Program Learning Outcome 5

Exemplify ethical practices of technology usage. In this module I demonstrated how to utilize ethical practices while using technology programs for learning. 

Running head: ETHICAL PRACTICES OF TECHNOLOGY USAGE

 Exemplify Ethical Practices of Technology Usage

Dianza Zackery

Ashford University

Capstone-EDU 697

June 11, 2014

Instructor Lawrence

Exemplify Ethical Practices of Technology Usage

There are many ways and possibilities for incorporating technology into the classroom and getting away from the traditional strategies of teaching.  Education is no longer limited to textbooks and learning within the classroom.  You can bring the world into the classroom with just a click of a button! Technology based-learning sanctions learning to implement endless and innovative procedures. These procedures help to develop lessons which cater to student’s individual learning styles which exceed barriers and change the foundation of teaching and learning.  When students are using technology as a tool or a support for communicating with others, they are in an active role rather than the passive role of recipient of information transmitted by a teacher, textbook, or broadcast. The student is actively making choices about how to generate, obtain, manipulate, or display information. Technology use allows many more students to be actively thinking about information, making choices, and executing skills than is typical in teacher-led lessons.

Discussion

One major ethical issue is Web Accessibility. Web accessibility aims at improving to online learning opportunities for all people including those with disabilities and it allows all students the opportunity to participate in their right to experience the power of the Internet for lifelong learning (edweb.sdusu.edu). Moreover, when technology is used as a tool to support students in performing authentic tasks, the students are in the position of defining their goals, making design decisions, and evaluating their progress (ed.gov).  One cannot assume that a student has access to technology outside of the classroom and thus needs to allow class time

 ETHICAL PRACTICES OF TECHNOLOGY USAGE

 when using technology.  When using technology and teachers realize the power of the Internet, their roles may change. The teacher is no longer the center of attention as the dispenser of

information, but rather plays the role of facilitator, setting project goals and providing guidelines and resources, moving from student to student or group to group, providing suggestions and support for student activity.  

Web 2.0 is the growing set of tools and processes that allows anyone to create digital content and collaborate with others without special programming skills (Reiser & Dempsey, 2012, p. 169). Synergies between Web 2.0 and Constructivist theories are through collaboration in and outside of the classroom. Web 2.0 tools offer many different ways for students to collaborate. Some examples include:  blogs, wikis, instant messaging, emailing, video conferencing, podcast, YouTube and social networking sites. Not only students but people in corporate arenas in today’s world in age thrive on collaboration and engagement, in turn making Web 2.0 tools a necessity in and outside of the classroom. Using Web 2.0 technologies in the classroom enhances a teacher’s course by maximizing class time, minimizing workload, increasing students’ understanding of the course content, improving students’ performance in the course, enhancing students’ communication skills and engaging students in the classroom (Web 2.0 Technologies).

The integration of the Internet and Web 2.0 tools has changed the way we as educators look at education, conduct our classroom and plan our lessons using tools such as: wiki’, weblogs, presentation tools and collaboration.  There are ethical concerns with web accessibility, diversity, inequality and privacy.  As educators we must strive to exemplify ethical practices of technology usage in and outside the classroom.

ETHICAL PRACTICES OF TECHNOLOGY USAGE

Re-Design Activity

 The instructional design project I chose to redesign is from Trends and Issues in Instructional Design and Technology EDU 655. My lesson was entitled The Future of E-Learning. The learning goal for the 21^st Century and beyond will consist of engaging and empowering learning experiences both in and outside of school that prepares learners to be active, creative, knowledgeable, and ethical participants in our globally networked society.  The educational system today supports learning in a more traditional realm using mainly textbooks, teacher /student instruction and learning taking place in a classroom. The role of technology in our classrooms will weigh heavily on funding which raises the question to the state, district, schools and educators as to whether or not change and learning is truly an important factor in our student’s education.

My first internet tool is blogs or “weblogs.”  Blogs allow an author to post an idea, assignment online and have others subscribers to the blog and add comments.  This allows the author and subscribers connect anywhere.  Students can collaborate with others students and teachers from around the world. The ethical concern is privacy among students and teachers.  Comments can be viewed by anyone and other students.  These comments can lead to inappropriate messages from other students.

The second Internet tool is Wikis which is a website where anyone can edit anything at any time. Wikipedia is the most well-known wiki.  Wiki’s can be created by anyone.  An author can choose to view and edit the wiki and can make changes.  Wikis can be created, edited, reviewed and published.  This tool is great for peer review and collaboration.  Others from around the world are able to edit the page.  The teachers can post course assignments and links. 

ETHICAL PRACTICES OF TECHNOLOGY USAGE

The ethical concerns using wikis are wrong information which you should verify information and author before publishing.  Students should be mindful of hacked entries because anyone can edit these entries.  Also, look out for marketing entries there should be no advertisement added to the page.

The third Internet tool is social media which is a form of online publication that allows for active communication.  When social media is used responsibly by educators and students learning can be effective.  For each class assignments students were responsible for evaluating each other’s work (groups only).  The class was online and social media played an essential role in connecting students and creating an online community. Some tools such as: Facebook, Twitter and LinkedIn provide a platform where users can dialog, exchange ideas and find answers to questions in which will foster collaboration and discussion. Some ethical concerns are that social media can be a distraction and may divert student’s attention.  Cyberbullying can occur which can be a weapon for malicious behavior.  It also takes away from face-to-face communication which can be difficult to form personal relationships and attend social gathering

                                                      References

Lin, H. (2007). The ethics of instructional technology: issues and coping strategies experienced by professional technologists in design and training situations in higher education. Educational Technology Research and Development, 55, 411-437. Retrieved from http://edweb.sdsu.edu/courses/ed690mb/ethics.pdf

Reiser, R. & Dempsey, J. (2012). Trends and issues in instructional design and technology (3rd

ed.). Boston, MA: Pearson.

Effects of Technology in the Classroom. (N/d). Retrieved from

http://www2.ed.gov/pubs/EdReformStudies/EdTech/effectsstudents.html

           

            

Program Learning Outcome 5

Exemplify ethical practices of technology usage. In this module I demonstrated how to utilize ethical practices while using technology programs for learning. 

Running head: ETHICAL PRACTICES OF TECHNOLOGY USAGE

 Exemplify Ethical Practices of Technology Usage

Dianza Zackery

Ashford University

Capstone-EDU 697

June 11, 2014

Instructor Lawrence

Exemplify Ethical Practices of Technology Usage

There are many ways and possibilities for incorporating technology into the classroom and getting away from the traditional strategies of teaching.  Education is no longer limited to textbooks and learning within the classroom.  You can bring the world into the classroom with just a click of a button! Technology based-learning sanctions learning to implement endless and innovative procedures. These procedures help to develop lessons which cater to student’s individual learning styles which exceed barriers and change the foundation of teaching and learning.  When students are using technology as a tool or a support for communicating with others, they are in an active role rather than the passive role of recipient of information transmitted by a teacher, textbook, or broadcast. The student is actively making choices about how to generate, obtain, manipulate, or display information. Technology use allows many more students to be actively thinking about information, making choices, and executing skills than is typical in teacher-led lessons.

Discussion

One major ethical issue is Web Accessibility. Web accessibility aims at improving to online learning opportunities for all people including those with disabilities and it allows all students the opportunity to participate in their right to experience the power of the Internet for lifelong learning (edweb.sdusu.edu). Moreover, when technology is used as a tool to support students in performing authentic tasks, the students are in the position of defining their goals, making design decisions, and evaluating their progress (ed.gov).  One cannot assume that a student has access to technology outside of the classroom and thus needs to allow class time

 ETHICAL PRACTICES OF TECHNOLOGY USAGE

 when using technology.  When using technology and teachers realize the power of the Internet, their roles may change. The teacher is no longer the center of attention as the dispenser of

information, but rather plays the role of facilitator, setting project goals and providing guidelines and resources, moving from student to student or group to group, providing suggestions and support for student activity.  

Web 2.0 is the growing set of tools and processes that allows anyone to create digital content and collaborate with others without special programming skills (Reiser & Dempsey, 2012, p. 169). Synergies between Web 2.0 and Constructivist theories are through collaboration in and outside of the classroom. Web 2.0 tools offer many different ways for students to collaborate. Some examples include:  blogs, wikis, instant messaging, emailing, video conferencing, podcast, YouTube and social networking sites. Not only students but people in corporate arenas in today’s world in age thrive on collaboration and engagement, in turn making Web 2.0 tools a necessity in and outside of the classroom. Using Web 2.0 technologies in the classroom enhances a teacher’s course by maximizing class time, minimizing workload, increasing students’ understanding of the course content, improving students’ performance in the course, enhancing students’ communication skills and engaging students in the classroom (Web 2.0 Technologies).

The integration of the Internet and Web 2.0 tools has changed the way we as educators look at education, conduct our classroom and plan our lessons using tools such as: wiki’, weblogs, presentation tools and collaboration.  There are ethical concerns with web accessibility, diversity, inequality and privacy.  As educators we must strive to exemplify ethical practices of technology usage in and outside the classroom.

ETHICAL PRACTICES OF TECHNOLOGY USAGE

Re-Design Activity

 The instructional design project I chose to redesign is from Trends and Issues in Instructional Design and Technology EDU 655. My lesson was entitled The Future of E-Learning. The learning goal for the 21^st Century and beyond will consist of engaging and empowering learning experiences both in and outside of school that prepares learners to be active, creative, knowledgeable, and ethical participants in our globally networked society.  The educational system today supports learning in a more traditional realm using mainly textbooks, teacher /student instruction and learning taking place in a classroom. The role of technology in our classrooms will weigh heavily on funding which raises the question to the state, district, schools and educators as to whether or not change and learning is truly an important factor in our student’s education.

My first internet tool is blogs or “weblogs.”  Blogs allow an author to post an idea, assignment online and have others subscribers to the blog and add comments.  This allows the author and subscribers connect anywhere.  Students can collaborate with others students and teachers from around the world. The ethical concern is privacy among students and teachers.  Comments can be viewed by anyone and other students.  These comments can lead to inappropriate messages from other students.

The second Internet tool is Wikis which is a website where anyone can edit anything at any time. Wikipedia is the most well-known wiki.  Wiki’s can be created by anyone.  An author can choose to view and edit the wiki and can make changes.  Wikis can be created, edited, reviewed and published.  This tool is great for peer review and collaboration.  Others from around the world are able to edit the page.  The teachers can post course assignments and links. 

ETHICAL PRACTICES OF TECHNOLOGY USAGE

The ethical concerns using wikis are wrong information which you should verify information and author before publishing.  Students should be mindful of hacked entries because anyone can edit these entries.  Also, look out for marketing entries there should be no advertisement added to the page.

The third Internet tool is social media which is a form of online publication that allows for active communication.  When social media is used responsibly by educators and students learning can be effective.  For each class assignments students were responsible for evaluating each other’s work (groups only).  The class was online and social media played an essential role in connecting students and creating an online community. Some tools such as: Facebook, Twitter and LinkedIn provide a platform where users can dialog, exchange ideas and find answers to questions in which will foster collaboration and discussion. Some ethical concerns are that social media can be a distraction and may divert student’s attention.  Cyberbullying can occur which can be a weapon for malicious behavior.  It also takes away from face-to-face communication which can be difficult to form personal relationships and attend social gathering

                                                      References

Lin, H. (2007). The ethics of instructional technology: issues and coping strategies experienced by professional technologists in design and training situations in higher education. Educational Technology Research and Development, 55, 411-437. Retrieved from http://edweb.sdsu.edu/courses/ed690mb/ethics.pdf

Reiser, R. & Dempsey, J. (2012). Trends and issues in instructional design and technology (3rd

ed.). Boston, MA: Pearson.

Effects of Technology in the Classroom. (N/d). Retrieved from

http://www2.ed.gov/pubs/EdReformStudies/EdTech/effectsstudents.html

           

            

Program Learning Outcome 6

Evaluate technology resources to facilitate effective assessment and evaluation. Within this module I demonstrated how effective assessment and evaluations are to students and achieving their learning goals.  It also shows how integrating technology can enhance this learning and make it more enjoyable


 ASSESSMENT AND EVALUATION USING TECHNOLOGY

 Technology Resources to Facilitate Effective Assessment and Evaluation

Dianza Zackery

Ashford University

Capstone-EDU 697

June 18, 2014

Instructor Lawrence

Technology Resources to Facilitate Effective Assessment and Evaluation

            Assessment and evaluation is a very important method of finding what prior knowledge and experience, style of learning and approaches in order to discover what needs to be changed, enhanced or dispensed.  These tools are essential to their success.  Assessment in education is more than grading tests and quizzes.  It includes lesson plans, learning goals, learning inputs/outcomes, student performance which must be addressed, designed (to fit their learning style and knowledge) and reassessed and re-evaluated over a period of time.

Discussion

            The purpose of an assessment is to improve the quality of student learning not to grade students.  It will provide instructors with feedback about their effectiveness as teachers and it gives students a measure of their progress as learners.  The aim is to analyze and provide instructors with information on what, how much and how well students are learning (crlt.umich.edu). Assessments can be administered in many ways and technology can also make assessments and evaluations effective and swifter. Assessments for students can often be perceived as a means to competing with classmates for the highest grade instead of a mile marker on the journey to increase knowledge and understanding (education.com).  Assessments are formative, flexible and can be anonymous for students. The aim of classroom assessment is not necessarily to grade individual student work or to provide individual students with feedback on their performance; rather, the aim is to provide the instructor with feedback on student learning. Anonymity may prove useful in freeing students to express not only what they do understand but also what they do not understand. For example, an instructor can use the results of a midterm exam for both assessment and evaluation purposes. The results can be used to review with the

ASSESSMENT AND EVALUATION USING TECHNOLOGY

student’s course material related to common mistakes on the exam (to improve student learning as in assessment) or to decide what letter grade to give each student (to judge student achievement in the course as in evaluation). Assessments lie at the core of improvement.  It should be meaningful to the individual assessed and real value in determining their readiness to move on to the next lesson and educational system. Technology resources such as:  games, various presentations and educational software using IPad, Laptops and computers can help measure their skills and learning.

Redesign

The instructional design project I chose to redesign is from Technologies for Teaching and Learning – EDU 649.  Within this assignment I teach Kindergarten and the subject of choice is math. Math skills and lessons for kindergarteners is the key to later success and teachers ought to devote more time to math instruction. It can be simple things like learning shapes and numbers and the concept of smaller and bigger numbers along a number line.   The length of time to complete varies based upon learner, learning style and student’s individual assessment. The purpose of kindergarten math instruction focuses on many critical areas. For the first assignment students will identify numbers with words. The learning Outcomes at the end of each lesson, students will be expected to say the number in sequence beginning with the number one, recognize and name a number, sort by single attribute, build and draw shapes and add using objects or computer games. I plan to meet the individual need of the learner by first understanding that they are at a transition stage from simple to critical reasoning.  They are all experienced, lack self-discipline and struggle with independence.  Because of 21^st Century

ASSESSMENT AND EVALUATION USING TECHNOLOGY

learning and different methods and/or Medias to assist with reaching goals and meeting the needs of each learner individually I have to follow these steps:

·         Locate web resources before I begin teaching, which can assist me with lesson plans and activities such as:  Starfall.com and ABCmouse.com, YouTube and other learning software.

·         Stay connected with parents.  They will be very helpful in figuring out who their child is, how they learn and what motivates them.

·         Review assessment data for each child. Create your own portfolio.

·         Be mindful of attention spans.  Do not plan activities for longer than 30 minutes.

·         Acquaint myself with developmental appropriate practice.

·         Understand your curriculum.  Be knowledgeable of the things you want to teach and explore.

·         Teach social skills.  Many teachers only gear toward the lessons, but social behavior is also important.

·         Pay attention to routines.  Students without preschool experience may or may not grasp working in groups, lack social skills or not be as advanced as those who attended preschool.

·         Always think safety.  Kindergarten students are curious.  Make sure to keep sharp objects out of reach and practice fire drills. Always be mindful of Internet safety!

Before the beginning of class each student will be given as a test to assess their knowledge and skills which will assist me in identifying what students know at the beginning of instruction, during instruction and measure what they have learned at the end of instruction (p.

ASSESSMENT AND EVALUATION USING TECHNOLOGY

238).   During each assignment I will be giving direct observation as they individually or collaboratively work on assigned lessons.  Because they are so young, it may be difficult to assess their learning styles and talk with them one-on-one. I will integrate technology and lessons with color, games, animation with lessons. After the assessment I will began my lesson.

Math such as critical thinking and problem solving skills can be critical to a child’s learning.  In kindergarten math the objective for each student in one of the lessons the students should be able to:

The Assignment: Match Numbers to Words.

Length of Time

30 minutes

Description

This lesson will have a worksheet and/ or computer game for students to match numbers to the words.

Goals

Learn numbers

Learn numbers that go with words

Materials Needed

Worksheet

Pencils

Computer

Procedure

Copy the worksheet that I (the instructor has created or printed from computer) for each student to work individually. Explain the directions to the students by giving them examples on the board. After that, you can pass out the worksheet and have them work independently if possible, or with your help. After everyone has completed the worksheet, go over the answers on the board or on the projector.  For the redesign, students working on the computer, each student

ASSESSMENT AND EVALUATION USING TECHNOLOGY

will be given 5 minutes to complete. For each correct answer the computer will notify student with a gold star.   For each incorrect answer, students will be given try.  At the end of each session, scores will be directly linked to instructor and the student’s individual section on the class webpage for parents to see.
Worksheet/Computer Directions – Match the numbers to the words by drawing a line from the number on the left to the word on the right. For example: 1 = one.

A. 25                                                                                      One

B. 15                                                                                       Ten

C. 1                                                                                         Fifteen

D. 20                                                                                       Fifty

E. 12                                                                                        Twenty

F. 50                                                                                        Twelve

G. 10                                                                                       Twenty-five

Challenges

            This assignment shows the desired outcomes using technology.  Using resources such as different programs that based upon assessments and evaluations nurture their learning goals.  Some of the challenges may be the estimated costs for software.  The school or districts may not have included this cost in their annual budget for additional math learning software.  Another challenge is safety concerns because if students are not monitored at all times they can possibly logon to other sites. Instructors must also be mindful that when students are playing games and

ASSESSMENT AND EVALUATION USING TECHNOLOGY

using technology that learning is taking place and their goals are being met.  The last challenge whether students will have access to technology outside of the classroom.

            The benefits of using technology for math and other forms of learning with Kindergarten students is that it can assist with their attentions span.  It makes learning fun and they become competitive.  There are a variety of free games and learning activities instructors can use.  Based upon the tests, assessments and evaluations instructors can use this summative information to decide what designs need to be changed, enhanced or reassessed based their learning goals.

Conclusion

The outcome with students using pencil/paper and those students working on the computer were more engaged and wanted to do more work on the computer.  Students who had access to the classroom software and passwords (parents would have them) would work on different math lessons and games at home.  Parents noticed the difference in their learning and eagerness to learn.  When students were reassessed weeks after the first assessment for those students who had not attended school there was an increase in their scores. With the use of technology instructors are able to collect, analyze data and interpret results.  Assessments are crucial for continued success.

                                                      Resources

Newby, T. J., Stepich, D. A., Lehman, J. D., Russell, J. D., & Ottenbreit-Leftwich, A.   

            (2011). Educational technology for teaching and learning (4th ed.). Boston, MA: Pearson

Education, Inc. Chapter 12:  “Evaluation of Instructional Materials and Assessment of

Student Learning” (p. 238).

Classroom Assessment Techniques. (N/d). Retrieved from

http://www.crlt.umich.edu/sites/default/files/resource_files/ClassroomAssessmentTechni

quesHopkins.pdf

Using Classroom Assessment to Improve Teaching. (2014). Retrieved from

http://www.education.com/reference/article/Ref_Using_Classroom/

  

Program Learning Outcome 6

Evaluate technology resources to facilitate effective assessment and evaluation. Within this module I demonstrated how effective assessment and evaluations are to students and achieving their learning goals.  It also shows how integrating technology can enhance this learning and make it more enjoyable


 ASSESSMENT AND EVALUATION USING TECHNOLOGY

 Technology Resources to Facilitate Effective Assessment and Evaluation

Dianza Zackery

Ashford University

Capstone-EDU 697

June 18, 2014

Instructor Lawrence

Technology Resources to Facilitate Effective Assessment and Evaluation

            Assessment and evaluation is a very important method of finding what prior knowledge and experience, style of learning and approaches in order to discover what needs to be changed, enhanced or dispensed.  These tools are essential to their success.  Assessment in education is more than grading tests and quizzes.  It includes lesson plans, learning goals, learning inputs/outcomes, student performance which must be addressed, designed (to fit their learning style and knowledge) and reassessed and re-evaluated over a period of time.

Discussion

            The purpose of an assessment is to improve the quality of student learning not to grade students.  It will provide instructors with feedback about their effectiveness as teachers and it gives students a measure of their progress as learners.  The aim is to analyze and provide instructors with information on what, how much and how well students are learning (crlt.umich.edu). Assessments can be administered in many ways and technology can also make assessments and evaluations effective and swifter. Assessments for students can often be perceived as a means to competing with classmates for the highest grade instead of a mile marker on the journey to increase knowledge and understanding (education.com).  Assessments are formative, flexible and can be anonymous for students. The aim of classroom assessment is not necessarily to grade individual student work or to provide individual students with feedback on their performance; rather, the aim is to provide the instructor with feedback on student learning. Anonymity may prove useful in freeing students to express not only what they do understand but also what they do not understand. For example, an instructor can use the results of a midterm exam for both assessment and evaluation purposes. The results can be used to review with the

ASSESSMENT AND EVALUATION USING TECHNOLOGY

student’s course material related to common mistakes on the exam (to improve student learning as in assessment) or to decide what letter grade to give each student (to judge student achievement in the course as in evaluation). Assessments lie at the core of improvement.  It should be meaningful to the individual assessed and real value in determining their readiness to move on to the next lesson and educational system. Technology resources such as:  games, various presentations and educational software using IPad, Laptops and computers can help measure their skills and learning.

Redesign

The instructional design project I chose to redesign is from Technologies for Teaching and Learning – EDU 649.  Within this assignment I teach Kindergarten and the subject of choice is math. Math skills and lessons for kindergarteners is the key to later success and teachers ought to devote more time to math instruction. It can be simple things like learning shapes and numbers and the concept of smaller and bigger numbers along a number line.   The length of time to complete varies based upon learner, learning style and student’s individual assessment. The purpose of kindergarten math instruction focuses on many critical areas. For the first assignment students will identify numbers with words. The learning Outcomes at the end of each lesson, students will be expected to say the number in sequence beginning with the number one, recognize and name a number, sort by single attribute, build and draw shapes and add using objects or computer games. I plan to meet the individual need of the learner by first understanding that they are at a transition stage from simple to critical reasoning.  They are all experienced, lack self-discipline and struggle with independence.  Because of 21^st Century

ASSESSMENT AND EVALUATION USING TECHNOLOGY

learning and different methods and/or Medias to assist with reaching goals and meeting the needs of each learner individually I have to follow these steps:

·         Locate web resources before I begin teaching, which can assist me with lesson plans and activities such as:  Starfall.com and ABCmouse.com, YouTube and other learning software.

·         Stay connected with parents.  They will be very helpful in figuring out who their child is, how they learn and what motivates them.

·         Review assessment data for each child. Create your own portfolio.

·         Be mindful of attention spans.  Do not plan activities for longer than 30 minutes.

·         Acquaint myself with developmental appropriate practice.

·         Understand your curriculum.  Be knowledgeable of the things you want to teach and explore.

·         Teach social skills.  Many teachers only gear toward the lessons, but social behavior is also important.

·         Pay attention to routines.  Students without preschool experience may or may not grasp working in groups, lack social skills or not be as advanced as those who attended preschool.

·         Always think safety.  Kindergarten students are curious.  Make sure to keep sharp objects out of reach and practice fire drills. Always be mindful of Internet safety!

Before the beginning of class each student will be given as a test to assess their knowledge and skills which will assist me in identifying what students know at the beginning of instruction, during instruction and measure what they have learned at the end of instruction (p.

ASSESSMENT AND EVALUATION USING TECHNOLOGY

238).   During each assignment I will be giving direct observation as they individually or collaboratively work on assigned lessons.  Because they are so young, it may be difficult to assess their learning styles and talk with them one-on-one. I will integrate technology and lessons with color, games, animation with lessons. After the assessment I will began my lesson.

Math such as critical thinking and problem solving skills can be critical to a child’s learning.  In kindergarten math the objective for each student in one of the lessons the students should be able to:

The Assignment: Match Numbers to Words.

Length of Time

30 minutes

Description

This lesson will have a worksheet and/ or computer game for students to match numbers to the words.

Goals

Learn numbers

Learn numbers that go with words

Materials Needed

Worksheet

Pencils

Computer

Procedure

Copy the worksheet that I (the instructor has created or printed from computer) for each student to work individually. Explain the directions to the students by giving them examples on the board. After that, you can pass out the worksheet and have them work independently if possible, or with your help. After everyone has completed the worksheet, go over the answers on the board or on the projector.  For the redesign, students working on the computer, each student

ASSESSMENT AND EVALUATION USING TECHNOLOGY

will be given 5 minutes to complete. For each correct answer the computer will notify student with a gold star.   For each incorrect answer, students will be given try.  At the end of each session, scores will be directly linked to instructor and the student’s individual section on the class webpage for parents to see.
Worksheet/Computer Directions – Match the numbers to the words by drawing a line from the number on the left to the word on the right. For example: 1 = one.

A. 25                                                                                      One

B. 15                                                                                       Ten

C. 1                                                                                         Fifteen

D. 20                                                                                       Fifty

E. 12                                                                                        Twenty

F. 50                                                                                        Twelve

G. 10                                                                                       Twenty-five

Challenges

            This assignment shows the desired outcomes using technology.  Using resources such as different programs that based upon assessments and evaluations nurture their learning goals.  Some of the challenges may be the estimated costs for software.  The school or districts may not have included this cost in their annual budget for additional math learning software.  Another challenge is safety concerns because if students are not monitored at all times they can possibly logon to other sites. Instructors must also be mindful that when students are playing games and

ASSESSMENT AND EVALUATION USING TECHNOLOGY

using technology that learning is taking place and their goals are being met.  The last challenge whether students will have access to technology outside of the classroom.

            The benefits of using technology for math and other forms of learning with Kindergarten students is that it can assist with their attentions span.  It makes learning fun and they become competitive.  There are a variety of free games and learning activities instructors can use.  Based upon the tests, assessments and evaluations instructors can use this summative information to decide what designs need to be changed, enhanced or reassessed based their learning goals.

Conclusion

The outcome with students using pencil/paper and those students working on the computer were more engaged and wanted to do more work on the computer.  Students who had access to the classroom software and passwords (parents would have them) would work on different math lessons and games at home.  Parents noticed the difference in their learning and eagerness to learn.  When students were reassessed weeks after the first assessment for those students who had not attended school there was an increase in their scores. With the use of technology instructors are able to collect, analyze data and interpret results.  Assessments are crucial for continued success.

                                                      Resources

Newby, T. J., Stepich, D. A., Lehman, J. D., Russell, J. D., & Ottenbreit-Leftwich, A.   

            (2011). Educational technology for teaching and learning (4th ed.). Boston, MA: Pearson

Education, Inc. Chapter 12:  “Evaluation of Instructional Materials and Assessment of

Student Learning” (p. 238).

Classroom Assessment Techniques. (N/d). Retrieved from

http://www.crlt.umich.edu/sites/default/files/resource_files/ClassroomAssessmentTechni

quesHopkins.pdf

Using Classroom Assessment to Improve Teaching. (2014). Retrieved from

http://www.education.com/reference/article/Ref_Using_Classroom/