Technology Integration Component
In this complex and information rich society students need to effectively use technology to solve problems, gather, analyze and report information, and communicate with others around the world. To achieve these goals, students need a teacher with the knowledge and skills to create a classroom environment that facilitates students' use of technology to learn and communicate.
The International Society of Technology in Education (ISTE) has identified six standards, based on technology integration research, that should be met to successfully integrate technology into the classroom: 1) technology operations and concepts, 2) planning and designing learning environments and experiences, 3) teaching and learning and the curriculum, 4) assessment and evaluation, 5) productivity and professional practice, and 6) social, ethical, legal and human issues. Preparing teachers to use technology in the classroom to improve student academic achievement is the principal goal of Enhancing Education through Technology (EETT), Title II of No Child Left Behind legislation.
Click here to see CaseNEX's alignment with the guidelines of the No Child Left Behind Act.
To meet the demands of NCLB and EETT, CaseNEX has created a comprehensive solution that includes both online assessment tools for teachers coupled with research-based, customized professional development. The Technology Integration Component of the assessment and professional development program complements the content of the ISTE NETS for teachers and EETT. This is precisely the type of job-embedded professional development required by NCLB. The model is illustrated below.
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Two Assessments: Needs Assessment Survey and Knowledge Assessment
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The Needs Assessment Survey measures educators' level of technology integration in the areas identified by ISTE NETS for teachers. It can be used as a needs assessment to establish a baseline for educators' level of technology integration, to identify professional development needs, to measure the affect of technology integration professional development on educator practice, and to measure progress of technology integration. |
Select the response that best represents your use of technology in the classroom:
| 1. | a. | I use a variety of technology tools to assess my students' learning. Tools could include online assessments, content related drill and practice software and technology-generated mind mapping). | b. | I depend on a variety of computer applications to help me assess and report my students' achievement. My students regularly select appropriate assessment tools to determine and demonstrate their learning levels. Tools could include online assessments, content related drill and practice software technology-generated mind mapping, online journals and electronic portfolios | c. | I never or seldom use computer applications to collect data on student achievement. | d. | I occasionally use computer applications such as online assessments, content- related drill and practice software and technology-generated mind mapping. |
| 2. | a. | I regularly use my grade book or spreadsheet program to keep myself and my students continually up-dated on their progress in my classroom. Frequent reports to students and parents may include current grade, test/project scores and assignment status, including those missing. | b. | I use an electronic grade book program or student information system only because I am required to do so. | c. | My students and I depend on frequent reports from grade book, spreadsheet program and/or online assessments to set student learning goals. Together students and I use the reports to identify their individual strengths and weaknesses and plan their approach to learning content accordingly. | d. | I use computer applications such as a grade book program, student information system, or spreadsheet to record, calculate and report student learning. I use generated reports to give students and parents feedback during regular grading periods. |
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The Knowledge Assessment is designed to evaluate teachers' skills and knowledge needed to successfully integrate technology into the classroom based on the ISTE NETS for teachers. The Assessment can be taken in its entirety or subdivided into topical areas based upon the needs of the school and district. The Knowledge Assessment produces more detailed information for refining, evaluating, and extending professional development plans, as well as the allocation of funds and resources. Examples of Knowledge Assessment questions are listed below: |
- Which of the following technology-based student products is LEAST effective in showing extent of student learning of content?
- Electronic portfolio
- Technology generated concept map
- Digital photograph
- Multimedia presentation
- When computer-based technologies are integrated into content-based lessons the MOST effective assessment tool is:
- A checklist completed at the end of the project that lists all of the necessary steps needed to complete the project.
- A written test that evaluates the student's knowledge of lesson content.
- A rubric that covers computer, collaboration skills, quality of content and technical quality of the product.
- A student oral report that summarizes what the student has learned and describes the technologies used.
These assessments are administered in a non-threatening environment, using a computer and web browser. Teachers sign in using a secure account with results known only to the individual teacher and the curriculum planner or principal.
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Professional Development
Assessment results suggest specific areas of need, for example, whether teachers need to learn how to administer and interpret assessments of student computer-based products, or whether teachers understand how to design and manage effective technology integrated learning environments. To address these identified needs, CaseNEX offers a variety of reading courses that can be taken individually or in a series.
Sample Course Listing: Available in 5, 10, and 45-hour versions
- Technology and Schools: Addressing Challenges and Change
- Creating Effective Learning Environments for Technology Integration
- Designing and Assessing Technology Enhanced Lessons
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Characteristics of Effective Early CaseNEX courses include a technologically blended, case-based approach. Participants read cases, view streamed video, and follow links to a virtual library of current research. Multimedia, Web-based cases, or "slices of life", form a bridge between best practices and the complex school environment. CaseNEX courses provide teachers opportunities to practice recognizing and solving educational problems through a research-based, five-step method of case analysis.
This process enriches teachers' understanding of the cases and provides them with research-based tools for addressing their own professional challenges. Teachers who can perform these steps in case-based studies are likely to repeat the process when faced with similar situations in their classrooms. This is precisely the type of job-embedded professional development required by NCLB.
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Technology Integration Course Descriptions
Technology and Schools: Addressing Challenges and Change
This course supports educators as they face an ever-changing technological environment and seek to integrate technology into the classroom. Participants will consider issues such as access and equity, collaboration and teamwork, and the impact of technology on teaching and learning. Educators will explore practical strategies to implement in their learning environment.
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Creating Effective Learning Environments for Technology Integration
This course provides K-12 teachers with the knowledge and application skills critical in creating a technology-enhanced learning environment that increases student achievement. Using case studies participants will explore the differences between technology use in a traditional teacher-centered environment and in a student-centered problem-solving environment. Numerous student and classroom management techniques will be covered to provide equitable technology use for all students.
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Designing and Assessing Technology Enhanced Lessons
This course provides K-12 teachers with the knowledge and skills to design and assess effective technology-enhanced lessons that increase student achievement. Participants will understand the elements that make up successful technology-enhanced lessons addressing content standards and will gain the knowledge and tools critical to assessing student developed computer-based products. Using case studies, course participants will follow a problem-solving methodology to revise and improve lesson and assessment design.
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