-3.4 Policies and Regulations

Policies and regulations are the rules and actions of society (or its surrogates) that affect the diffusion and use of Instructional Technology.

Week 4-Plan the assessment

Week 4 is an important week.  We are to plan the assessment and evaluate how it meets the key requirements for effective assessments.   We planned our assessments around the key requirements so they should line up well.  After reviewing them I have made a sort of checklist from the data from “What Kids Can Do“.  Here is that checklist.

Key Principles of Assessment

Assessment is for students.

√  Has personal relevance for students (e.g., provides a tangible product they can use).

√  Students become more confident and articulate about what they know.

√  Students feel ownership over the process as well as the product of their work.

Assessment is faithful to the work students actually do.

√  Notebooks, works-in-progress, and routine presentations are basis of assessment.

√  Occasions for reflection and discussion are integrated into ongoing project work.

√  Students are assessed on what they know and do, not what they don’t.

Assessment is public.

√  Students’ goals are solicited and become part of those assessed.

-I will add that this area can be improved, we need to add some more specific goals.

√  Criteria for judgment remain visible and accessible to students from the beginning.

√  Performances are viewed and judged by a broad group of people.

Assessment promotes ongoing self-reflection and critical inquiry.

√  Teachers and students both speak of the qualities of good work, and how to attain it.

√  Standards used reflect those of adult practitioners in the field.

√   Categories and criteria of assessment remain open-ended, subject to challenge and revision.

Looking over the key principles of assessment I think we should add some more goal oriented activities for the students and this way more student input can be included.  Overall, I think we are on track with the assessment!

Advertisements
Categories: -1.3 Instructional Strategies, -1.4 Learner Characteristics, -3.3 Implementation and Institutionalization, -3.4 Policies and Regulations, -4.3 Delivery System Management, -5.1 Problem Analysis, -5.3 Formative and Summative Evaluation, Reflections | Tags: | Leave a comment

Week 3 Part 1 and Part 2-Develop a Project Idea and Write a Driving Question

Week 3 I feel like has been a very important week for the development of the project.  There were two parts to this week.  The first part was to develop a project idea.  I scanned through various projects and as I mentioned on the last post the idea of creating a scouting activity would be great.  I offered to team up with anyone in the class (collaboration) and Zach Fodor liked the idea and we ran with it.  A few tweaks and this is what we came up with.

After putting the idea together the next part was to come up with a driving question.  Zach and I had the same philosophy of using technology to enhance the experience in nature. The driving question we came up with was “What technological tools will enhance my experience with demonstrating, documenting and explaining various subjects of nature?”  I think this question will be appealing and relevant to teacher and learner.  This generation of students are so technological and sometimes teachers try to restrict its use that it just causes frustration for them.  I have found that students will embrace and enjoy the idea of using technology and teachers won’t feel like they have to fight students to enjoy learning.

Other items addressed were the content standards students will be able to use and the 21st century skills that will be taught and addressed.  The standards we used were adopted by the San Mateo Education Standards which I think is appropriate based on the goal.  A visual project organizer was also created to help visually see the steps to take.

Overall, the project seems to be coming along well.  I am really happy to be working with Zach, he has really helped to put it all together.

Categories: -1.3 Instructional Strategies, -2.2 Audiovisual Technologies, -3.2 Diffusion of Innovations, -3.4 Policies and Regulations, -5.2 Criterion-Referenced Measurement | Tags: , | Leave a comment

School Evaluation Summary

The School Evaluation Summary was a really interesting assignment.  In this assignment we were first asked to familiarize ourselves with the Technology Maturity Benchmark then make an evaluation of our school.  This was completely new to me, I had never thought of technology in schools in such a complex way.  I think that might be one of the main problems we have.  It seems to me that with technology changing so quickly that we just let it come without planning properly and studying the developments.  I think School Evaluation Summaries will help with keeping up with technology because we have a measurable way that changes with the advancement of technology.

The Technology Maturity Benchmark uses different levels to determine the maturity of technology in the school.  The levels or stages are; the Emergent Stage, the Islands Stage, the Integrated Stage, and the Intelligent Stage.  Emergent represents the least mature and Intelligent as the most mature.   Each of these stages are divided into two categories; Behavioral and Resource/Infrastructure.  I think the division of each of these areas is very necessary because the behaviors of technology use and the sources available really determine the level of maturity in technology.  One thing I found interesting is that my school seemed to embrace technological resources but the behavior was one of the biggest factors in the development.  While the school did well on the resource side, the lack of training was really a big indicator of the maturity level.  Very little training was available and worse was the behavior of the teachers because the teachers didn’t have a strong desire to be trained.  So the biggest hold up in my school was the lack of training.  Technology is only as effective as the users ability.  As technology advances it gets simpler for the user but we can’t assume anyone can “just figure it out”.

This assignment was very interesting and I really enjoyed it.  It opened my eyes to realize the importance of defining what level of technology you’re using. If you don’t know where you’re at it’s difficult to see where you’re going especially in Educational technology.

School Evaluation Survey

Categories: -3.3 Implementation and Institutionalization, -3.4 Policies and Regulations, -4.1 Project Management, -4.2 Resource Management, -5.1 Problem Analysis, -5.3 Formative and Summative Evaluation, -5.4 Long-Range Planning, Reflections | Leave a comment

Digital Inequality Presentation

Reflection
I learned from this assignment that importance and value of being able to work as a team.  Our group was located in different states and even in a different country.  I learned the value of VoiceThread’s ability to connect people from all over the world.  We also used google hangout and google documents to collaborate ideas and plan to make the presentation successful.  Using these tools I was able to understand the AECT standard of Project Management by “planning, monitoring, and controlling instructional design and development projects” (Seels & Richey, 1994, p. 50) This assignment also helped me understand the digital inequality problem and different ways to solve it.

Vodpod videos no longer available.

Categories: -3.2 Diffusion of Innovations, -3.3 Implementation and Institutionalization, -3.4 Policies and Regulations, -4.1 Project Management, -4.2 Resource Management, Reflections | Leave a comment

Create a free website or blog at WordPress.com.