12 2 STA T .3 1 56PUBLIC LA W 11 0– 315 — AU G .1 4, 200 8modern d ig i tal tool s and c ontent t h ats ub stantiall y connect p reser v ice preparation o f teacher candidates w ith high - need schools
or ‘ ‘ (2) transforms the way departments , schools, and colleges of education teach classroom technology integration, including the principles of universal design, to teacher candidates . ‘‘(b) USE S OFFUND SFO RPA R T NERS HIPG RANTS. —I n carrying out a pro j ect under subsection (a)( 1 ), an eligible consortium shall— ‘‘(1) provide teacher candidates, early in their preparation, with field e x periences with technology in educational settings; ‘‘(2) build the s k ills of teacher candidates to support tech- nology-rich instruction, assessment and learning management in content areas, technology literacy, an understanding of the principles of universal design, and the development of other skills for entering the workforce; ‘‘( 3 ) provide professional development in the use of tech- nology for teachers, administrators, and content specialists who participate in field placement; ‘‘( 4 ) provide professional development of technology peda- gogical skills for faculty of departments, schools, and colleges of education and arts and sciences; ‘‘( 5 ) implement strategies for the mentoring of teacher can- didates by members of the consortium with respect to tech- nology implementation; ‘‘( 6 ) evaluate teacher candidates during the first years of teaching to fully assess outcomes of the project; ‘‘( 7 ) build collaborative learning communities for technology integration within the consortium to sustain meaningful applications of technology in the classroom during teacher preparation and early career practice; and ‘‘( 8 ) evaluate the effectiveness of the project. ‘‘(c) USES OF FUNDS FOR T RANSFOR M ATION GRANTS.—In car- rying out a project under subsection (a)(2), an eligible consortium shall— ‘‘(1) redesign curriculum to re q uire collaboration between the department, school, or college of education faculty and the department, school, or college of arts and sciences faculty who teach content or methods courses for training teacher candidates; ‘‘(2) collaborate between the department, school, or college of education faculty and the department, school, or college of arts and science faculty and academic content specialists at the local educational agency to educate preservice teachers who can integrate technology and pedagogical skills in content areas; ‘‘(3) collaborate between the department, school, or college of education faculty and the department, school, or college of arts and sciences faculty who teach courses to preservice teachers to— ‘‘( A ) develop and implement a plan for preservice teachers and continuing educators that demonstrates effec- tive instructional strategies and application of such strate- gies in the use of digital tools to transform the teaching and learning process; and ‘‘( B ) better reach underrepresented preservice teacher populations with programs that connect such preservice teacher populations with applications of technology;
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