Field+based+Report+IV

[|field bassed summary report standard 4.doc] Assessment and Evaluation
 * Field Based Summary Report Standard IV**

Standard IV includes the use of performance tasks, such as using technology to assess student learning, evaluating whether or not the use of various technologies are effective, as well as collecting, analyzing, and reporting data as an assessment or evaluation tool. During the course of my coaching and teaching over the past year, I have had multiple opportunities to meet Standard IV indicators. As a coach, I am constantly analyzing data and interpreting the results from swim meets and workouts to provide the best feedback to other coaches, athletes and parents about performance indicators I see concerning the swimmer. I use various technologies such as reaction test with stopwatches, electronic skin fold analysis, and electronically timed performance at meets to help assess the current standing of the athlete to gain needed data, all of which is placed into personal athletic data bases for analysis. Data can then be graphed and charted to visually see past performances as well as future indicators of expected performance. Examining programmatic patterns is an important component to identifying areas of improvement (Combs, Edmonson, Harris, 2010). Technology is vital component to the success of a swim coach, as I rely on this data to make informed choices when designing workouts and swim meet line ups to insure the athlete continues to improve and perform at his maximum potential. As part of his professional responsibility during training, I also rely on this information to mentor my assistant coach so that he can now apply this information to make knowledgeable decisions on his JV swimmers or our varsity swimmers if I am unavailable.

In the classroom, I have modeled uses of various technologies to improve the student’s learning. For example, I used an I-phone app for the students to analyze it’s ability to help reduce stress. I’ve also compared and contrasted the use of a Wiki vs. Ning for uses in designing a group project in my Infectious Disease unit. The students were also tasked to design an online site where people of a fictional city could receive information, and have their questions answered, concerning a fictitious infectious disease outbreak. During the unit, I provided ongoing feedback to the group as they posted comments, suggestions, etc. to their wiki or ning sites; I was also able make suggestion to improve their understanding of the infectious disease concepts we were ultimately trying to learn. I asked questions that I had about their topic to force them to provide more feedback and deeper reflection on the topic. Technology can provide real time feedback; my students did not need to wait until the next day for my feedback but could see my posts that same afternoon or night when they got home. Finally, I designed my rubric so it allowed for different technology components to be used rather than a “one design fits all” approach. This was useful because the students were allowed to be more creative in their solutions to the problem. I had 8 cities groups and ended up with 8 different solutions, all of which accomplished the assigned task and evoked richer and deeper reflection and understanding than I have had in the past.

In conclusion, I am confident that I effectively use technology to assess my athletes. I have no doubt, from my own experiences, that the use of technology as a classroom learning tool is effective, but I need more research to continue to tighten and strengthen my use of it in the classroom. Willamson and Redish (2009) state that “evidence suggesting that technology use improves student learning is weak” (Williamson & Redish, 2009, p. 85). My plan is to create an action research plan to further investigate this topic because I know it does work. Barth argued that… “When teachers stop growing, so do their students” (as cited in Dana, 2009, p. 32). If I am going to become an effective technology leader and classroom teacher, I must continue to grow with my students, and that is what I intend to do.

References Combs, J., Harris, S., Edmonson, S., (2010) //Examining What We Do To Improve Our Schools//. Larchmont: NY.

Dana, N., (2009). //Leading with passion and Knowledge: The principal as action researcher//.Thousand Oaks,CA: Corwin Press

Williamson, J., & Redish, T. (2009). //ISTE’s technology facilitation and leadership standards: What every K-12 leader should know and be able to do//.Eugene, Or: International Society of Technology in Education.