RUNNING HEAD: Standards and Assessment

Standards and Assessment

Laura Crawley

9654849

Memorial University of Newfoundland

Authors' note: This assignment has been submitted in partial fulfillment of the requirements for CBU

5106, Spring semester, 2014.

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Table of Contents

Introduction ……………………………………………………………………………………….3

Theory of Technology Integration Standards ………………………………………………….…3

Standards ………………………………………………………………………………………….4

Self-Assessment Template .......................................................................................................…...7

Self-Assessment Complete ...……………………………………………………………….……12

Personal Profile …………………………………………………………………………………..17

Skills Attainment ……………………………………………………………………….………..19

Conclusion ……………………………………………………………………………………….19

References ...….…………………………………………………………………………………..20

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Introduction

Teachers who wish to integrate technology into the curriculum and professional development in

general, must seek standards that exist to ensure both quality and integrity in their teachings and learnings.

As technology integration continues to increase in our society, it is paramount that teachers possess the

skills and behaviors of digital age professionals. Moving forward, teachers must become comfortable

being co-learners with their students and colleagues everywhere (Kitchenham, 2009).

Theory of Technology Integration Standards

The International Society for Technology Education for Teachers provide one such set of

standards for evaluating the skills and knowledge educators need to teach, work and learn in a digital

society (Kitchenham, 2009). There are, however, many other sets of standards available including SEBC

Technology standards which are a set for beginning teachers adopted by many states in the U.S. (Burke,

2000). Most sets of standards have a framework which includes five key components: (1) moral purpose

(2) understanding change (3) relationship building (4) knowledge creation and sharing and (5) coherence

making (Kitchenham, 2009). These components include the following: “a connection to student learning,

hands-on technology use, variety of learning experiences, curriculum-specific applications, new roles for

teachers, reciprocal learning, active and ongoing participation of teachers, sufficient time, technical

assistance and support, administrative support, adequate resources, continuous funding, and built-in

evaluation” (North Central Regional Educational Laboratory, 2000).

Kitchenham (2009) state that standards will only benefit if teachers, administrators and other

professionals demonstrate a strong use of educational technology in the school and have the infrastructure

to support a cross-curriculum technology program. It is also necessary for the administrator to take

initiative to assist the staff in technology infusion. Teachers must spend professional development time

attending in-school and district-wide professional development workshops, acquiring new strategies and

strengthening existing pedagogies.

Educational technology is not transformative on its own; it requires the assistance of educators

who integrate technology into the curriculum, align it with student learning goals, and use it for engaging

learning projects (North Central Regional Educational Laboratory, 2000). Lack of professional

development for technology use is a common obstacle to fully integrating technology into the curriculum,

hence the distributing of standards to include professional development. A teacher wishing to integrate

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technology may wish to conduct both informal and formal needs assessments to determine priorities for

professional development activities. Needs assessment should also contain a component for assessing

levels of technology competency. Teachers consistently report an increased need for professional

development to enable them to effectively use resources to improve student learning (Cradler, Freeman,

Cradler, & McNabb, 2002, p. 51).

Cradler et. al. (2002) state that in order to meet technology standards there must be school-site

professional development and the incorporation of performance indicators for teachers into professional

development of practicing teachers as well as into teacher-preparation courses. These inclusions may

increase the probability of meeting educational technology standards. The use of these technology

standards in the classroom must be supported and opportunities provided for teachers to develop their own

computer skills, which correlates with enhanced student achievement. “Intensive and ongoing staff

development that provides opportunities for modeling, practice, and reinforcement of technology use with

curricula should be linked to curriculum goals and objectives from the onset of technology

implementation” (Cradler et al., 2002, p.52).

Vital to the successful integration of technology is the emphasis that technology and collaboration

involves students in their own learning process to help motivate them. In technology-integration activities,

students should be active participants, rather than passive recipients of information. Collaboration and

technology integration improve students’ standardized test results, class performance, discipline,

attendance, and dropout rates (Williams, Atkinson, Cate, & O'Hair, 2008, p.299). NETS-T standards at the

transformative stage reflect such student participation and collaboration. At the developing and proficient

stages of competency the NETS-T standards suggest using technology for purposes such as writing,

research and analysis, rather than drill and practice. Using technology in this way will enhance student

competencies including problem solving, creativity, collaboration, data management and communication.

Technology can equip students to independently organize their learning process as suggested by set of

standards for teachers to follow (Moeller and Reitzes, 2011).

Standards

I believe the NETS-S standards proposed by the International Society of Technology Education

are applicable to my intentions as a classroom teacher wishing to integrate technology. The NETS-T is as

follows:

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Facilitate and inspire student learning and creativityTeachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.

a. Promote, support, and model creative and innovative thinking and inventivenessb. Engage students in exploring real-world issues and solving authentic problems using digital tools and resourcesc. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processesd. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments

Design and develop digital age learning experiences and assessmentsTeachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the Standards

a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativityb. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progressc. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resourcesd. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards, and use resulting data to inform learning and teaching

Model digital age work and learningTeachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.

a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situationsb. Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovationc. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats d. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning

Promote and model digital citizenship and responsibilityTeachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.

a. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources

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b. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources c. Promote and model digital etiquette and responsible social interactions related to the use of technology and information d. Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital age communication and collaboration tools

Engage in professional growth and leadershipTeachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources.

a. Participate in local and global learning communities to explore creative applications of technology to improve student learningb. Exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of othersc. Evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learningd. Contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community (NETS-T, 2008).

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Self-Assessment Template

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Self-Assessment Complete

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Personal Profile

1. Facilitate and Inspire Student Learning and Creativity.

I believe I am still in the Developing stage for three of the four performance indicators for

NETS-T Standard 1. I strive to facilitate creative thinking and inventiveness by modelling

technology and various representations that students can avail of. I work to involve my students as

much as possible with researching issues and solutions using digital technology and facilitate and

support students while they collaboratively use these tools. However, on the fourth indicator, I

have confidence that I am more than Proficient in modelling my knowledge by working

collaboratively with students, peers and other experts to increase students, colleagues and others

use and understanding of various digital environments.

2. Design and Develop Digital-Age Learning Experiences and Assessments

I consider I am Proficient in designing and adapting learning experiences that incorporate

digital tools and resources and allow students the opportunity to use these solutions in their

creations and presentations. Whenever possible I allow students to use various technology

resources to pursue their own inquiries and want them to manage their own learning goals. I am

actively working on using technology to help with differentiated learning styles. I feel that I am

hindered somewhat by the availability of technology but use any resource I do have access to, in

order to accommodate all abilities. Finally, I strive to provide students with many opportunities to

demonstrate their learnings through various technology resources and work to adapt my own

teachings and learnings based on the outcomes. I fall short of being Transformative in that I have

yet to allow students to choose their own tools and resources and tend to direct them in what they

should use.

3. Model Digital Age Work and Learning

I assess myself to be Proficient in the first indicator in that I try to demonstrate and model

various digital tools and resources to accommodate my teachings, assessments using the newest

technologies I know. However, when it comes to effectively communicating this with parents and

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community members I may be more in the Developing stage. I do believe, however, this is

attributed to my being new to the education community. I feel I lack more of how to communicate

rather than why I should. I believe that when I have my own classroom and integrate technology

throughout the year, this will change to Proficient and hopefully, onward to Transformative. I am

Proficient, however, in that I use many forms of technology to communicate with parents

including blogs, email, text and twitter. Finally, I work diligently in modelling and using current

and emerging technology to support any and all research for myself, students, parents and

colleagues.

4. Promote and Model Digital Citizenship and Responsibility.

During assessment I struggled with determining where I am in promoting, advocating,

teaching and modeling responsible and ethical use of technology. I believe myself to be between

Proficient and Transformative. I actively promote responsibility whenever technology is

approached, used and encouraged. However, I have yet to be involved in determining or creating

systems of addressing this misuse. Again, I facilitate, promote and research learner-centered

strategies in school, community and home but fall short of directing my research to the correct

parties involved in making the decisions. I again, attribute this to not have formalized the correct

contacts to direct my research and inquiries. Finally, I do my best to engage all students from pre-

school to corporate business colleagues the concerns, issues and crisis facing all of use in a digital

world.

5. Engage in Professional Growth and Leadership.

When I had been involved in the information technology community as a programmer I

belonged to a number of groups provincially and nationally to promote and facilitate technology.

Now that I am in the education field I feel I am back at the Beginning stages of participating in

communities who share in decision-making and building leadership in this field. I belong to a

group of Geographers to promote GIS and other technologies in Geography in schools and am part

of a Special Interest Council for Math and Science where I hope we will direct more learning

opportunities toward technology and make availability a priority. But currently, I still feel I would

fall between Beginning and Developing for NETS-T Standard 5.

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Skills Attainment

NETS-T Standard Current Skill Level

Desired Skill Level

Plan to Develop Skills

Facilitate and Inspire Student Learning and Creativity.

Developing to Proficient

Proficient to Transformative

Include students in the planning, developing and construction stages of their own learning and evaluation.

Design and Develop Digital-Age Learning Experiences and Assessments

Proficient Transformative Identify and develop personalized student learning experiences.Include students in formative and summative evaluations to direct future facilitation.

Model Digital Age Work and Learning

Developing to Proficient

Transformative Engage students more frequently in the collaborative process of determining technology and resources we all can use to deepen their understanding and knowledge of various applications.

Promote and Model Digital Citizenship and Responsibility

Proficient Transformative This will take continued experiences and more personal developments to communicate effectively with stakeholders to ensure that my research, thoughts and opinions are being voiced properly. This will include engaging students and providing the proper examples for them to follow.

Engage in Professional Growth and Leadership

Beginning to Developing

Developing to Proficient

I believe to reach Proficient to Transformative stage would involve taking on a more administrative or departmental role. Currently I have no plans to leave the classroom and therefore will work within my means as a classroom teacher to be as involved in committees and communities to help promote professional growth and leadership for myself and others.

Conclusion

Technology Education standards exists so that teachers may have a benchmark to begin and

continue to integrate technology into curriculum. As the digital world changes, these standards will also

continue to evolve and improve to ensure that students, teachers, professionals and the community provide

the best possible education for all.

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References

Burke, J. (2000). New directions: Teacher technology standards. Atlanta, GA: Southern Regional Education Board.

Cradler, J., Freeman, M., Cradler, R., & McNabb, M. (2002). Research implications for preparing teachers to use technology. International Society for Technology in Education.

International Society for Technology in Education. 2008. NETS for teachers. Retrieved from http://www.iste.org/standards/nets-for-teachers June, 2014.

International Society for Technology in Education. 2008. NETS teacher rubrics. Retrieved from https://sites.google.com/a/jeffcoschools.us/educational-technology/documents-links June, 2014.

Kitchenham, A. D. (2009). School cultures, teachers, and technology transformation. Canadian Journal of Learning & Technology, 35(2), 5

Moeller, B. and Reitzes, T. (2011). Integrating technology with student-centered learning: A report to the Nellie Mae education foundation. Retrieved from http://www.nmefoundation.org/getmedia/befa9751-d8ad-47e9-949d-bd649f7c0044/Integrating-Technology-with-Student-Centered-Learning?ext=.pdf, June 2014

North Central Regional Educational Laboratory. 2000. Critical issue: Providing professional development for effective technology use. Retrieved from http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te1000.htm June, 2014.

Williams, L., Atkinson, L., Cate, J., & O'Hair, M. (2008). Mutual support between learning community development and technology integration: Impact on school practices and student achievement. Theory Into Practice, 47(4), 294-302.