The Value of Technology Assessments

When a district or campus meets to create a plan for technology integration, the assessment of knowledge and skills of the classroom teacher is imperative.  Because the teacher is the creator of the lessons and activities that occur in the classroom, they will need to have a strong repertoire in various technology applications and softwares and know how their particular students learn in order to plan for the seamless integration.   They should be able to guide students through the development of students' higher-order thinking skills during the learning activities.  


Good teachers will welcome the assessment of their own skills so they know where they are and can determine the types of professional and personal growth they will need to make in order to ensure their students' success.  When teachers are savvy in their technological practices and know when to use what technology piece,  students' skills and knowledge soar.  "Algebra and geometry softwares are among those effective in facilitating mathematics achievement for elementary, middle, and high school students when teachers are skilled in guiding student activities" (Cradler, McNabb, Freeman, & Burchett, 2002).    Research even shows that the students who are at risk and disadvantaged made gains "twice the national average on reading and math test scores" according to Cradler et. al. (2002) .    When districts have an assessment plan for teachers in technology use, then students' skills improve dramatically.  

When assessing the technology skill of teachers and students, no negatives appeared.    However, the district will need to develop a specific tool based on the state and district technology plan that defines what knowledge and skills are important for teachers and students to know and be able to do.  When a district incorporates a good strong assessment tool, teachers and students are the winners.

Cradler, John, McNabb, Mary, Freeman, Molly, & Burchett, Richard (2002). How does technology influence student learning?     

           Learning and Leading with Technology, 29(8), 46-49, 56.