Transcript EPortolio Presentation

The State of Technology in Maryland,
2002: Why the “New” Focus on
Technology
Davina Pruitt-Mentle
September 23, 2002
Pre Assessment Exercise
Overview of Pre-Assignment
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Focus today no longer on basic skills
In the mid to late 90’s, University provided “basic skills” training for
the K-12 community
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University provided integration training
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K-12 IT PD staff then developed their own integration training
University focused on web-based/distance education
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K-12 then developed their own training & IT PD units
K-12 developed own and/or with company partners
Currently, the university focus is on
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new topics (Cyberethics, universal access, accessibility issues),
research (assessment of student and PD teacher outcomes)
survey/assessment data collection and analysis
EPortfolio: Davina Pruitt-Mentle
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Growth 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”?
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Changing 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
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Changing 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.”
Source: H.J. Becker, “Analysis and Trends of School Use of New Information Technologies,” Office of Technology
Assessment contractor report, March, 1994
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Changing 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.”
Source: H.J. Becker, “Analysis and Trends of School Use of New Information Technologies,” Office of Technology
Assessment contractor report, March, 1994
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Drivers of Change
National and International Assessments of
Computer Competence
• In 1983, the landmark report A Nation at Risk
identified computer competence as a fourth basic
skill
• The emphasis was on computer literacy
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National Assessment of
Educational 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
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Business 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:
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Resource allocation skills
Interpersonal skills
Information skills
System skills
Technology Skills
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Resource Allocation Skills
• Handling:
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Time
Money
Materials
Space
Staff
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Interpersonal Skills
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Working on Teams
Teaching Others
Serving Customers
Leading
Negotiating
Working well with people from culturally diverse
backgrounds
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Information Skills
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Acquiring and evaluating data
Organizing and maintaining files
Interpreting and communicating
Using computers to process information
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System Skills
• Understanding social, organizational, and
technological systems
• Monitoring and correcting performance
• Designing or improving systems
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Technology Skills
• Selecting equipment and tools
• Applying technology to specific tasks
• Maintaining and troubleshooting technologies
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International Association For The Evaluation
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
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Scholastic 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
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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
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Federal Leadership and National
Standards
• Technology Literacy Challenge Initiative (Clinton
administration)
• Built on 4 pillars:
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Computers
Connections
Content
Competency
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Standards
• 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
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Technology Education and Information
Literacy 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/ )
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Evolution of the Current Technology Standards and
Performance 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
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ISTE 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
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Current 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
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ISTE 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
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ISTE NETS*T
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State Approaches to Technology
Standards
• 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
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Maryland State Technology
Standards
• 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%2
02.pdf
• Maryland State Technology Plan –
http://www.msde.state.md.us/technology/md_tech_plan.ht
ml - accepted March, 2002
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MSDE Technology Link
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Maryland Teacher Technology
Standards
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How Does All This Effect
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
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Portfolio 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/TESHPortfolioGui
de.html Virginia Tech Portfolio Module
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E-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
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