Educational technology facilitators apply technology to facilitate a variety of effective assessment and evaluation strategies. Educational technology facilitators:
TF-IV.A. Apply technology in assessing student learning of subject matter using a variety of assessment techniques. Candidates:
1. Model the use of technology tools to assess student learning of subject matter using a variety of assessment techniques.
2. Assist teachers in using technology to improve learning and instruction through the evaluation and assessment of artifacts and data.
TF-IV.B. Use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning. Candidates:
1. Guide teachers as they use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning.
TF-IV.C. Apply multiple methods of evaluation to determine students' appropriate use of technology resources for learning, communication, and productivity. Candidates:
1. Assist teachers in using recommended evaluation strategies for improving students' use of technology resources for learning, communication, and productivity.
2. Examine and apply the results of a research project that includes evaluating the use of a specific technology in a P-12 environment.
ISTE Standard II
ISTE Standard III
ISTE Standard IV
ISTE Standard V
ISTE Standard VI
ISTE Standard VII
ISTE Standard VIII
Resume
Educational Philosophy
Program of Study
Authentic Assessments are assessments that use real world problems and applications rather than focusing on testing isolated facts out of context. These tasks could include keeping journals, designing and building things to specifications, maintaining electronic portfolios with writing samples, or utilizing learned computer skills in different applications. Helping teachers create this type of assessment for technology applications and other core curriculum content is a way that I, as the Technology Facilitator, can meet Standard IV. This third grade lesson entitled National Parks Research and Mapping Project that I used with my class is an excellent example of one authentic assessment tool that met technology and social studies objectives. I would create a variety of lessons of this type to share with my teachers and maintain a website where teachers can upload their own examples of best practices for others to share. Deal (2004) discuses the use of Flash Technology to create multimedia projects as another type of alternative assessment and as a powerful motivational tool to help students learn. (ARTICLE CRITIQUE)
A rubric is an assessment tool that contains a list of the criteria students must include in their projects to receive a certain rating or grade. This rating specifies the level of performance expected for several levels of quality. These ratings are added up to form a total score which is associated with a grade (A, B, C, etc). The teacher defines "quality" when the assignment is given so that students can judge and revise their own work before handing in their assignments. I would design several short Professional Development sessions for my teachers to introduce or refine the use of rubrics for assessment similiar to the rubrics I created to assess several projects I assigned in my classroom. (Writing Rubric, Listening Rubric, Science Rubric).
The Technology Facilitator should review articles describing research projects others have conducted that are available in academic literature and compile them. (Study of Resent Use of Authoring Tools) I would examine the results of these projects to see how the technology tools have been utilized in other districts and analyze how this information can help my teachers.
Deal III, Walter F. (2004). Resources in technology. Technology Teacher, 63(8), 16-19.
NJ CCCS
RSS FEEDS
National Parks Research and Mapping Project
Writing Rubric Listening Rubric Science Rubric Study of Resent Use of Authoring Tools