Technology Assessments

The value of accessing educator’s technology leadership knowledge and skills lies in what district’s do with the information they access. Many times we spend much time and effort in developing tools, procedures and time in gathering information but then either don’t know what to do with that information or just keep it somewhere to say we “checked the box.” Districts can plan and model professional development and in-service activities around the information they have gathered as well as plan for future training and allocating of expenditures. In addition, the historical value of the information can be evaluated to determine whether districts are moving forward at an appropriate pace, remain stagnant, or sadly, moving backward in establishing technology goals. “There’s a whole new world out there with a whole new set of skills our kids need to manage.” (Richardson, 2007) We must know where are students are in order to better meet their technological needs. What a disservice to them if we are not taking the knowledge we have and putting it to good use. It takes everyone, including administrators, teachers, students, and parents, along with “solid longitudinal data that provide not just accountability, but also a compass by which to keep teaching and learning on a true course for each unique student.” (Stansbury, 2007) So what are the cons of technology assessment? It is possible that there could be flaws in the assessment tool or the way in which the data is gathered. Even in the STaR chart data, if teachers and administrators do not take the time to fully understand and complete the survey in an honest and thoughtful way, the information may not be as accurate as it needs to be. However, I believe that the pros far outweigh the cons if our focus is success for all stakeholders, specifically the students.

Richardson, W. (2007). The seven Cs of learning: A new c-change in education. District Administration, 43(3), 97.

Stansbury, M. (2007). Savvy educators reveal secrets of reform. eSchool News, 10(9), 17.