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Assessments of Teachers and Technology: Exploring the Possibilities

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Concerns-Based Adoption Model. Basic technical skills. Comprehensive assessments. 10/5/09 ... None, according to Doug Johnson of Mankato Public Schools. ... – PowerPoint PPT presentation

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Title: Assessments of Teachers and Technology: Exploring the Possibilities


1
Assessments of Teachers and Technology
Exploring the Possibilities
  • Jim Julius
  • SDSU-USD Joint Doctoral Program in Education
  • Society for Information Technology in Teacher
    Education Conference 2004

2
To follow up
  • Conference proceedings pp. 2303-2308
  • Download this ppt http//www.sandiego.edu/jjuliu
    s/tech_assess.ppt
  • Contact mejjulius_at_sandiego.edu

3
Overview
  • Professional Development
  • Needs Assessment
  • Validation
  • Assessment Tools

4
Professional Development
  • Inservice technology training for teachers is the
    "single most critical factor associated with
    improving student achievement when using
    technology in instruction" (Molenda Sullivan,
    p.17, citing a 2001 CEO Forum study)

5
Professional Development
  • Researchers on technology-oriented staff
    development cite importance of identifying
    teacher needs (Barkley Branco, Boyd, Bray,
    Moersch 2002)

6
Needs Assessment
  • Assessment tools also useful for accountability
    and evaluation
  • Common assessment tool survey Advantages
  • Easy
  • Inexpensive
  • Flexible administration (Jordan Hoefer)

7
Needs Assessment
  • Potential errors in the use and interpretation of
    surveys
  • biased design which may predetermine results
  • respondents giving more desirable answers
  • careless responses
  • inconsistent responses to similar questions
  • misinterpretation of directions and/or questions
  • poor population sample
  • inconsistent administration or scoring
  • answers that are acquiescent, extreme (too
    high/too low), or evasive (middle option/no
    opinion)

8
Needs Assessment
  • Embracing an empirically tested set of measures
    to ascertain teacher growth with technology use
    in the classroom will give policy makers, school
    administrators, and classroom practitioners the
    most consistent data to make informed decisions
    as to the real needs for improving the technology
    infrastructure beyond hardware and software
    issues. Furthermore, the findings stemming from
    these research studies can help shape the type of
    professional development interventions needed to
    maximize the level of technology implementation
    in the classroom. (Moersch 2001, p. 27)

9
Needs Assessment
  • Using a standardized measure can take advantage
    of "the work that has gone into identifying and
    conceptualizing potentially important needs and
    of using a measure for which reliability and
    validity have been established" (Jordan Hoefer,
    p. 167)

10
Validation
  • Reliability of an instrument Does it measure
    consistently?
  • Reliability is important but not enough a
    reliable instrument may be invalid due to bias

11
Validation
  • Validity of an instrument Does it measure what
    it is supposed to measure?
  • Establishing validity a well-documented
    judgmental and empirical process (see Gable,
    Hittleman Simon, Jordan Hoefer, Smith
    Glass)

12
Assessments from the Literature
  • Categories of technology assessments used with
    teachers in published studies which addressed
    validation in some way
  • Self-efficacy belief theories
  • Concerns-Based Adoption Model
  • Basic technical skills
  • Comprehensive assessments

13
Self-Efficacy Beliefs Microcomputer Utilization
in Teaching Efficacy Beliefs Instrument (MUTEBI)
14
Self-Efficacy BeliefsBeliefs About Teaching
with Technology (BATT)
15
CBAM Stages of Concern Questionnaire (SoCQ)
16
Basic Tech Skills Basic Technology Competencies
for Educators Inventory (BTCEI)
17
Basic Tech Skills Mankato survey
18
Basic Tech Skills CTAP2/iAssessment
19
Comprehensive Assessments Levels of Technology
Implementation Questionnaire (LoTiQ)
20
Comprehensive Assessments Taking a Good Look at
Instructional Technology (TAGLIT )
4-point scale from "I don't know how to do this"
to "I can teach others how to do this" How far
along are you in learning how to use a
spreadsheet to create graphs?
4-point scale from "I do not use it in teaching
and learning" to "I naturally include it in
teaching and learning and use it in powerful
ways" How far along are you in enhancing teaching
and learning using video production?
4-point scale from "No" to "Yes, Very Much As a
result of your use of technology in teaching and
learning, are you more inclined to serve as
coach, not lecturer or whole-group discussion
leader?
21
Comprehensive Assessments enGauge
  • 4-point scale from "No experience" to "Expert"
  • How much experience OR how much knowledge do you
    have with assessing student products created with
    technology such as multimedia projects,
    student-created Web pages, etc.
  • Rate your skill level for Searching for
    resources on the World Wide Web
  • How well is classroom technology use aligned with
    your districts standards, generally, throughout
    your school? (Not at all, Slightly, Fairly well,
    Very well, Don't know/No technology)

Interpret results of the educator survey within
the context of a specific school.
Designed to give a systemic view of a school or
district's use of technology
22
Conclusion
  • Possibilities for tech-oriented teacher
    education
  • None
  • Done without needs assessment
  • Done from homegrown needs assessment
  • Done from existing needs assessment
  • Done from existing, previously validated needs
    assessment
  • Same as previous, with validity asserted for the
    context/use of the assessment

23
Conclusion
  • Using existing validated assessments
  • Avoid reinventing the wheel
  • Precisely target tech-oriented teacher education
  • Allow accumulation of data for research

24
Web References for Assessments
  • BATT insight.southcentralrtec.org/ilib/batt.html
  • BTCEI insight.southcentralrtec.org/ilib/btcei.htm
    l
  • Mankatowww.isd77.k12.mn.us/resources/surveydatab
    ase.html
  • CTAP2/iAssessment ctap2.iassessment.org
  • LoTiQ lotilounge.com/LoTiQuestionnaire.html
  • TAGLIT www.taglit.org/taglit/login.aspx
  • enGauge www.ncrel.org/engauge
  • SoCQ www.ao.uiuc.edu/ijet/v3n1/rakes/

25
Web References for Other Assessments
  • Kentucky Implementation of Technology Survey -
    teacher oriented
  • http//profiler.hprtec.org/smf/survey.jsp?survey_i
    d174
  • Technology Surveys for School Stakeholders -
    comprehensive, community-oriented set of surveys
  • http//www.serve.org/seir-tec/surveys/
  • ISTEs Technology Support Index for school
    districts to assess technology support
  • http//tsi.iste.org
  • CEO Forums StaR Chart Benchmarking for schools
    to assess progress in technology integration
  • http//www.iste.org/starchart/index.cfm
  • Websites with Links to Additional Teacher
    Assessment Resources
  • http//insight.southcentralrtec.org/ilib/masterlis
    t.html
  • http//www.vismt.org/programs/infotech/planning/or
    esources/assessmt_resources.html
  • http//www.kn.pacbell.com/wired/fil/pages/listtech
    nolosu.htmlcat2
  • http//www.techtamers.com/free_resources/education
    al_technology/assessteach.htm

26
References
  • Barkley, S., Bianco, T. (2001). Online and
    Onsite Training When To Mix, When To Match.
    Educational Technology, 41(4), 60-62.
  • Boyd, E. G. (1997). "Training-on-Demand" A Model
    for Technology Staff Development. Educational
    Technology, 37(4), 46-49.
  • Bray, B. (1999). Eight Steps to Success
    Technology Staff Development That Works. Learning
    and Leading with Technology, 27(3), 14-20.
  • Cheung, D., Hattie, J., Ng, D. (2001).
    Reexamining the Stages of concern questionnaire
    a test of alternative models. Journal of
    Educational Research, 94(4), 226-236.
  • Enochs, L. G., Riggs, Ellis. (1993). The
    Development and Partial Validation of
    Microcomputer Utilization in Teaching Efficacy
    Beliefs Instrument in a Science Setting. School
    Science and Mathematics, 93(5), 257-263.
  • Flowers, C. P., Algozzine, R. F. (2000).
    Development and Validation of Scores on the Basic
    Technology Competencies for Educators Inventory.
    Educational and Psychological Measurement, 60(3),
    411-418.
  • Gable, R. K. (1986). Instrument development in
    the affective domain. Boston Kluwer-Nijhoff.

27
References
  • Hall, G., George, A.A., and Rutherford, W.L.
    (1978). Stages of concern about the innovation
    The concept, verification, and implications.
    Austin, TX Southwest Educational Development
    Laboratory.
  • Hittleman, D. R., Simon, A. J. (1992).
    Interpreting educational research an
    introduction for consumers of research. New York
    Merrill.
  • Jordan, C., Hoefer, R. A. (2001). Reliability
    and validity in quantitative measurement. In B.
    A. Thyer (Ed.), The handbook of social work
    research methods (pp. 546). Thousand Oaks,
    Calif. Sage Publications.
  • Kaufman, R. A., English, F. W. (1979). Needs
    assessment concept and application. Englewood
    Cliffs, N.J. Educational Technology
    Publications.
  • Lumpe, A. T., Chambers, E. (2001). Assessing
    Teachers' Context Beliefs about Technology Use.
    Journal of Research on Technology in Education,
    34(1), 93-107.
  • Moersch, C. (1995). Levels of Technology
    Implementation (LoTi) A Framework for Measuring
    Classroom Technology Use. Learning and Leading
    with Technology, 23(3), 40-42.
  • Moersch, C. (1999). Assessing Current Technology
    Use in the Classroom A Key to Efficient Staff
    Development and Technology Planning. Learning and
    Leading with Technology, 26(8), 40-43.

28
References
  • Moersch, C. (2001). Next Steps Using LoTi as a
    Research Tool. Learning and Leading with
    Technology, 29(3), 22-24,26-27.
  • Moersch, C. (2002). Measurers of Success Six
    Instruments to Assess Teachers' Use of
    Technology. Learning and Leading with Technology,
    30(3), 10-13.
  • Molenda, M., Sullivan, M. (2001). Technology in
    Education The Boom Is Behind Us. Technos, 10(3),
    14-19.
  • Smith, M. L., Glass, G. V. (1987). Research and
    evaluation in education and the social sciences.
    Englewood Cliffs, N.J. Prentice-Hall.

29
To follow up
  • Conference proceedings pp. 2303-2308
  • Download this ppt http//www.sandiego.edu/jjuliu
    s/tech_assess.ppt
  • Contact mejjulius_at_sandiego.edu
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