Reflection+TF+-+4+Assessment+and+Evaluation


 * Standard IV. Assessment and Evaluation**


 * Self-Assessment**

ISTE’s Technology Facilitator Standard IV includes performance tasks such as using technology to assess learning, evaluating whether or not the use of various technologies are effective, as well as collecting, analyzing, and reporting data. As a technology facilitator, we have to make sure we are using the technology or planning acceptable technology uses to improve the learning environment. I have had multiple opportunities to perform these tasks in some form through the completion of course assignments, field based experiences, and through my general assignments and duties as a teacher and coach.

During EDLD 5363 Multimedia Video Technology, we evaluated various online animation programs and discussed their use in the classroom. In my classroom, we have used the Stykz program to create PSA announcements for drug and alcohol awareness. I am hoping to try this again this year and have some of them aired at the elementary and middle schools during Red Ribbon Week. I think this would not only encourage my high school students to create a well thought out PSA, but would also draw the attention of the elementary students on a topic that many times seems dry and repetitive. During the course, we also evaluated different editing software’s strengths and weaknesses. Through EDLD 5362 Information Systems Management, we explored how teachers can access and report various types of learning information about a child. I discovered that every district needs some form of SIS, Student Information System, in order to track students’ progress. This basic knowledge prepared me for our new SIS system more than I anticipated. By knowing what type of information should be available, as well as what type of reports I should be able to produce, I was able to explore our new system, learn how to access information, and share that with other staff. Finally, as a swim coach I use various technologies to assess my swimmers’ improvement throughout the swim season. I am constantly analyzing data, interpreting results, and communicating conclusions throughout the year so that by the time our key meets are held, each swimmer has made the necessary improvements to help him/herself, as well as the team, be successful. Technology makes instant feedback possible, and allows for the immediate correction and redirection or re-teaching of a student, rather than having to wait until the end of a lesson or unit (Pitler, Hubbell, Kuhn, & Malenoski, 2007). As a teacher and coach, this instant feedback is the key to allowing me to teach and coach more efficiently and effectively to both my students and athletes.


 * Learn as a Learner **

Throughout my career, assessing a student’s learning has always been the biggest challenge to me both personally and professionally. I’ve attended a multitude of professional development workshops that discussed how to evaluate student learning, or if we even can really measure effective learning. The use of technology allows us to more easily track and measure the quantitative measurement of learning, but it does not really allow for the qualitative measurement. Bransford states that “Ideas are best introduced when students see a need or a reason for their use – this helps them see relevant uses of knowledge to make sense of what they are learning” (Bransford, 2000, pp 139). I think the challenge is helping students see the relevance of what they are learning. Various technologies can provide the scenario for students to see the relevance of the assignment. I think, then, as technology facilitator, my job would be to show teachers how to use technology beyond just as a database with the quantitative measurement indicators, but as a qualitative measurement of the understanding a student possesses of the information learned by the application of that knowledge in a technology based or technology inspired project.

As a member of the Highland Park High School teaching staff, we are required to develop, research, and test an original question that we feel will have an impact on student learning. One of my questions this past year was how to effectively integrate the use of smart phone technology into everyday learning activities. As I researched the topic, I read various articles about effective technology use in the classroom. However, the conversation I had with other teachers in my school really were the most useful to decide how to test the effectiveness of the smart phone use and how to then measure the results in a quantitative and qualitative format. As part of the HP program, we are required to report our findings and discuss them with our learning group. Standard IV is a very important standard because this is where technologist and educators have to start working together. “Even with better curriculum resources and documentation, educators will need ongoing professional learning opportunities providing instruction in best practices in implementing student technology standards” (Redish and Williamson, 2009). Assessing if the technology we are using and the experiences we are providing our students is one of the main professional activities that we can provide as a technology facilitator.


 * Lifelong Learning Skills **

As a lifelong learner, one of the technology formats I would still like to gain more experience with is the handheld student response systems. I have access to them in my classroom but rarely use them in the course of my lessons. Other teachers have shown me that they can be very effective in measuring students’ understanding of a concept. “Teachers can use student response data to assess student mastery of content, stimulate class discussion, and identify common misconceptions” (Redish and Willamson, 2009). I feel whenever I engage my students in class discussions; they tend to learn the information on a deeper level that will stay with for the long term. Using the student response system is yet another method to help layer the classroom discussion to all needs and levels of my diversified student body.

In conclusion, I’ve learned that you have to schedule times for action research in order for it to be effective. The Highland Park SDAS program gives us the time to do the research. It is then up to us, as educators, to use that information in the preparation of targeted, student centered lesson plans. To truly strengthen the lesson planning process as well as deepen my own understanding of Standard IV would be to spend more time observing teachers that are doing these activities successfully. Observing other teachers not only helps to improve my own teaching experience, but also allows me the opportunity to help other teachers modify or use these methods in their own classrooms. Time for reflection and learning is a valuable skill for being able to make accurate assessments and evaluation of the learning activities we provide to our students.


 * References **

Bransford, J., Brown., & Cocking, R. (Ed.). (2000). //How people learn//. pp. 139 (Chapter 6). Washington DC: National Academy Press.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). //Using technology with classroom// //instruction that works.// Alexandria, VA: Association for Supervision and Curriculum Development.

Redish, T., & Williamson, J. (2009). //ISTE’s Technology Facilitation and Leadership Standards: What Every K-12 Leader Should Know and Be Able to Do//, P.77-99.Eugene,OR: International Society for Technology in Education.