The State of Technology in Maryland, 2002: Why the “New” Focus on Technology Davina Pruitt-Mentle September 23, 2002

The State of Technology in Maryland, The State of Technology in Maryland, 2002: Why the “New” Focus on 2002: Why the “New” Focus on

TechnologyTechnology

Davina Pruitt-Mentle

September 23, 2002

Pre Assessment ExercisePre Assessment Exercise

September 23, 1001 EPortfolio: Davina Pruitt-Mentle 3

Overview of Pre-AssignmentOverview of Pre-Assignment

• Focus today no longer on basic skills

• In the mid to late 90’s, University provided “basic skills” training for the K-12 community

– K-12 then developed their own training & IT PD units

• University provided integration training– K-12 IT PD staff then developed their own integration training

• University focused on web-based/distance education – K-12 developed own and/or with company partners

• Currently, the university focus is on 1. new topics (Cyberethics, universal access, accessibility issues),

2. research (assessment of student and PD teacher outcomes)

3. survey/assessment data collection and analysis


Growth of AccessGrowth of Access

• Since the 1980’s, when computers were first targeted for deployment in schools, more than $5 billion has been spent on hardware, software, teacher training, and connections.

• Is there a set of necessary skills that defines technology literacy or “fluency”?


Changing DefinitionsChanging Definitions

• 1982 -Teachers are told to: Teach students to program in Basic– Rationale: “It’s the language that comes with the computer.”

• 1984 - Teachers are told to: Teach students to program in LOGO– Rationale: “Teach students to think, not just program.”

• 1986- Teachers told to: Teach with integrated drill and practice systems– Rationale: “Individualize instruction and increase test scores.”

Source: H.J. Becker, “Analysis and Trends of School Use of New Information Technologies,” Office of Technology Assessment contractor report, March, 1994


Changing DirectionsChanging Directions

• 1988 - Teachers told to: Teach word processing– Rationale: “Use computers as tools, like adults do.”

• 1990 - Teachers are told to: Teach with curriculum-specific tools (e.g., history databases, science simulators, data probes).– Rationale: “Integrating the computers with the existing

curriculum.”



Changing DirectionsChanging Directions

• 1992 - Teachers told to: Teach multimedia hypertext programming– Rationale: “Change the curriculum, students learn the

best by creating products for an audience.”

• 1994 - Teachers are told to: Teach with Internet telecommunications– Rationale: “Let students be part of the real world.”


Drivers of ChangeDrivers of Change


National and International Assessments of National and International Assessments of Computer CompetenceComputer Competence

• In 1983, the landmark report A Nation at Risk identified computer competence as a fourth basic skill

• The emphasis was on computer literacy


National Assessment of National Assessment of Educational ProgressEducational Progress

• 1985/1986 - The first national assessment of computer competence, conducted as a part of the National Assessment of Educational Progress (NAEP)

– Surveyed 3rd, 7th, and 11th graders on their knowledge and skills in using the computer

– Students did well on identifying parts of computer but poorly on computer applications and knowledge of programming

– Report provided the framework for examining differences in outcomes related to gender, race and ethnicity, computer use in and outside of school and parental education

Source: M.E. Martinez and N.A. Mead, “Computer Competence: The First National Assessment,” Educational Testing Service, April, 1988


Business DemandsBusiness Demands

• 1991, the Department of Labor report What Work Requires of Students, the Secretary’s Commission on Achieving Necessary Skills (SCANS) identified the following as necessary for the workforce:– Resource allocation skills

– Interpersonal skills

– Information skills

– System skills

– Technology Skills


Resource Allocation SkillsResource Allocation Skills

• Handling:– Time

– Money

– Materials

– Space

– Staff


Interpersonal SkillsInterpersonal Skills

• Working on Teams• Teaching Others• Serving Customers• Leading• Negotiating• Working well with people from culturally diverse

backgrounds


Information SkillsInformation Skills

• Acquiring and evaluating data• Organizing and maintaining files• Interpreting and communicating• Using computers to process information


System SkillsSystem Skills

• Understanding social, organizational, and technological systems

• Monitoring and correcting performance • Designing or improving systems


Technology SkillsTechnology Skills

• Selecting equipment and tools• Applying technology to specific tasks• Maintaining and troubleshooting technologies


International Association For The Evaluation International Association For The Evaluation of Educational Achievement (IEA)of Educational Achievement (IEA)

• 1992 - Survey involving 12 countries -using the Functional Information Technology Test instrument

• In U.S., 11,284 students from 573 schools– Results:

• U.S. spends considerable more time “learning about computers”, but did not give students opportunities to practice with computers (as Austria, Germany and the Netherlands)

• Western European countries require computer-related classes (informatics)- in the U.S. not required


Scholastic Achievement TestScholastic Achievement Test

• In 1996, high school graduates who participated in the Scholastic Achievement Test (SAT) provided information on the kinds of computer technology they used in school– 72% Word processing

– 51% Computer Literacy

– 44% English Courses

– Math problems, Data Processing and Computer programming ~25%

College Board data published in R.J. Coley, J. Cradler and P.K. Engel, “Computers and Classrooms: The Status of Technology in U.S. Schools.” Policy Information Report, Princeton, NJ, Policy Information Center, Educational Testing Service, May, 1997


Federal Leadership and National Federal Leadership and National StandardsStandards

• Technology Literacy Challenge Initiative (Clinton administration)

• Built on 4 pillars:– Computers

– Connections

– Content

– Competency


StandardsStandards

• New Standards Project, begun in 1991 by the National Center for Education and Economy (http://www.ncee.org) – New Standards Reference Examinations

• Designed to measure student achievement in mathematics and English language arts

• Uses a mixture of traditional test items as well as performance tasks

– Computer skills are not distinguished as discrete standards but embedded

http://www.ncee.org/


Technology Education and Information Technology Education and Information Literacy StandardsLiteracy Standards

• Technology Literacy standards proposed by the International Technology Education Association (ITEA)-aimed to develop standards for K-12 technology education (http://www.iteawww.org/ )

• Information Literacy standards were prepared by the Association of American School Librarians (AASL) and the Association of Educational Communications and Technology (AECT) - aimed at school library and media specialist but correlated to learning concepts developed under other national association standards (http://www.aect.org/ )

http://www.iteawww.org/

http://www.aect.org/


Evolution of the Current Technology Standards and Evolution of the Current Technology Standards and Performance Indicators for TeachersPerformance Indicators for Teachers

• 1993- ISTE (International Society for Technology in Education – (http://www.iste.org/)

developed the first edition of the ISTE Technology Standards for all teachers, 13 indicators

• 1997, second edition- 18 indicators organized into the following three categories:– Basic Computer/Technology Operations and Concepts

– Personal and Professional Use of Technology

– Application of Technology in Instruction

http://www.iste.org/




ISTE NETS*TISTE NETS*T

• 2000-alignment with:– the ISTE NETS*S (National Educational Technology

Standards) for students http://cnets.iste.org/index2.html

– Reflected research on teaching and learning with technology

– Reflected advances in technology

http://cnets.iste.org/index2.html


Current ISTE NETS*TCurrent ISTE NETS*T

• 23 indicators organized into the following six categories:– Technology Operations and Concepts– Planning and Designing Learning Environments and

Experiences– Teaching, Learning, and the Curriculum– Assessment and Evaluation– Productivity and Professional Practice– Social, Ethical, Legal, and Human Issues


ISTE NETS*T linksISTE NETS*T links• http://cnets.iste.org/index3.html ISTE NETS*T (for teachers)

• http://cnets.iste.org/index2.html ISTE NETS*S (for students)

• http://www.iste.org/standards/ The National Educational Technology Standards Project

• http://cnets.iste.org/ NET Standards

• http://cnets.iste.org/tssa/ ISTE NETS*A (also Technology Standards for School Administrators TSSA) - UMCP COE ETO helped in drafting

• http://cnets.iste.org/ NCATE Technology Referenced in NCATE 2000 Standards

• http://msde.aws.com/ Process Report on Technology in Maryland Schools

• http://msde.aws.com/results/ Maryland Technology Inventory by LSS & school

• http://msde.aws.com/digitaldivide.asp Maryland Digital Divide Report



http://www.iste.org/standards/



http://cnets.iste.org/



http://cnets.iste.org/tssa/


http://msde.aws.com/


ISTE NETS*TISTE NETS*T


State Approaches to Technology State Approaches to Technology StandardsStandards

• According to state technology directors responding to an informal survey conducted by the Office of Educational Technology at the U.S. Department of Education, student technology standards are typically embedded in curriculum guides


Maryland State Technology Maryland State Technology StandardsStandards

• MSDE Technology Link: http://www.msde.state.md.us/technology/

• For Students- embedded within the Content Standards http://www.msde.state.md.us/technology/tech_plan_2002/APPENDIX_A_content_standards.pdf (new State testing designed to embed technology assessment)

• For Teachers– effective May 2002 http://www.msde.state.md.us/technology/tech_plan_2002/APPENDIX%20C%20Teacher%20Tech%20Standards%202.pdf

• Maryland State Technology Plan –

http://www.msde.state.md.us/technology/md_tech_plan.html - accepted March, 2002


MSDE Technology LinkMSDE Technology Link


Maryland Teacher Technology Maryland Teacher Technology StandardsStandards


How Does All This Effect How Does All This Effect Maryland Teachers?Maryland Teachers?

• MD State Technology Plan– Student Technology Competencies embedded within

the Content Standards (based on the ISTE NETS*S)• Testing (for technology) embedded within the new State

assessments

– Teachers Standards modified from ISTE NETS*T


Portfolio ModulesPortfolio Modules

• http://www.itma.vt.edu/studio/portfolio.htm from Virginia Tech (Davina’s #1 pick)

• http://www.sitesupport.org/module1/msde.htm JHU Portfolio module

• http://www.tandl.vt.edu/TESH/TESHPortfolioGuide.html Virginia Tech Portfolio Module


E-Portfolio ExamplesE-Portfolio Examples

• http://www.tandl.vt.edu/scied/stu.htm from Virginia Tech- scroll down to active student links

• http://teched.vt.edu/ good site for information—then click on portfolio link on side bar, and view extensive examples of students portfolios

Documents

The State of Technology in Maryland, 2002: Why the “New” Focus on Technology Davina Pruitt-Mentle September 23, 2002