Runninghead:REFLECTION FOR TECHNOLOGY STANDARD IV

Reflection for Technology Standard IV: Assessment and Evaluation Walker B. Wellborn Lamar University

REFLECTION FOR TECHNOLOGY STANDARD IV Reflection for Technology Standard IV: Assessment and Evaluation Self-Assessment According to the ISTE Technology Facilitation and Leadership Standards textbook developing technology that improves the assessment and evaluative processes that collect, analyze, interpret, and report the data from Adequate Yearly Progress reports, schools will impact school improvement and accountability. This reporting is unlikely to change for the state or district regardless national or state educational policies change in the years to come (Johnson & Redish, 2009, p. 78).

Many educators can consider the very process or practice of assessment very differently. Johnson and Redish (2009) point out, While familiar practices of assessment and test theory originated in trait and behaviorist psychology, contemporary views of learning and cognition fit more comfortably into the headings of cognitive and situative psychology (Mislevy, Steinberg, Almond, Haertel, and Penuel, 2003, p. 168). Assessment can mean using technology in an implementation activity as well as collection and analysis. My Site Mentor, the school principal of Bonham Elementary, aligned my internship activities along its Abilene Independent School District (AISD) goals in the 2010 Campus Improvement Plan (CIP). The AISD goal initiative states, [Bonham Elementary] will provide access to modern technology and integrate technology into the curriculum, instruction, and staff development creating a solid foundation for continuous growth (1-2). Therefore the strategy of the project provided CIP accountability as it targeted to maximize student technology literacy with a multimedia presentation for the parents and community partners. The project would augment the demonstrated skills of its students in writing, reading, and visual arts (Johnson & Redish, 2009, p. 81). Learner as a Learner The field-based multimedia digital storytelling activities for A Day in the Life of a Kindergartner presented at the final school parent-teacher association meeting and the next years How-To Stories presented at the 2011 AISD Technology Showcase each demonstrated engaging individual and diverse

REFLECTION FOR TECHNOLOGY STANDARD IV learning skills for step-by-step writing, voice-over recording, illustrative visual arts, musical exercises, and physical exercise activities (Johnson & Redish, 2009, p. 77). When the students presented I was amazed at their skill and interest doing their parts, whether it was in writing, illustration, narration, or demonstration. I facilitated more of the work at the beginning, and less towards the end when the multimedia activity was definitely a growing collaborative effort by

various teachers and computer lab aide who were more able guide students art, narration, or video-taping during school hours. The fourth and fifth teachers provided timely and meaningful formative assessments as the students demonstrated, wrote, or drew during class and lab times. I was able to make most of the scheduled lab times, but not for the more flexible class activities. Lifelong Learning Skills For school improvement and student learning accountability technology will likely have some criticism for not being as successful as traditional student learning methods. Technology use data in learning will have to be measured, collected, and analyzed much like the assessment of all other methods. The ISTE Technology Facilitation and Leadership Standards textbook lists numerous criticisms of educational technologies (Johnson & Redish, 2009, pp. 85-86). I hope to see technology become a greater cost savings to school budgets, utilizing more the free open source or Web 2.0 tools. Perhaps I can facilitate an effective use of educational technology in the classroom in much the same way the workforce uses its technology to do business competitively. I plan to find and to collect meaningful technology criteria to report and to assess proven ways it is used in educational opportunities for student learning. I want to become more knowledgeable how to assess formatively on student learning, teacher practices, and system efficiencies (Johnson & Redish, 2009, p. 86).

REFLECTION FOR TECHNOLOGY STANDARD IV

References Abilene Independent School District (AISD). (2011). District initiatives. AISD Bonham campus improvement plan. Retrieved at http://schools.abileneisd.org/Plans/20092010/2010_Bonham_Campus_Plan.pdf. Mislevy, R., Steinberg, L., Almond, R., Haertel, G., & Penuel, W. (2003). Improving educational assessment. In Haertel, G. & Means, B. (Eds.). Evaluating educational technology: Effective research designs for improving learning. New York: Teachers College. Williamson, J. & Redish, T. (2009). ISTEs Technology facilitation and leadership standards: What every K-12 leader should know and be able to do. Eugene, OR: International Society for Technology in Education.