Standard IV is about accessing student learning in core content areas because of the big push for accountability. As a technology leader I should play a role in determining and evaluating appropriate technologies for accessing with technology along with the collecting, analyzing, and reporting of assessment data. Accessing student technology literacy is an area of importance to technology leaders. Garmire and Pearson argued that "Until technology literacy is assessed in a rigorous, systematic way, it is not likely to be considered a priority by policy makers, educators, or average citizens" (as cited in Williamson & Redish, 2009, p. 83). The need to integrate technology into the curriculum will not be see until there is data to show the current state of student technology literacy.
It seems that the state of Texas is starting to try to take advantage of technology for some accountability testing, such as TELPAS. The biggest problem is that we don't have enough computers to administer the TELPAS Reading test without displacing computer classes for four to five days. This year we only have 275 students to give the TELPAS test to in four days. The lack of resources has also limited the use technology in the classroom for assessment. Reading classes use an online assessment system to test reading comprehension. Math teachers have overcome the lack of computers by using the Texas Instruments Navigator system to question students and collect answers to homework questions. Teachers that have everyday access to 12 - 28 computers in the classroom have partially implemented the use of technology for assessment, by using systems such as Hot Potato, Quiz Star, and other online learning environments with assessment components.
Since we received a new Principal he has been pushing profiling, but teachers struggled to implement a profiling strategy. So, one of the request I received from the principal when I initially started the internship was to create an easy way for teachers to profile their students. In the beginning I could not accomplish this task because I did not understand the concept of profiling. After taking a few classes and attending a professional development on analyzing data I learned that "without using data to inform their actions at every step of the way, teachers and administrators will probably not reach their goals for school improvement" (Heritage & Chen, 2005, p.707). I was able to develop a plan for using technology to create both student and class profiles that can be used to analyze data and determine appropriate actions. Thomas says it best when he says “unless the team emerges from the data analysis process with a clear plan of action for identified students and for classroom instruction, it has wasted its time” (Thomas, 2006, p. 42).
References
Garmire, E., & Pearson, G. (2006). Tech tally: approaches to assessing technological literacy. Washington, DC: National Academies Press.
Heritage, M., & Chen, E. (2005, May 1). Why Data Skills Matter in School Improvement. Phi Delta Kappan, 86, 707.
Thomas, R. S. (2006, October). How to Survive Data Overload. Principal Leadership, 7, 37-42.
Williamson, J., & Redish, T. (2009). ISTE's technology facilitation and leadership standards: what every K-12 leader should know and be able to do (p. 58). Eugene, OR: International Society for Technology in Education.