instructional technology

It is interesting to see how so many people want  to assess studnts in so many ways. Today as we are driven by NCLB and the state SOL exams, many teachers believe that we are heading into the wrong direction by not allowing for creative thinking and problem based learning. Boudet examines the use of short term, medium term and long term assessments.Let’s examine each. Boudet (2008)

Short term is dealing with internal information. Usually we look at classworkand homework, observations of student classroom participation or we might inquire with the students as to what they are learning. I see this as good feedback with the exception that many students do not take it as serious as they should.

Medium term deals with internal and external information. In house assessments or benchmarks are used in our county. The benchmark measures their progress for a 9 week period or semester period. These seem to hold a little more consequence for those who strive hard for a letter achievement.

Long term, would be established by the SOL themselves. Do they measure true understanding and knowledge or are we learning how to teach an information assessment. The students do take them more serious as the consquence for faiure is not to graduate.

Since I teach anon Sol course we use projects and oral assessments in our studies. I see advancement in the student giving a presentation, or sitting for an interview. I see the imput and preparation that is needed. It seems to me that a legitimate blending of these assessments might be best. we still measure short mediukm and long term data just in different ways.

Boudett, K., City, E., Murnane, R., (2008). Datawise: A step- by- step Guide to Using Assessment Results to Improve Teaching and Learning. Harvard Education Press. Cambridge Massachusetts.

Collecting all this data. Now, what are we going to do with it? We need to create an action plan and develop the best way to utilzes a learning strategy to increase learning in the classroom.Upon seeing the need to solve the problem, we must search for a solution to the problem.

Let us look at how to go about solving this problem. The first thiong we must do is come up with an instructional strategy. This is the main element of the action plan we are going to develop.This seems to be the easier part as we all can agree for the need and we can brainstorm on what type of strategy. it is the next step, determing the plans appearance that is more difficult. We have so many teaching personalities and skills that it is hard to get a group to agree on what shape the plan will take when actually implemented. Everybody’s interpretation is slightly different.Boudette (2008)

Mybe we need to define the plan and put i down in writing with more precise direction. Then all involved can be directed more into a set path.

Onced we have used the plan, how will we decide if it works? What type of assessments will we choose to use. Again the differentation in the teachers might lead to a differeng opinionon the type of assessments. I see this even within our group trying to assess data. Which data is more essential and how will we show it?

The action plan will enable the group to have a better understanding especially with the differentation of the implementation.The plan will succeed, but maybe with some tweaking.

Boudett, K., City, E., Murnane, R., (2008). Datawise: A step- by- step Guide to Using Assessment Results to Improve Teaching and Learning. Harvard Education Press. Cambridge Massachusetts.

While examing data it is interesting to see how this data can create new questions concerning ths data. We continue to elook at resources of internal in nature and grasp the external information as well. We link the learning and the teaching. In not doing so we leave many question unexamined.

we also have to be able to examine practices. If we do not understand, describe and recognize what we see, then we tend to fail in understand what we are trying to achieve. In looking at the data for our Improvement plan we see many items that stand out because they are in the outer edges. But some of the subtle data tends to make us ask more questions or delve into researching more information and practices.

Boudett, K., City, E., Murnane, R., (2008). Datawise: A step- by- step Guide to Using Assessment Results to Improve Teaching and Learning. Harvard Education Press. Cambridge Massachusetts.

Learn about your students in a very different way, that is how I see data. Data provides so much information if we would only look and examine the information that is presented. The Boudet book had an interesting concept, ask questions and look beyond the most obvious. We tend to look at information as cut and dry. However we can ask more questions and then come up with a completely different answer.

As our group discusses the data we have collected, I see all of us starting to look in different directions than where we looking before. One question or idea from onw person usually generates another question or idea. Delving into questions and answers seem to help us gain a better understanding of the problem.

Boudett, K., City, E., Murnane, R., (2008). Datawise: A step- by- step Guide to Using Assessment Results to Improve Teaching and Learning. Harvard Education Press. Cambridge Massachusetts.

As we learn to decipher the data coming from assessments, we learn how to use the information to improve learning. Information can always be used in any manner that you can defend appropriately. The format is key. What are you trying to say? Showing comparisons are many times the easiest to understand. these comparisons with graphs point out the obvious. Using the same information in numerical form might be harder to examine. We tend to lose numbers easily where graphs tend to standout more.Boudette (2008)

The areas of concentration are pointed to directly and make it easy to follow. You can then spend more time on concentrating the area that you ned to increse.

Boudett, K., City, E., Murnane, R., (2008). Datawise: A step- by- step Guide to Using Assessment Results to Improve Teaching and Learning. Harvard Education Press. Cambridge Massachusetts.

It is interesting to hear the numerous forms of assessments. There seems to be so many types of testing utilized by our school systems it takes a full time job just to stay up with them all. Many observers are pointing out the importance of the teachers being able to interpret the assessments in order to use the information to improve the learning of their students.

You not only need to be familiar with the tests, but also no the critera that goes into the assessments. Analyzing all the data helps to understand some of the comparative information. You have to know the sampling, whether it is discriminatory, if there is measurement errors, the test reliability and the inflation of the scores.You must keep the tests in perspective and understand how the information is reported.

Boudett, K., City, E., Murnane, R., (2008). Datawise: A step- by- step Guide to Using Assessment Results to Improve Teaching and Learning. Harvard Education Press. Cambridge Massachusetts.

As I take a new education course I willl begin to reflect on the use of data whether it includes the use of technlogy or in a more traditional manner. I read an interesting article by J Wayman that dealt with the issue of how data usage could be expanded with the use of technolgy and some analytical skills. Wayman(2005)

I find it interesting that some basic concepts are carried throughout the education world yet be divided into many facets of learning. It keeps coming back to small groups, collaboration, and successful professional development. All the technology in the world does not help if you do not know how to use it.

Wayman, J., (2005). Involving Teachers in Data- Driven Decision Making: Using Computer Data Systems to Support Teacher Inquiry and Reflection. Journal of Education for Students Placed At Risk 10(3), 295-308. Retrieved from EBSCO August 31, 2008.

Our readings about new schools was interesting. It tied in the expectations of the growth of the internet and the use of web 2.0 tools. It made many good points in the change that needs to come.

The choice of software and and the types of resources were interesting. I agree every application is not right for every student or class. Being able to cherry pick at cost savings would be great. I also agree that the choice of text and resources is needed. i see even in the traditional schooloing that each teacher uses different resources even though we use the same text. Being able to go online and create a wikibook is an interesting idea. Havind just done that in class, I see room for improvement. it also seems to be  slow process for some. Solomon (2007)

The comments on guiding the student online makes me think of Plato, which tends to make you do that on a non problem solving method. It allows you to go in different paths depending on your improvements. I also thought the idea of non grades being replaced with advancement levels.I definitely think we will soon see this.  Solomon (2007)

This text has been very interesting and I encourage all to take the time to read it.

Solomon, G. ; Scrum, L. Web 2.0 new tools, new schools.(2007). International Society for Technology in Education. WashingtonDC.

Administrators are having to make many new decisions and incresing the scope of older decisions. our readings looked at how the leadership of the school districts are examining their responsibilities including preparing the instruction to students in Virginia on internet safety as a mandated requirement of instruction.

In the Solomon book we examined how the new web 2.0 tools could be implemented for integration and of course how they would be paid for. A suggestion was made that the district adminstrators did not necessarily have to fully understand how to use these tools, only to understand their values and to formulate a plan on their usage. Solomon (2007)

It used the example of integrating blogs and wikis into the communication of all concerned with instructional technology. Teachers, administrators, and even community members can participate in using these tools to communicate and collaborate while establishing the needs of the students. Solomon (2007)

Financial barriers are often the major reason as to non usage and the expansion into professional development. It discussed the use of open sourcing , elaborating on the idea it was not always the least expensive way to go. It is a way that has to be examined closely. Solomon (2007)

We will continue to grow in meeting our leadership needs and as they do we will see more overall success. We will also see the ned for laws and regulations like the new Virginia law on teaching internet safety. We must continue safely guided information to thes thirsty students looking to increase their internet usage.

Solomon, G. ; Scrum, L. Web 2.0 new tools, new schools.(2007). International Society for Technology in Education. WashingtonDC.

Nw Va Law: Teach Web Safety retrieved July 5 2008. http://www.eschoolnews.org/news/showStoryts.cfm?ArticleID=6261

The ongoing question as to where does the integeration of technology get boogged down in enriching learning to todays’ students. Why do we fall short of technology expectations? How can we help the students expand there learning? these are all questions that confront us on a daily basis. our readings this wek explore some answers and solutions to todays problems.

The VSTE article takes a look at how and why we need to reach to the learners that are advanced in technology. It discusses how these learners have utilized technology in the socail aspects of their lives. It points out or suggest that it is important to reach out to the students in formats they use everyday with Web 2.0 tools. The article stresses that we do not lose the information of tradition , but relay the information in a format that the learner will easilly engage due to their constant practice of these new tools. This article talks of how you would expose a learner new to a languge. This is an interesting concept. I like that approach to both the learner and the teacher. Use the language they understand, but expand the information.Coffman (2007)

The Solomon book seems to back the same idea. it reaches out more to getting the teacher properly prepared to integrate these new tools into the classroom. It examines how set up a community of practice, including using these new tools in the professional development class themselves. Exchange ideas through blogs, wikis and podcats. You tend to understand how to use these tools when you yourself have engaged in them in practice.Solomon (2007)

We must improve and expand our professional develoment. bring it to the 21st century as well. This course has helped me to understand a lot by using the various tools.

The bottom line is how to engage the student through new techniques, ones they understand.

Solomon, G. ; Scrum, L. Web 2.0 new tools, new schools.(2007). International Society for Technology in Education. WashingtonDC.

Coffman, T; Campbell, A.; Heller, E.; Horney, E.; Slater, L. (2007). VSTE Journal Vol 21, No.6. The New Literacy Crisis:Immigrants Teaching Natives in the Digital Age. retreived June 28th, 2008. http://blackboard.umw.edu/webapps/portal/frameset.jsp?tab=courses&url=/bin/common/course.pl?course_id=_26336_1