Measuring Student and Teacher Technology Literacy for NCLB

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Measuring Student and Teacher Technology Literacy
for NCLB

• Whats an LEA to do?2004 National School Boards
  Association ConferenceDenver
• Carol D. Mosley
• Louisiana State Department of Education
• Bill Morrison
• Rapides Parish School District

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Why Measure?

• Meet agency requirements
• NCLB
• State
• Local
• Funding sources
• Measure success of programs
• Enable informed decision-making
• Formative and summative

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Today

• Goals of NCLB
• Title IID technology goals
• State application requirements
• Evaluation requirements of NCLB
• What must be evaluated
• Example indicators
• Sample instruments

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Technology Goals of NCLB

• Primary Goal
• To improve student academic achievement through
  the integration of technology in the classroom.
• Additional Goals
• To assist every student in crossing the digital
  divide by ensuring technological literacy by the
  eighth grade.
• To encourage the effective integration of
  technology resources.

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Each State Application Must Include

• (1) ..long-term strategies for improving student
  academic achievement, including technology
  literacy, through the effective use of
  technology. including through improving the
  capacity of teachers to integrate technology
  effectively into curricula and instruction.
• (2) A description of the State educational
  agency's goals for using advanced technology to
  improve student academic achievement, ...
• (3) steps to ensure that all students and
  teachers in the State, . have increased access
  to technology.
• (4) .. measures that the State educational
  agency will use to evaluate the extent to which
  activities funded under this subpart are
  effective in integrating technology into
  curricula and instruction.
• (5) A description of how the State educational
  agency will encourage the development and
  utilization of innovative strategies for the
  delivery of specialized or rigorous academic
  courses and curricula through the use of
  technology, .
• (6) .. supplement, and not supplant, State and
  local funds.
• (7) how the State educational agency will work
  to ensure that teachers and principals in a State
  receiving funds under this part are
  technologically literate.

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What Must Be Evaluated

• Title II Part D. 2145(5) Developing performance
  measurement systems to determine the
  effectiveness of educational technology programs
  funded under this subpart, particularly in
  determining the extent to which activities funded
  under this subpart are effective in
• integrating technology into curricula and
  instruction,
• increasing the ability of teachers to teach,
• and enabling students to meet challenging State
  academic content and student academic achievement
  standards

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What do we measure?

• Nobody knows..
• What the feds are telling us
• Louisiana is measuring
• Student Achievement/Proficiency
• Teacher Proficiency
• Administrator Proficiency
• Access to Technology
• Technology Integration

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Federal Evaluation Goals

• Performance Goal 1 Student achievement,
  including technology literacy, of all students is
  improved through the use of technology
• Performance Indicator 1.1The percentage of
  students by end of grade 8 that meet or exceed
  state standards for student literacy in
  technology.
• Performance Goal 2 Teachers effectively use
  technology and research-based practices to
  support student learning
• Performance Indicator 2.1 The percentage of
  teachers qualified to use technology for
  instruction.
• Performance Goal 3 Technology is integrated
  throughout the curriculum
• Performance Indicator 3.1
• The number of schools in which all students are
  able to work from a networked computer.

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Other Indicator Examples

• Student Literacy
• The percentage of students, who by the end of the
  8th grade have used technology research tools to
  locate, evaluate, and collect information from a
  variety of source and to process that information
  and report results.
• The percentage of students, who by the end of
  grade 8 have used technology to collaborate,
  publish products, and interact with peers,
  experts, and other audiences.

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Other Indicator Examples

• Teacher Literacy
• The percentage of teachers who designed,
  developed, and facilitate technology-enhanced
  lessons that address Louisiana Content Standards
  and K-12 Educational Technology Guidelines
• The percentage of teachers who use technology
  resources to engage in online, ongoing
  professional development and lifelong learning.

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Other Indicator Examples

• Technology Integration
• The percentage of schools that integrate the
  Louisiana K-12 Educational Technology Standards
  into the learning experiences of the students and
  school curricula in all core subject areas.
• Teachers will use technology to communicate and
  collaborate with peers, parents, and the larger
  community in order to nurture student learning

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Other Indicator Examples

• Student Access to Technology
• During the 2003-2004 school year, did ALL
  students in your school have access to a
  networked computer and were ALL students in your
  school regularly given the opportunity to do
  meaningful work from these networked computers,
  beyond use for drill and practice?Note For a
  school to answer YES to this question would
  mean that the school environment is such that all
  students have regular use of a networked computer
  for learning and research and that the use is
  across multiple disciplines and classrooms and is
  consistent with the Louisiana K-12 Educational
  Technology Standards. (Computer use for drill
  and practice activities in a lab or classroom
  environment alone would not meet this condition.)

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Student Literacy Standards

• NETS-S
• Basic operations and concepts
• Social, ethical, and human issues
• Technology productivity tools
• Technology communications tools
• Technology research tools
• Technology problem-solving and decision-making
  tools

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Teacher Literacy Standards

• NETS-T
• TECHNOLOGY OPERATIONS AND CONCEPTS.
• PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND
  EXPERIENCES.
• TEACHING, LEARNING, AND THE CURRICULUM.
• ASSESSMENT AND EVALUATION.
• PRODUCTIVITY AND PROFESSIONAL PRACTICE.
• SOCIAL, ETHICAL, LEGAL, AND HUMAN ISSUES.

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Instruments

• Sabine Student Survey
• Sabine Teacher Assessment
• Sabine Teacher Results
• Rapides Technology Questionnaire
• LCET Student, Teacher, School-level Administrator
  Central Office Level Administrator
  Self-Assessment Survey
• LCET Student and Teacher Performance-Based
  Assessment

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Copies of Instruments

• www.rapides.k12.la.us/nsba2004