Technology Evaluation Action Plan
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Technology Evaluation Action Plan
See Glatthorn et al., Chapter 13
Watch the three videos in this week’s activities
This assignment is to evaluate current technology including hardware and software used in the curriculum design. What works and what doesn’t. Does it meet current standards? How will you evaluate the effectiveness of technology used in your school? How do you determine when technology is no longer effective?
Vision Statement for this Evaluation Plan
To evaluate the current use and effectiveness of technology in the classroom and provide teachers with successful teaching strategies that will increase student engagement and learning.
Goals and Objectives of the Evaluation Plan
Establish a purpose for using specific technology tools that reflects teaching and learning.
Evaluate current technology tools to determine which programs and applications will best support and expand teaching and learning.
Determine the best approach for effectively integrating technology into the classroom.
Justify the need for the evaluation, including research-
based theory and/or evidence. This section requires citations. Because the field of education continues to change over the years, it is
important that we evaluate the effectiveness of current programs and tools that are in place. “Statewide educational agencies should review and evaluate school programs and curriculum in their states at a minimum of every 3 years. This type of review process helps to identify standards and interconnection issues that should be evaluated and addressed. It will also identify the success stories and research that is needed to validate the cost and implementation of new programs” (Glatthorn, Boschee, Whitehead, and Boschee, 2019). In today’s technology-driven society, we must plan how technology will be integrated into the classroom so that it is useful and beneficial. It takes more than simply adding technology to something we are already doing. “Bolting technology on top of existing organization of work in schools actually has been fairly well researched and it only leads to incremental improvement – you can write faster, it might look
better, but technology by itself does not improve writing” (Educational Impact, n.d.). Furthermore, technology used in the classroom should be evaluated on how it is being used and in what ways it might be more effective in achieving school goals. “Technology can be used for drill and practice; it can be used to promote critical, analytic, and higher-order thinking skills, as well as real-world problem solving. Technology in schools may best be used in the ways adults use technology to accomplish their work—write, organize and analyze information, do research, and communicate”
(Noeth and Volkov, 2004).
Team Members and
a Description of Their Roles
Project Director:
This is a consultant or a member of the district staff who has technical expertise in curriculum evaluation.
Evaluator:
They will meet with administrators, teacher-leaders, and classroom teachers to get a sense of their perspectives on the current technology and their thoughts on the evaluation. Additionally, they will observe the current technology programs closely to evaluate how it’s connected to student learning. Furthermore, they will identify problems with the current curriculum and present their findings to the rest of the team.
Administrators:
In consultation with the school board, they will determine both the purpose and the limits of the project.
Teacher-leaders:
They will function as an advisory and planning group, making recommendations to, and monitoring the performance of the project director.
Describe the Curriculum Evaluation Model from the Text that Best Frames the Evaluation of Technology Action Plan
The curriculum evaluation model that best frames the evaluation of a technology action plan would be Stake’s Responsive Model. This model emphasizes the importance of stakeholders in determining the evaluation issues. “By identifying their concerns and being sensitive to their values, by involving them closely throughout the evaluation, and by adapting the form of reports to meet their needs, the model, if effectively used, should result in evaluations of high utility to clients” (Glatthorn, Boschee, Whitehead, and Boschee, 2019). According to Stake, the evaluation process should be a collaborative effort because it can “increase the usefulness of the findings to persons in and around
the program” (Glatthorn, Boschee, Whitehead, and Boschee, 2019). It
is crucial that teachers are included in the evaluation process to gain a sense of their perspectives since they will be the ones using the materials in their classrooms. Implementation Strategy (Describe steps of this Evaluation Process)
1.
Meet with staff to gain a sense of their perspectives on the evaluation and to receive relevant data
2.
Analyze data to determine the scope of the evaluation
3.
Closely observe the program being evaluated to get a sense of its operation and to note any faults
4.
Identify the issues in the program and together with a team determine what kind of data will be needed to improve
5.
Meet again with staff to present findings and collaborate on solutions.
Materials and/or resources needed
to implement the plan
Current curriculum guides to review
List of standards being used
Data of student performance
3-5 guiding questions for an evaluation team to use in the
Does the technology plan facilitate instruction?
What goals should be implemented?
What strategies can be used to provide high-quality teaching?
How effective is the technology plan in accounting for student
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