Conducting a District Technology Assessment

Dr. Andrew Taylor and Darlene Westinghouse

Overview

•Prep-work

•Assessments

•Interviews

•Walkthroughs

•Document Analysis

•Independent Research

•Groups Forums

•Presentation of Information

Prep Work

• Create a timeline

• Create surveys

• Research

• Buy-in stakeholders

• Gather information

Surveys and Interviews

• Attitudes

• Skills/Ability

• Adoption

• Standards Based

http://www.tcet.unt.edu/research/instrumt.htm

http://www.tcet.unt.edu/research/online/snapshot.htm

Surveys and Interviews

Collection Sites

• ISTE

• NYSED

• 21st Century Skills and Information and

Communications Technologies Literacy

• Partnership for 21st Century Skills

Assessment

Walk-through’s

Technical • Wiring• Drops• Projector• Smartboard• Printer• Desktops• Laptops• Cables• Video Surveillance• PA Systems

InstructionalStudent and Teacher

– Computer use– Web use (1.0 and 2.0)– DL use– Hardware use– Software use– Instructional Strategies– Learning Strategies

Document Analysis

• TECH Plan

• CDEP

• PD Plan

• AUP

• Job Descriptions

• Board Policies

• Current Inventory

• Organizational Chart

Document Analysis• Revelation

The XYZ Central School mission and vision statements, as outlined in the Comprehensive District Education Plan (CDEP) and Technology plan, incorporate excellence for all students. In alignment with 21st century skills XYZ’s mission is to provide opportunities for students to become independent and critical thinkers, to partner with all stakeholders within the greater community; to provide a learning community that is student-centered, focusing on the development of independent, lifelong learners, reveals clear vision for promoting 21st century skill for all students.

Are they doing this?

Independent Research

• NY Technology Policy and Planning Report

• Workforce

• 21st century skills

NY Technology Policy and Planning Report - 2007

• Drivers for Change:• Approximately one-third of students in the U.S. do

not graduate after four years of high school. In the nation’s most recent study of high school dropouts, 47% of dropouts said that a major reason for dropping out was that classes were not interesting; 70% said they were not motivated or inspired to work hard; and 81% of dropouts said there should be more opportunities for real world learning.

Meteri Group. (2007). New York Technology Policy and Planning Council Report. Retrieved from http://scdn.wsboces.org/ documents/ Metiriexecsummplusrecommends.doc

NY Technology Policy and Planning Report - 2007

• Drivers for Change:In international competition in mathematics and

science, American students are not competitive, with less than one-third of 4th and 8th grade students performing at or above a level of proficiency in mathematics.

The United States ranks only 12th among OECD (Organization for Economic Co-operation and Development) countries in the number of broadband connections per 100 inhabitants.

NY Technology Policy and Planning Report - 2007

• Drivers for Change:

• A company can hire nine factory workers in Mexico for the cost of one in America. A company can hire eight young professional engineers in India for the cost of one in America.

NYSED 21st Century Literacy

Technology Literacy Definitions

NYS Technology Literacy is defined as: • The understanding of the concepts behind computing

equipment, network connectivity, and application software;

• The skills to responsibly use appropriate technology to access, synthesize, evaluate, communicate, and create information to solve problems and improve learning in all subject areas; and

• The ability to acquire new knowledge for on-going and lifelong learning in the 21st century global workplace.

• http://www.emsc.nysed.gov/technology/initiatives/TechLit_Dfn.html

NYSED 21st Century LiteracyTechnology literate students should be able to • 1) demonstrate understanding of concepts underlying

hardware, software, networking connectivity and in use of computers and applications,

• 2) demonstrate understanding of ethics and safety issues in using electronic media and responsible use of technology, and

• 3) use technology for communication, research and collaboration and problem-solving. With proficient technology skills, students should be able to locate, collect, synthesize, and evaluate information from a variety of digital sources, and to use telecommunications and other media to interact or collaborate with peers, experts, and other audiences.

Results That Matter: 21st Century Skills and High School Reform

• “…traditional metrics of attendance, graduation, and college matriculation rates…..are no longer sufficient indicators of student preparedness. “Even if every student in the country satisfied traditional metrics, they still would remain woefully under-prepared for success beyond high school” (Partnership for 21st Century Skills, 2006, p. 2).

Results That Matter: 21st Century Skills and High School Reform

• “…traditional metrics of attendance, graduation, and college matriculation rates…..are no longer sufficient indicators of student preparedness. “Even if every student in the country satisfied traditional metrics, they still would remain woefully under-prepared for success beyond high school” (Partnership for 21st Century Skills, 2006, p. 2).

“Are They Really Ready To Work?”

• We are preparing students for an era that no longer exists and for a job market that no longer offers the same positions (Partnership for 21st Century Skills, 2006).

• “The future U.S. workforce is here – and it is woefully ill-prepared for the demands of today’s (and tomorrow’s) workplace” (The Conference Board et. al, 2006, p. 9).

http://www.google.com/ search?q=are+they+really+ready+to+work&rls=com.microsoft:en-us:IE-SearchBox&ie=UTF-8&oe=UTF-8&sourceid=ie7&rlz=1I7GGIT_en

“Are They Really Ready To Work?”• The three levels of proficiency presented on the

survey were adequate, deficient, and excellent. The report states that,

“…new entrants with a high school diploma do not have a single item on the Excellence List. All 10 skills that a

majority of employer respondents rate as ‘very important’ to workforce success are on the Deficiency List” (The Conference Board, Partnership et.al, 2006,

p. 10).

The 21st Century Curriculum• It is interdisciplinary, project-based, and

research-driven.

• It is connected to the community – local, state, national and global. 

• The curriculum incorporates higher order thinking skills, multiple intelligences, technology and multimedia, the multiple literacies of the 21st century, and authentic assessments. 

The 21st Century Curriculum• Service learning is an important component.

• Students are self-directed, and work both independently and interdependently.

• The curriculum is not textbook-driven or fragmented, but is thematic, project-based and integrated.

  Skills and content are not taught as an end in themselves, but students learn them through their research and application in their projects. 

The 21st Century Curriculum• Knowledge is not memorization of facts and

figures, but is constructed through research and application, and connected to previous knowledge and personal experience. 

• The skills and content become relevant and needed as students require this information to complete their projects.   

• Real-world audiences are an important part of the assessment process, as is self- assessment (pg. 5). 

http://21stcenturyschools.com

Group Forums

District Advisor Meetings

• Superintendent

• Assistant Superintendent

• PPS Director

• Lead Tech

Technology Advisory Committee •All levels and content areas

•Teachers•Admin•Technical staff

Presentation of Information

1. Superintendent and Assistant Superintendent

2. DAM Presentation

3. TAC Presentation

4. Board of Education Presentation

5. Written Presentation to Teachers