The Texas School Technology and Readiness (STaR) Chart is based on teacher self-assessment of their campus and district's effort to effectively integrate technology across the curriculum. It also aligns with the new Long-Range Plan for Technology, 2006-2010. State funded technology grants rely heavily on this information. The state also uses this information to determine if a campus is fulfilling the requirement for No Child Left Behind, Title II, Part D that states all teachers should be technology literate and integrate technology across the curriculum (NCLB Act, 2002). These assessments provide valuable information on current technology profiles, future goal setting and necessary funding. On a smaller scale, the assessments provide teachers with insight into their strengths and weaknesses and allow them to focus on specific areas of growth. The opposing view states that teacher assessments are damaging and are of little value. The basis of their opinion is that the focus will be taken away from the curriculum and driven by the technology. Therefore, creating an environment where the teacher is focused on "using" technology not "integrating" technology.
The assessment of student technology skill levels is of equal importance. In The Principles for Fair Student Assessment Practices for Education in Canada (Joint Advisory Committee, 1993), assessment is broadly defined as:
The process of collecting and interpreting information that can be used (i) to inform students, and their parents about the progress they are making toward attaining the knowledge, skills, attitudes and behaviors to be learned or acquired, and (ii) to inform the various personnel who make educational decisions about students. (p. 3)
This demonstrates that assessments are valuable in supporting learning and reporting learning not directing learning. Students are far ahead of their educators in terms of taking advantage of digital technology and using it to their advantage. We cannot, no matter how hard we try or how smart we are (or think we are), invent the future education of our children for them. The only way to move forward effectively is to combine what they know about technology with what we know and require about education. (Prenskey, Marc). The only way to know "what they know" is to assess the students' current level of knowledge. Student centered learning is essential to making us true competitors on a global level. In conclusion, assessments help schools and districts gauge their progress with learning technology and develop an informed plan of action. It also presents information on the effective uses of technology to advance student learning and the educational system conditions required to use technology effectively. I am a stronger believer that teacher and student technology assessments are of great value.
References:
Joint Advisory Committee. (1993). Principles for fair student assessment practices for education in Canada. Edmonton, AB: Centre for Research in Applied Measurement and Evaluation.
Long Range Plan for Technology 2006 - 2010
No Child Left Behind Act, Title II, Part D
Prensky, M. (2008). Adopt and adapt: Shaping tech for the classroom.
Edutopia: The George Lucas Educational Foundations
