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Assessment of Assessment of ICTs in ICTs in
Classroom Classroom Instruction Instruction
Sarah McPherson Sarah McPherson New York Institute of New York Institute of
TechnologyTechnology
NECC 2009 Washington DC
Purpose Purpose To To examine tools for assessing use of examine tools for assessing use of
technology in the classroomtechnology in the classroom
To determine the validity of the instrumentsTo determine the validity of the instruments
To align the assessment with the To align the assessment with the professional development professional development
To identify how the assessment results can To identify how the assessment results can be used to improve the professional be used to improve the professional developmentdevelopment
To recommend tools and strategies for To recommend tools and strategies for assessing effective uses of ICTs in assessing effective uses of ICTs in instructional settings. instructional settings.
BackgroundBackground
A STEM MSP grant in the BronxA STEM MSP grant in the Bronx
To prepare teachers to use technology in To prepare teachers to use technology in STEM teaching and learningSTEM teaching and learning
To increase participants’ knowledge in STEM To increase participants’ knowledge in STEM content content
To provide instructional strategies for To provide instructional strategies for teaching STEM in middle school and high teaching STEM in middle school and high school environmentsschool environments
To assess the extent of use of ICTs in STEM To assess the extent of use of ICTs in STEM classrooms classrooms
Perspective/Theoretical Perspective/Theoretical FrameworkFramework
Partnership for 21Partnership for 21stst Skills Skills education and societyeducation and society education and learning education and learning
sciences sciences education and learning education and learning
tools tools
Partnership for 21st
C Skills
Classrooms Classrooms
What do or could they look like? A Kansas What do or could they look like? A Kansas classroomclassroom
No Future Left Behind A New York projectNo Future Left Behind A New York project
Assessment of 21st Assessment of 21st Century Skills Route 21 Century Skills Route 21
Supports a variety of assessmentsSupports a variety of assessments
Emphasizes useful feedback on student Emphasizes useful feedback on student performanceperformance
Requires a balance of technology-enhanced, Requires a balance of technology-enhanced, formative and summative assessments that formative and summative assessments that measure student masterymeasure student mastery
Enables development of portfolios of student Enables development of portfolios of student work to demonstrate high levels of student work to demonstrate high levels of student competencycompetency
Route 21 Assessment Route 21 Assessment ResourcesResources
The Reformed Teaching The Reformed Teaching Observation Protocol Observation Protocol
(RTOP) (RTOP)
Categories in the Categories in the ProtocolProtocol
Lesson Design and ImplementationLesson Design and Implementation
Content: Propositional Pedagogic Content: Propositional Pedagogic KnowledgeKnowledge
Content: Procedural Pedagogic KnowledgeContent: Procedural Pedagogic Knowledge
Classroom Culture: Communicative Classroom Culture: Communicative InteractionsInteractions
Classroom Culture: Student/teacher Classroom Culture: Student/teacher RelationshipsRelationships
Characteristics of the learning environment Characteristics of the learning environment and students and students
Teacher’s actions, (i.e. lecturing, discussion, Teacher’s actions, (i.e. lecturing, discussion, interactive directions, etc.) interactive directions, etc.)
Student learning activities (i.e. creating Student learning activities (i.e. creating presentations, researching, writing, drill and presentations, researching, writing, drill and practice, etc.) practice, etc.)
Technologies used by teacher and by studentsTechnologies used by teacher and by students
Time interval chart of useTime interval chart of use
NETS – T addressed NETS – T addressed
ISTE Classroom Observation ISTE Classroom Observation Tool (ICOT) Tool (ICOT)
ICOT ICOT
Classroom Observation Classroom Observation
Other Assessment Other Assessment ToolsTools
Technology InventoriesTechnology Inventories checklists of available checklists of available
technologiestechnologies teachers’ comfort levelteachers’ comfort level
E-PortfoliosE-PortfoliosStudent work samplesStudent work samplesAlignment with standardsAlignment with standardsRubricsRubrics
Questions to ConsiderQuestions to Consider
How can classroom How can classroom observation tools can be used observation tools can be used to evaluate technology use in to evaluate technology use in the classroom?the classroom?
How classroom assessment How classroom assessment tools align with professional tools align with professional development (graduate and development (graduate and non-credit)? non-credit)?
Grade Technology Available Technology and barriers
KComputer lab wiki
SmartBoard, projectorFilter blocked animal sounds
3Sp Ed
Laptop cart/projector website with video
Directions in unison
3 Smartboards, webquests, laptops Pop-ups , Search skills
5Inclusion
Smartboard and Video on InternetCalibration of SmartboardComputer freezing
6 LCD projector, laptop, PowerPoint No access to own laptop
7 Smartboard, laptops, overhead projector, flash video
Video conferencing
7/8Sp Ed
Laptops on cartGoogle Images
Hands-on – image as model
9Pasco Probes/ GraphingLaptop, Smart Board, TI 83s, projector
Computers to use with probes and calculators
10Teacher station projectorPowerPoint with Internet
Note taking
Technology Inventory Technology Inventory ResultsResults
Access to desktop and/or laptop Access to desktop and/or laptop computers with internet access, computers with internet access, SmartBoards, scanners, televisions, SmartBoards, scanners, televisions, VCRs/DVD players, overhead and LCD VCRs/DVD players, overhead and LCD projectors, printers, cameras, video projectors, printers, cameras, video cameras and math/science-related cameras and math/science-related educational software. educational software.
Access to laboratory equipment, such Access to laboratory equipment, such as calculators and thermometers, as calculators and thermometers, water supply, scales/balances, water supply, scales/balances, graduated cylinders/flasks/beakers, graduated cylinders/flasks/beakers, microscopes.microscopes.
Administrators’ Administrators’ ResponsesResponses
Difficulties in technology integration Difficulties in technology integration is due to is due to teachers' low level of technology teachers' low level of technology
skillsskills Lack of knowledge and skill for Lack of knowledge and skill for
integrating technology with integrating technology with contentcontent
Lack of time to explore resources Lack of time to explore resources and appropriate uses of and appropriate uses of technologytechnology
LimitationsLimitations
Actual classroom environment Actual classroom environment
Student population Student population
Classroom management practice Classroom management practice
Technology available Technology available
RecommendationsRecommendations
Regular access to technology for Regular access to technology for preparationpreparation
Access to the InternetAccess to the Internet
Reliable equipment Reliable equipment
Professional development Professional development
Educational Importance Educational Importance
Need for appropriate classroom Need for appropriate classroom observation metrics to assess observation metrics to assess implementation of ICTs implementation of ICTs RTOP lacks specific probes for RTOP lacks specific probes for
technology usetechnology use Technology inventory is not real time Technology inventory is not real time
and is self-reportand is self-report Route 21 requires research, some are Route 21 requires research, some are
commercial and state-specificcommercial and state-specific ISTE ICOT Classroom observation, ISTE ICOT Classroom observation,
technology use in contexttechnology use in context Teacher and student portfolio and Teacher and student portfolio and
reflection on what workedreflection on what worked
ReferencesReferencesArizona Collaborative for Excellence in the Preparation of Arizona Collaborative for Excellence in the Preparation of
Teacher (2000). Reformed Teaching Observation Protocol Teacher (2000). Reformed Teaching Observation Protocol (RTOP).(RTOP).
Bloom, B. S. (1956). (Ed.) Taxonomy of educational objectives: Bloom, B. S. (1956). (Ed.) Taxonomy of educational objectives: the classification of educational goals. Susan Fauer Company, the classification of educational goals. Susan Fauer Company, Inc. Inc.
Dewey, J. (1980). The school and society. Dewey, J. (1980). The school and society.
ISTE Classroom Observation Tool (ICOT), retrieved October 2, ISTE Classroom Observation Tool (ICOT), retrieved October 2, 2008 at 2008 at http://www.iste.org/icot/http://www.iste.org/icot/
Partnership for 21Partnership for 21stst Century Skills (2007). 21 Century Skills (2007). 21stst century skills century skills assessment. assessment. http://www.21stcenturyskills.org/route21/index.phphttp://www.21stcenturyskills.org/route21/index.php
Piaget, J. (1928). The child’s conception of the world. Routledge Piaget, J. (1928). The child’s conception of the world. Routledge and Kegan Paul, London. and Kegan Paul, London.
Vygotsky, L. (1978). Mind in society: Development of higher Vygotsky, L. (1978). Mind in society: Development of higher psychological processes. Harvard University Press. psychological processes. Harvard University Press. Cambridge, MA. Cambridge, MA.
