Technology+Facilitator+Standard+IV+Reflections

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Using technology to assess and evaluate students is an invaluable way to utilize technology to quickly and efficiently assess student progress and give almost immediate feedback so that instruction can be tailored based on the results. As a technology teacher, I have long seen the value in this and utilize technology tools to assess my students and give them feedback on their scores. In my classes, each student uses a wiki to store and display their work for grading and peer evaluation. In the past, I used the school network drives and students “dropped” assignments off to me and I graded them and met with students individually to discuss the assignment after it was graded. This utilized extreme amounts of network space due to the size and quantity of files being dropped and occasionally teachers would delete my ungraded work so that they could have space in their drop boxes. Additionally, the kids quickly used all the space on their personal drives, had trouble saving assignments and never had enough storage to save examples of work from the entire year. To combat, this I began requiring flash drives which were expensive for some students and at least 10 were lost or stolen each semester. After entering this program and playing around with wikis and content management software, I decided to bring my classes completely online. As part of my internship program work, I researched, created and piloted an online course. This alleviated all the storage issues and allowed students to turn in or work on assignments from home because they always had access. I now evaluate and give feedback to my students online saving instructional time. ======

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I use an online test generator tool to create tests but I typically printed the tests out to distribute and grade in the traditional manner. This corresponds with Redish and Williamson’s (2009) claim that “in most classrooms, technology-supported assessment strategies are partially implemented or not used at all” (p. 80). During this master’s program, I began assessing my own classroom strategies to see where I could further utilize technology for better efficiency and I began using online tests that allow me to test and grade all students using my student computers. In the past, cheating was a concern which is why I would make students sit at desks during tests where I could monitor them. Now, I simply mix the order of questions and allow display of only one question at a time to eliminate cheating and students receive immediate feedback. After a brief training, my entire department now uses Exam Builder to create, administer and grade most of our quizzes and tests. ======

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During the course of my studies, I have participated in several discussions with course colleagues about computer based testing for evaluating students. My school district uses the computer labs to conduct benchmark testing so that teachers get faster feedback on student results. Several other districts do the same but I was dismayed to hear that so many school districts in Texas do not use computers for large group testing because they do not have the resources to do so. All of the schools had computer labs, but they did not have enough computers or man power to test whole grade levels in an efficient manner. This again demonstrates Gura and Percy’s (2006) idea that new software and technology initiatives are great but can never be successful without quality, up-to-date infrastructure. ======

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An area that I plan on further researching is the development of quality technology literacy assessments. I am well aware of the NCLB Part D recommendation that “every student is technologically literate by the time the student finishes the eighth grade” (U.S. Department of Education, 2001). In addition, in technology courses we have TEKS that outline the concepts the students must master in each course. But I never considered the need for a way to measure technology literacy or the concept of assessing technology skills outside of technology classes. I believe that in order to ensure all students are technology literate and ready for a technology driven work force, we must infuse technology into all courses so that all students have the required skills, not just those who took technology courses. ======

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Gura, M. & Percy, B. (2006, October 31). Establishing a strong technology infrastructure. //EdTech Magazine//, Retrieved from http://www.edtechmagazine .com /k12/article/2006/10/ technology-infrastructure ======

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U.S. Department of Education, (2001). //Enhancing Education through Technology Act of 2001//. Retrieved from website: http://www2.ed.gov/policy/elsec/leg/esea02/pg34 .html ======

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