Technology & Learning - April 2008 - (Page 36)

ness and application), attitude (issues like leadership, professional development, support), and practice (matters of the curriculum, pedagogy). While knowledge is important, it’s best assessed at the individual level. Since these are usually snapshots in time of an instructor’s current skill levels, your data are subject to constant change and must be reevaluated annually. So it’s even more important to get a handle on both the faculty’s attitudes about technology use, as well as their practices, in terms of what they actually do. To conduct an effective evaluation, consider two concentrations of technology assessment—institutional as well as individual, as most technology assessments focus on the individual or the institution, but not both. And those assessments typically focus only on skills. Creating a brief but focused selfassessment tool, designed to enable your learning community to begin assessing its level of readiness, can provide a strong institutional snapshot of where your district is with information and can supply data on how well your programs are doing within this goal. You will not only engage your faculty at a broader level but also provide valuable information, establish and share the district’s current educational technology profiles, and identify and develop initial steps and 36 | www.techlearning.com Creating a brief but focused selfassessment tool can provide a strong institutional snapshot of data readiness. focus areas toward improving levels of technology-enhanced pedagogy and curricular integration. This instrument should identify and define evaluative profiles such as Early Tech (little or no technology where faculty members are asked to thoughtfully answer questions within very specific areas that are instrumental within your district. These can include topics like campus-wide leadership; campus-wide infrastructure, professional development, and technical support; intra-district and department leadership; department/ faculty infrastructure; technology-supported curricula; and faculty/ student competencies and use. Keep in mind, an institutional technology assessment is not intended to be a measure of any particular program’s technology readiness but rather to serve as a benchmark against which your institution can assess and track its own progress. The individual technology assess- use) to Developing Tech (showing some clear goals related to technology use) to Advanced Tech (which demonstrates focused and continuous improvement) to the Target Tech (which provides a model for the integration and innovative use of educational technology). The assessment can jumpstart local initiatives by focusing on key areas of long-range planning, such as teaching and learning, educator preparation and development, administration and support services, and an infrastructure for technology. Further, you should define major categories within the assessment, techlearning.com Need more assistance in assessing the needs and uses of technology within your district? Go to techlearning.com/april to find more on assessment strategies at both the institutional and individual levels. http://www.techlearning.com http://www.techlearning.com/april http://www.techlearning.com

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Technology & Learning - April 2008 Contents New @ techlearning.com Editor's Desk News and Trends Digital Age Assessment: Part 2 Anytime, Anywhere Learning Caught on Video Cover Story: Plan and Deliver Cutting Edge in Carolina Product Guide Reviews Best of the Blogs What's New LOY Profile Series

Technology & Learning - April 2008

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