Reflecting on Substandard 1B, it appears that my focus unintentionally fell to the evaluation and communication aspects of the standard. As a person who loves data and gathering opinions from stakeholders, the evaluation piece of this standard interested me most.
So many schools invest in technology without being deliberate in setting goals for teacher support and classroom use as well as student learning outcomes. I’ve spoken to many administrators in my career who have never heard of frameworks like Triple E or SAMR that can support teachers in not only implementing technology, but implementing it effectively in order to develop 21st Century learning skills in all students. Evaluations like the ones I had the opportunity to complete can be quite effective in gathering input from multiple stakeholders and identifying room for improvement.
Over the past two years in the Digital Education Leader MEd program I have had the opportunity to complete two evaluations for two very different schools. The first evaluation is my 2017 Digital Readiness Survey which (as the name indicates) was designed to gauge the district’s level of readiness for using technology to implement 21st Century learning goals. That report is included below and you can also explore the post I wrote for more information on this project.
More recently I had the opportunity to complete an evaluative assessment. My goal was to evaluate teacher and student perceptions of technology use. I designed a survey that used a variety of open and closed-ended questions to get a complete picture of how often technology is used and how it is being used. I also asked students and teachers to reflect on ways that the technology initiative has been successful and ways that the school could still grow. A copy of the survey is accessible below.