Blog Entry #3

While researching how Indiana government has impacted educational technology integration and use, I found two articles relating to Indiana educational technology policy and online standardized testing. A 2010 article from Indiana Public Media states that the Indiana Department of Education would gradually be transforming state-wide exams to a digital format. According to the article, at least one grade level in every public school in Indiana was required to transfer from paper to online testing in 2010. The Chief Assessment Officer of the Indiana Department of Education was quoted with the following: 

“We thought that it might be useful if you’re trying to really get kids ready for the 21^st century and make sure they’re college and career ready, we should probably at least try and test them with 20^th century technology rather than 19^th century technology.” says Bruce. “Paper tests have been around forever."

Not only will this help get students prepared with 21st century skills, but the turnaround with online testing is much more efficient. However, not all schools have access to a large number of computers or the network capacity for simultaneous testing. Regardless, it is the IDEO's goal for all students to have sufficient computer skills to be able to take an online version of the Common Core assessment in 2014 (Moxley).

A 2012 article from State Impact's website suggests Indiana is now "ahead of the curve" when it comes to online testing. The Indiana Department of Education stated that Indiana is already testing more students online than most states. The ability to test students online was described as "invaluable" because of the quick results that allow schools to quickly identify how many retakes they will have to administer. Although the IDOE sees great value in using technology for assessment, they do not seem to have lost sight of the true goal. The director of college and career readiness from the IDOE said, “It’s great to be able to test online, but we wouldn’t be asking schools to spend so much on technology just for the purpose of assessing. We know that’s how students learn" (Ntiamoah).

I definitely agree with online testing and the benefits discussed in these articles. However, I feel as if the state needs to make more of an effort to get "ahead of the curve" in integrating technology in the classroom for student learning rather than focusing so much on assessment. From personal experience student teaching last semester, the only time teachers seemed to use the computer lab was when they had to do Acuity testing. Teachers signed up for a time slot and took students down to test on math, language arts, social studies, and science. My cooperating teacher did not take students to the computer lab at any other time. The main use of computers in that school was for testing. Eventually they will be using computers for even more testing when ISTEP+ becomes digital as well. The state should make more specific requirements for effectively integrating technology in the classroom....possibly starting with the RISE model. For many veteran teachers who are content with their teaching methods, this may be one of the only ways to ensure technology is being used for more than just standardized tests.


Sources:

• Moxley, Elle. "Why It Might Not Be A Smooth Transition To Online Standardized Testing After All." State Impact. NPR, 29 June 2012. Web. 27 Feb. 2013. <http://stateimpact.npr.org/indiana/2012/06/29/why-it-might-not-be-a-smooth-transition-to-online-standardized-testing-after-all/>.

• Ntiamoah, Eunice. "Indiana Standardized Testing to Be Conducted Online." Indiana Public Media. Indiana University, 10 Nov. 2010. Web. 27 Feb. 2013. <http://indianapublicmedia.org/news/indiana-standardized-testing-conducted-online-11249/>.

Blog Entry #2: What role should the Fed Government play in the ed tech policy process?

While searching for more information regarding the No Child Left Behind Act and technology integration, I wondered how technological literacy was to be measured. The national technology standards were created as a guideline after the NCLB act was put into place, and states were allowed to create their own set of technology standards if they wished. Since technological literacy can be defined in many ways, I searched to see what types of evaluations were in place for 8th graders when they have to be assessed in accordance with the NCLB act.

I found the following link: http://nces.ed.gov/nationsreportcard/tel/moreabout.asp

It is the site of the National Center for Education Statistics. The above link provides information about the National Assessment of Educational Progress (NAEP) and the Technology and Engineering Literacy (TEL) assessment they have developed. This year, the assessment is being piloted to students in 8th grade at selected schools. It will be fully operation in 2014. The TEL assessment will measure three main areas: technology and society, design and systems, and information and communication technology. It will include scenario-based tasks, short-answer, and multiple-choice questions to measure students’ knowledge and skills. Achievement levels will be as follows: basic, proficient, and advanced.

Federal policy specifies that the NAEP testing is voluntary unless the school receives Title 1 funds. Schools that receive Title 1 funding are required to administer the reading and mathematics assessments from NAEP. I think the new technology and engineering literacy assessment should be included as well. I agree with the fact that Title 1 schools are required to administer certain national tests because they are receiving federal funding. Since a Title 1 school receives federal funding, it seems fair for the federal government to implement the national technology assessment. It is their role because it involves government money. Schools not receiving Title 1 in each state should continue to be free to evaluate technological literacy with assessments other than the new national assessment. However, I think it would be appropriate for the federal government to narrow down the possibilities of assessment because they range from a single test, a course, or even a portfolio created over many years.