Click on the program that you would like to explore.
Click on the "Indicators By Frequency and Teaching Mode" section.
Click on any table header to sort the table and see the topics that are taught the most at the top.
Click on the program that you would like to explore.
Click on the "Indicators By Frequency and Teaching Mode" section.
Click on any table header twice to sort the table in descending order and see the topics that are not taught at the top.
Click on the program that you would like to explore.
Click on the "Indicators By Sequence and Teaching Mode" section.
Scroll through the offered classes - they are in chronological order.
Click on the program that you would like to explore.
Click on the "Indicators By Frequency and Teaching Mode" section.
Click on a cell to see which courses compose that cell count.
Click on the program that you would like to explore.
Click on the course report.
Scroll to the Learning Arcs section.
Click on the program that you would like to explore.
Go to the course report and scroll to the "more than 5 times" section.
Use the sidebar navigation panel and the "jump to top" button at the top to quickly navigate the page.
Click here to learn more about how we made this website.
Dynamic curriculum maps enable faculty to visualize how technology learning takes place throughout the course sequence of a teacher education program. Beginning in spring 2024, faculty completed a Qualtrics survey using the International Society for Technology in Education (ISTE) standards to reflect on how teacher-candidates learned about and used technology within each course. The seven ISTE standards for Educators identify how technology may be used to accomplish different teacher roles including: learner, leader, citizen, collaborator, designer, facilitator, analyst. Faculty described specifically how the 24 ISTE standard indicators aligned to related standards were taught within each course. Faculty considered both specific indicators and the teaching mode including how technology learning was introduced, modeled, used, and assessed or critiqued within each course.
The data from the faculty completed surveys were cleaned with Python. The course sequences were taken from the Hunter SOE Program Page and were used to organize the course survey results into sequences of courses by programs. The web reports are created using Javascript and Python.
Learn more about how we made this website.
These dynamic curriculum maps enable faculty to see how technology is currently being used and taught within each program and in all teacher education programs at Hunter College. Faculty can update the spreadsheet for their program at any time and the curriculum maps will be automatically updated every 24 hours. At this time, not all courses have completed the survey of ISTE standards. Only the data that has been collected is shown. As a result, some metrics may appear inflated or disproportionate.
Reports were created for the entire Hunter School of Education, as well as all courses contained within the General Education and Special Education. Foundations courses are embedded within all General and Special Education programs. These reports reflect only the information collected from teacher education faculty through the ISTE standard faculty survey taken during spring 2024. All programs and courses may not appear in these report.
There are two data tables and a bar graph visualization for each program sequence listed on the Hunter School of Education during spring 2024. In addition to reports for each reported program, summary reports aggregate data for the whole school or education and for general and special education programs.
Click on a program in the navigation panel on the left to scroll to the report.
Click on the "Jump to Top" button in the top right corner to return to the top of the page.
Click on any cell in any table to show a tooltip with a description or the indicator being referenced.
ISTE Standard Indicator Frequency Report provides an overview of the frequency ISTE standard indicators are taught across the program’s courses sequence.
Green -
3-5 times
Red -
1-2 times
Yellow -
more than 5 times
Introduce (I) -
Faculty introduce this indicator through discussions, readings, and/or activities.
Model (M) -
Faculty model this indicator through their teaching of course content.
Use (U) -
Teacher-candidates learn course content through enacting or doing this indicator.
Assess (A) -
Course assessments enable faculty and teacher candidates to measure their competency with this indicator.
Learning arcs occur when ISTE standards are introduced, modeled, practiced, and assessed at least once in the program.
Click on any indicator coverage percentage to see what courses teach that indicator.
Click on any header of the indicator report table to sort the table according to that measure.
Click on any cell in any table to see a tooltip showing you the standard that is being referenced by that cell. Click anywhere again to hide the tooltip.
Cognitive research suggests that learning requires deliberate practice (Ericsson & Lehman, 1996) and deeper-processing strategies that are effortful and spaced out (Brown et al., 2014). Therefore, indicators should appear multiple times spaced out over a course sequence. Indicators that appear infrequently may not enough opportunities for deeper learning. Indicators that appear very often may suggest a strong relationship with faculty values, a program signature pedagogy, or the indicator may be taking too much time, leaving less time for other indicators. Learning arcs are important because these show how learning related to each indicators takes place.
This table displays a roughly chronological view of the course sequence from left-to-right. To view all of the courses in the sequence, you can scroll to the left or right using the scroll bar that appears in the sequence box. The tables show the ISTE indicators taught in each course and the teaching mode. The course sequence was taken from the program website. Course sequences are imperfect due to changes and students taking courses out of sequence. These maps display one possible course sequence that may launch discussions.
Examining teaching modes throughout a course sequence by indicator allows faculty to see how technology learning is introduced, modeled, used by teacher-candidates for learning, and assessed. This report provides a quantitative simulation of the planned learning experiences for teacher-candidates within a program. This visualization may spark discussion regarding program coherence and opportunities for teacher-candidates to develop expertise and deep learning.
If no data is available on how technology is taught in a course, then the display will be empty boxes. The course is displayed so that all courses in a program sequence are present. Faculty can add alignment to ISTE standards at any time by editing the course alignment spreadsheet for their program.
The bar graph presents a visualization of Table 2 displaying how each ISTE standard indicator is taught through an estimated course sequence. The colored bars represent teaching modes enabling faculty to quickly see program strengths and areas for further discussion. The course sequences were taken from the first course sequence listed on each programs website.
We value your feedback on this website. Please use this Google Form to send your feedback.
For more information, contact
Rhonda Bondie (rb4016@hunter.cuny.edu) and
Kenny Hirschmann (kh2681@hunter.cuny.edu).
For technical support or questions, contact Luis Collado (luis.collado60@myhunter.cuny.edu).
This curriculum mapping tool was supported through CUNY Computer-Integrated Teacher Education (CITE).
Brown, P., Roediger, H., McDaniel, M.A. (2014). Make it Stick: the science of successful learning. Harvard University Press.
Ericsson, K. A., & Lehmann, A. C. (1996). Expert and exceptional performance: Evidence of maximal adaptation to task constraints. Annual review of psychology, 47(1), 273-305.