Technology+Facilitator+Standard+IV

==  [|http://www.percess.com/data/imag] ﻿ [|e/SiteImages/Online-Assessments.gif] **TF Standard IV ** ==

Educational technology facilitators apply technology to facilitate a variety of effective assessment and evaluation strategies.
=== Every decision that is made in this district must be data driven, before any request for hardware, software, or people can be considered, data must be gathered and analyzed. Everyone from the Superintendent on down must be proficient in data analysis. “In the current age of accountability, educational leaders are required to be more skilled in assessment and evaluation than their predecessors were” (Williamson & Redish, 2009 p 77). My district has purchased a data analysis product that has access to five years’ worth of TAKS data for every child in the district. We had massive trainings throughout the summer and beginning of school to prepare the teachers to be able to effectively use the product. By including the teachers in the analysis of data it is one of the most important steps to take to create measureable improvement in the schools (Harris, Edmonson, & Combs, 2010)  === === Even though we are a 1-1 district our Common Benchmark Assessments (CBA) are still paper-based assessments. The limitations that are referenced in the chapter, such as the lack of high-quality instruments do not apply to my district. Last year, before we bought the above mentioned software, we gave the Science CBA using online testing software. All of the ninth graders at one of the high schools were able to take the test using their laptops. The students loved it, because they got instant feedback, they knew before they left the classroom if they passed or failed the CBA. === === One of my assignments this year is to develop a way for the eighth graders to take the state mandated Technology Assessment. In the past we have given a paper-pencil test, but it bothers me to give a Technology Assessment without using technology. Even though we are a 1-1 district, the students’ technology skills are minimal. Pensky’s idea of students as digital natives who want a media rich curriculum is in sharp contrast to their lack of basic technology skills (Prensky, 2001). It is perplexing that the No Child Left Behind act requires all students to be technology literate yet there is no consistent online way to access this. === === As the technology facilitator with the most technology knowledge I am the one that supports all of the different solutions for teachers to engage the students in meaningful learning experiences and authentic assessments, some of these tools are ExamView, Turning Point clickers, Turnitin.com, and LanSchool. At the largest High School, only half of the teachers are using online assessments, because they are under the mistaken belief that it takes too much time to set up the students. Last week I had a conversation with a teacher who was frustrated because he did not know which product to use to give an online assessment. He stated we keep rolling out “new and better” stuff before he is able to reach a level of proficiency with the existing tool. This discovery has led to another of my assignments this year is to create a matrix of what we have and what we can do with each product. I am challenged on how to get teacher buy in, so they will begin to use these products that can potentially make their jobs so much easier. ===

References  Harris, S., Edmonson, S., & Combs, J. (2010). //Examining What We Do to Improve Our Schools.// Larchmont, NY: Eye on Education. Prensky, M. (Sept./Oct. 2001). Digital Natives, Digital Immigrants Part 1. //On the Horizon, 9(5)// , 1-6. Williamson, J., & Redish, T. (2009). //Technology Facilitation and Leadership Standards What Every K-12 Leader Should Know and Be Able to Do//, Eugene, Oregon: International Society for Technology in Education.

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