After previewing the NET-T standards on the ISTE website, the following 2 standards stuck out. I chose 2d because I find in my curriculum, which includes Graphic Design, CAD and Computer literacy, many of the projects are very subjective. This makes assessment a bit of a challenge at times. I have come to the realization that I will never develop a set way to assess my projects. The technology and the students are always changing, sometimes at time at a faster pace than anticipated. My assessment methods will always be changing.
2. Design and Develop Digital-Age Learning Experiences and Assessments
d. provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.3. Model Digital-Age Work and Learning
c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats
My goals for this area are to not so much solidify a specific assessment, but rather develop a series of assessments that will intertwine with my diverse curriculum.
To achieve these goals I will attend professional development classes on Technology Assessment. Create a PLC with in my school and district on technology assessment in order to collaborate with my colleagues for strategies and ideas regarding different types of progress and performance indicators.
To monitor my progress, I will compare and contrast the new ideas to my existing rubrics and pre assessments to check for learning and feedback.
Evaluating and extending my learning in this area would be to become a life long learner. Continue to monitor and attend classes on evaluations and assessments. Experiment with new and different ideas, while checking on student learning and the goals of each lesson.
Standard 3C really hit home with me. This year I teach 5 periods a day, each period, each day for the week is a different grade and different group of students. In other words I see approximately 625 different students a week. Communicating with the parents and students has been a challenge. I only see each class one day a week, so if they are absent, they automatically fall a week behind if they don’t see me before the next class. Regarding the parents, there are too many students to pick up the phone and make phone calls. I wanted to find an efficient way of communicating missed assignments, homework, grades, behavior and general class happenings to my students and parents.
My plan for next year is to create a website for my class, that only my students and parents can access, that will communicate progress, behavior, grades, missing assignments etc.
To monitor my progress I will work with the other technology teachers in district who may be in a similar situation. This way we can all work and help each other to meet a common goal. Working in a group will keep us focused on the project.
Evaluation will depend on how well the website serves as a means of effective communication between student’s parents and teachers. I will develop the means for communication, however students and parents have to take advantage and use the technology to communicate.
I am very much intrigued by how your PLC within your school site and district will affect the overall technological assessments of students. Unfortunately, I work at a school that does not warmly embrace technology (though, we are working to change that as people retire!) so it is difficult for me to envision how specifically a such a transformation will take place at a school site in regards to technology assessment. What long-term and/or short-term goals do you have for your school? What duration of time do you expect these goals to manufacture?
ReplyDeleteAlso ,have you thought about including students in any stage of your GAME plan? I am not certain what grade level you work with, but I have found that my eighth graders serve as an abundance of resources for both rubric development and progress feedback. “We can support the development of the learner autonomy in our classrooms in many ways but one of the basic requirements is that students are able to pursue topics and questions tat are interesting and relevant to them” (Cennamo, Ross & Ertmer, 2009, p. 29). When students are interested in the topic of study they are intrinsically motivated to learn, and will do so independently and confidently. Enlisting the assistance of students will not only motivate them, but encourage them to take responsibility for their learning experiences.
Best of luck on your endeavors!
Thomas,
ReplyDeleteTeaching technology is exciting, but is constantly changing and can be challenging to keep up with updated software due to school budgets. Assessing technology skills and projects can lead to subjective grading due to the nature of the subject and the students creative ability when using Graph Design and CAD systems. I like your idea of developing a series of assessments that will be integrated into the curriculum. Students’ can be assessed in varied of subject areas and beginning to develop a stronger foundation with the use of different software applications. If you are fortunate enough to be working with the same group of students for a few consecutive years throughout their learning process, it because easier to continue to build and improve upon the rapidly changing technology advancements. I have created grade level bench marks for grades K – 8 to assist me with objective assessments. I just started using them in January; thus far, they have proven to be beneficial for me and the classroom teacher. I need to keep utilizing them for at least another school year, to get a better feel for student progress and development.
ISTE is holding their annual conference in Philadelphia from June 26th though June 29th. They are offering cost and not cost professional development workshops. I have been told it is an awesome conference to attend. The link is http://www.isteconference.org/2011/.
Layna
Thomas,
ReplyDeleteI couldn’t agree with you more in terms of projects being subjective and difficult to access at times. Does the class you teach have standards or objectives as math, science, and reading do? Would the NET-S play into your performance indicators as your class is heavily based in the application of technology?
One suggestion for evaluating and extending, that I am sure you already thought of, could be the use of blogs to collaborate with others like yourself. These tend to offer information faster and more diversity than a class. I also think they are a little more convenient.
Thanks for the post,
Nicole Feldvebel
Michael,
ReplyDeleteI teach 6,7 and 8th grades. I apologize, but it appears that I posted my link to the K-5 group. I agree as your older (technology resistant) teachers move on, this should open new doors for technology in your district. This seems to be the biggest hurdle at the moment, (besides funds)is the willingness for teachers to try new things with technology. My short term goals for the PLC is to get everyone involved in technology in some way. especially those who don't feel that technology has a place in the classroom. We need to first change their attitude before we can successfully encourage the use of technology.
Layna,
ReplyDeleteThanks for the link, I will definitely look into that. yes the subjective nature of the course is rather challenging at times to create assesment. I like your idea of grade level bench marks. I will bring that up at our next meeting.
Nicole,
ReplyDeleteYes, 3 years ago we were given a "computer Literacy curriculum to follow which made it a little easier to grade. However, we just got a graphics design curriculum last year. I am in the process of updating it for next year. Thanks for your suggestions!