA classes with technology labs
5th cohort PUMA students 200 students							Participate in technology skills wkshps.	Enroll in PrePUMA classes with technology labs
6th cohort PUMA students 200 students								Participate in technology skills wkshps.	Enroll in PrePUMA classes with technology labs

UNIVERSITY OF HOUSTON:
COE Instructional Technology Faculty					Mentor Technology Fellows				< font size=-1>
					Provide leadership in resource development
					Design and deliver technology workshops with online resources
	Provide Mentoring Workshops			Provide Mentoring Workshops			Provide Mentoring Workshops
COE Methods Faculty					Collaborate with preservice teachers and PreK-12 mentor teachers to develop online resources and exemplary models of technology integration
					Participate in electronic learning community
					Model technology integration in methods classes
UH Faculty					Participate in monthly technology workshops with hands-on labs and technical assistance
IT Graduate students: 6 Technology Fellows Year 1	Enroll in IT & Teacher Ed. Class	Provide support for 1st and 2nd cohort of PUMA students and methods faculty to facilitate technology integration and development of web-based resources		Mentor new Technology Fellows and assist with technology skills wkshps.	Provide support for 1st-2nd cohort of PUMA students & methods faculty to facilitate technology integration & development of web-based resources in school dists.		Assist with technology skills wkshps.in COE & across campus	Provide support for 5th-6th cohort of PUMA students & methods faculty to facilitate technology integration and development of web-based resources
IT Graduate students: 6 Technology Fellows Year 2				Enroll in IT & Teacher Ed. Class	Provide support for 3rd-4th cohort of PUMA students & methods faculty to facilitate technology integration and development of web-based resources		Assist with technology skills wkshps.in COE and across campus	Provide support for 3rd-4th cohort of PUMA students & methods faculty to facilitate technology integration and development of web-based resources in school dists.
Content Specialists	Work with methods faculty in content areas

PreK-12 SCHOOL SITES:
School Technology Specialists	Assist with needs assessment	Provide technical assistance with specific school district technology such as servers and intranets		Enroll in Technology Specialist Course	Provide technical assistance with specific school district technology such as servers and intranets		Enroll in Technology Specialist Course	Provide technical assistance with specific school district technology such as servers and intranets
PreK-12 Mentor Teachers	Participate in Mentoring Workshops	Mentor through electronic networked learning community Help develop and evaluate resources		Participate in Mentoring Workshops	Mentor through electronic networked learning community Help develop and evaluate resources		Participate in Mentoring Workshops	Mentor through electronic networked learning community Help develop and evaluate resources

Last Updated on 05/18/2000

By Melissa Pierson