“Uses state-of-the-art technology in all components of the system to create online assessments that are authentic and engaging for students, provide educators with timely and actionable data, and are cost effective and efficient.”
The statement implies that, with the Common Core State Standards technology integration should not stop at instructions but should include better use of technology in assessments. (PARCC (March 2012), PARCC Progress Update, Retrieved from http://www.parcconline.org/sites/parcc/files/PARCC%20Progress%20Report%20-%20FINAL.pdf).
The following video is a basic explanation of some “why’s” of technology integration in classroom: http://www.youtube.com/watch?v=EP_yGEH6zaY&feature=colike.
1.
Administrators require technology training. During evaluation
and “walk through” instructors are expected to demonstrate that they are using
technology to instruct, and students are using technology to learn.
Administrators are given a rubric that instructs them how to evaluate evidence
of application of technology in teaching and learning but the question is, can
the administrator be able to design a lesson that integrate technology?
To be in a position to assist teachers, they (administrators) should learned
how to design technology-based instructions.
2.Creating
technology training that are effective; includes hands-on activities
on designing lessons that integrate technology and are aligned with content and
technology standards. Instructors require skills on how to plan
technology-based activities that are differentiated to meet the needs of all
students. For free courses refer to: http://www.openculture.com/freeonlinecourses
3.
Planning for the technology tool before purchase. Frugality
should be a virtue in education world when purchasing is concerned. This
will save money, time, and unnecessary trainings for equipments that will be
used sparingly or will never be used. Resource for planning for
technology: Whitehead, B. M., Jensen, D. F. N., & Boschee, F. (2003).
Planning for technology: A guide for school administrators, technology
coordinators, and curriculum leaders. Corwin Press, Inc.
Allowing time between implementation of new tools and software. The
duration will be utilized for follow-up and to give instructors sufficient time
to implement and evaluate effectiveness (to transmit the necessary content) of
lessons taught using the tools. Instructors can fall prey of “good”
lessons that are taught using all the sophisticated technology tools that just
entertain students. Technology Façade is a revelation of the status quo
in schools; this tool assist technology teams in planning, implementing, and
evaluating technology initiative (Tomei, 2007). (Technology Façade
checklist: http://center.uoregon.edu/conferences/ISTE/uploads/NECC2007/KEY_40173033/Kozloski_Facade_Checklist_0400Tomei.pdf
).
4. Frequent assessment for technology literacy.
Assessment should be formal and informal. Not all students are capable of
using technology as a learning tool; the fact most students are “digital
natives” does not mean that they know how to how to learn using the available
technology tools. Technology literacy should be formally assessed at
least twice a year-at the beginning and the end of the year. Informal
assessment should be ongoing as students are engaged in learning using
technology tools. (Jonathan D., Becker,
J.D., Hodge, C. A. & Sepelyak, M, W.
(June 2010) Assessing Technology Literacy: The Case For An
Authentic, Project-Based Learning Approach. Retrieved from http://genyes.org/media/freeresources/assessing_tech_literacy_whitepaper.pdf)
5.
Acceptable user policy. Different institution have
established a working AUP to serve the stakeholders. Schools should
expect student to learn AUP and be responsible digital citizen.
Businesses are taking major initiatives in informing their employees about
AUP. For instance, Edge Ware compiled the 3 E’s of Electronic risk
management among other rules. In a nutshell they advise companies to “Establish
comprehensive clearly written Internet, P2P, email, IM , social media and blog
rules, policies and procedures for all employees, from the summer intern to the
CEO, Educate employees, and Enforce the written rules.” (http://www.edgewave.com/ga/aup.asp?oc=1209&gclid=CMzV8J6rzLACFQ0q7Aodc1LjXQ).
The Light Speed System AUP involves setting up goals in the foremost (http://www.lightspeedsystems.com/resources/Acceptable-Use-Policies.aspx):
- To set forth clear expectations about proper use of school technology.
- To reflect the school’s educational philosophies and values.
- To be flexible and adaptable as guidelines and technologies change.
- To educate students about topics such as netiquette, cyberbullying, and Internet safety.
- To legally protect the school.
- To protect the students and other users.
Technology
planning and integration is work in progress!
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