Education in the 21st century has become nontraditional and technology has become an essential tool for learning and thinking skills in today's school systems. As school leaders it is imperative that we stay abreast of new technologies, know and utilize instructional technology and if we are expected to prepare our students we need to consider increasing our technology effectiveness. We are expected to make sure our students are technology literate, then they must be equipped with lifelong learning and thinking skills necessary to acquire and process information in ever-changing world. Technology isn’t going anywhere and in fact every year bar is raised for our students.
For example, many of our standardized tests are moving to online assessments. Using these assessments can have many pros and cons. Using online assessments can be beneficial because it is more accessible, avoids lost materials, faster turnaround time for scoring and evaluating tests, instantaneous feedback (data on students) and scoring results, less cheating and plagiarism incidents.
However using online assessment can also be problematic. The initial implementation may be costly and challenging, faculty & staff will need time to be trained, software upgrades, technical problems and security issues, learning curve, more variation / inconsistency in student, more difficult detection of cheating, the environment, and the ability to score essay information.
“Many traditional assessment practices consist of essay problem-type examinations and growing reliance on multiple-choice questions, for easy designs. However, it is argued that these assessment practices cannot adequately test for critical thinking, creativity, reflection, and authentic learning. Recent developments in assessment are advocating alternative and diverse assessment methods, including peer assessment, portfolio, reflective journaling, self-assessment, and performance-based assessment, which are deemed to be constructive, authentic, contextualized assessment, and to promote deep learning and skills development. “
- Jeanette M. Bartley,University of Technology, Jamaica,Ch. 1, p. 14, Online Assessment and Measurement: Foundations and Challenges, Hricko & Howell 2005
Nevertheless, many school administrators may be uncomfortable providing leadership in technology because they may be uncertain about implementing effective technology leadership strategies in ways that will improve learning, or they may believe their own knowledge of technology is inadequate. Because technology is credited as being a significant factor in increasing productivity in many industries, some people believe that more effective use of technology in schools could do more to improve educational opportunities and quality. (Clements & Sarama, 2003)
Clements, D. H., & Sarama, J. (2003). Strip mining for gold: Research and policy in educational technology—A response to Fool's Gold. Educational Technology Review, 11(1), 7–69. Retrieved August 29, 2010, from http://www.aace.org/pubs/etr/issue4/clements2.pdf
International Society for Technology in Education. (2000). National educational technology standards for teachers. Retrieved August 31, 2010, from http://cnets.iste.org/teachers/t_stands.html
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