How should communities evaluate their schools’ tech integration? [HELP WANTED]
In honor of Digital Learning Day, let’s ask this question: How should communities assess their schools’ integration of digital technologies for learning and teaching?
See the list of proposed indicators below. What do you like? What would you add or change?
- Access to learning technologies for students and teachers (e.g., 1:1 computing initiatives, ubiquitous broadband Internet access, creative software, etc.)
- Technology integration in classes across the curriculum (e.g., English/Language Arts, Science, Math, etc.)
- Adequate personnel resources for supporting technology integration (e.g., learning technologists, information technology support staff)
- The role of technology use in class instruction (e.g., student v. teacher use, consumption v. production, replication v. acceleration or transformation of learning and teaching)
- Accessibility of adaptive technologies for students with special needs
- Ongoing, content-specific professional development for teachers that focuses on pragmatic solutions to technology integration in their context
- Student and family access to learning technologies after/away from school
This list is courtesy of Julian Vasquez Heilig, Greg Russell, Katie Jackson, and Dongmei Li at the University of Texas-Austin and is part of a larger project focusing on alternative, community-based forms of school accountability. If you have time, please give them some input. Thanks!
Image credit: Slide – Fancy iGadgets