Information Appliances
by David Moursund
In Volume 27, David has focused on 10 powerful ideas that
are shaping the present and future of information technology in education. This
month’s editorial is about information appliances—number 10 on the
list. It also touches on ideas from number 4 (user interface) and number 6 (problem
solving).
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to Table of Contents.
Technology’s Role in Evaluation
and Assessment
This theme issue covers evaluation and assessment of both
instructional programs and technology plans. Technology has a role to play in
evaluating and assessing students. Equally important, technology and its role
in education must be assessed and evaluated.
How Can Technology Help?
Technology’s role varies from a new delivery system
for testing to a vehicle for authentic assessment to a storage-and-viewing system
for student portfolios.
Electronic Assessment
by Ken Cardwell
Ken discusses online testing to prepare students for tests
and quizzes and as the main test for assessing learning. Many of the electronic
testing tools he discusses are free or inexpensive.
Subject: Online testing in all subject areas, evaluation of student
work
Grade Level: 1–12 (Ages 6–18)
Technology: Internet/Web, test creation software
Standards: NETS•S 1–3. (Read more about the NETS Project at www.iste.org/standards/.)
Life Goes On: Using the Insights and
Reflections of Sarah Delany to Help Teens Deal with Loss
by Rose Reissman
In this article, technology is the vehicle for sharing
stories of loss and survival, and it is also used to extend the learning in
a variety of social outreach and community service projects.
Subject: Language arts, community service, bereavement
Grade Level: 6–8 (Ages 11–14)
Technology: Internet/Web, e-mail, word processing, graphics, multimedia
authoring
Standards: NETS•S 3–4. (Read more about the NETS Project
at www.iste.org/standards/.) NCTE/IRA 1–4. (Read the language
arts standards at www.ncte.org.)
Taking Shape: Linking Geometry and Technology
by Christine Renne
Christine writes about a wonderful geometry project where
students take digital pictures of geometric shapes in their environments,
classify the pictures, and produce a virtual "Geometry in the World" book.
Subject: Geometry
Grade Level: 3–8 (Ages 8–13)
Technology: Internet/Web, word processing software (e.g., Microsoft
Word), Web page creation software (e.g., Microsoft FrontPage), photo manipulation
software (e.g., Adobe Photoshop)
Standards: NETS•S 3 & 4. (Read more about the NETS
Project at www.iste.org/standards/.) NCTM 3 & 8. (Read the updated
math standards at www.nctm.org.)
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Create Your Own Electronic Portfolio:
Using Off-the-Shelf Software to Showcase Your Own or Student Work
by Helen Barrett
Helen describes how to create electronic portfolios using
off-the-shelf software such as relational databases, multimedia authoring
software, Web page design, Adobe Acrobat, and video.
Subject: Electronic portfolio development
Grade Level: K–12 (Ages 5–18)
Technology: Internet/Web; video; word processing, database, spreadsheets,
e-mail, desktop publishing, multimedia, graphics software
Standards: NETS•S 1–6. (Read more about the NETS Project
at www.iste.org/standards/.)
Activity Design Assessment: An Uncharacteristic
Consensus
by Judi Harris
Judi reminds us that assessing student work that involves
technology is really the same as assessing any student work.
How Can Teachers Evaluate Technology’s Contributions?
Teachers need to evaluate for themselves the effectiveness
of technology in their classrooms.
Teacher as Researcher: A Means to Assess
the Effectiveness of Technology in the Classroom
by Diane Painter
Diane writes about teacher research as a means to assess
the effectiveness of technology in the classroom. Teachers in her school develop
and investigate research questions. For example, four teachers investigated
what happens when students work in learning teams to complete multimedia research.
The teacher-researchers write reflection papers and make recommendations that
are implemented schoolwide.
Subject: Technology assessment, all content areas, teacher research
Grade Level: K–12 teachers
Technology: Any
How Can Coordinators and Administrators Evaluate Instructional
Programs?
Many parents, administrators, and school boards question
the investments in technology. Evaluation of technology programs is essential
in answering their questions and addressing their fears.
Assessing the Effects of Technology
in a Standards-Driven World
by Harvey Barnett
Harvey writes about assessing the effects of technology
in a standards-driven world. He discusses assessments that provide data to
show how technology is affecting student learning that can’t necessarily
be measured on standardized tests.
Subject: Assessing technology
Grade Level: Teachers at all levels
Technology: Any
How Do We Know It’s Working? Designing an Authentic Assessment
Plan
by Jeff Sun
Jeff discusses the design of authentic technology evaluation
and assessment plans and reports on how this process was carried out in one
school district.
Subject: Evaluation of technology programs, assessment, rubric design
Grade Level: All
Technology: Internet/Web, word processing software, database software,
presentation software, spreadsheets, e-mail
Standards: NETS•S 1–6. (Read more about the NETS Project
at www.iste.org/standards/.)
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to Table of Contents.
Too Few Computers and Too Many Kids:
What Can I Do? Part Three
by Tamela D. Randolph, Douglas Bedient, and Jacqueline D.
Scolari
In this third installment of a four-part series, the authors
provide 26 more activities for teachers and suggest meaningful ways to use technology
when resources are limited. They provide online resources for infusing science,
math, and consumer ed with technology in the supplement.
Subject: Mathematics, science, consumer education
Grade Level: 3–12 (Ages 8–18)
Technology: Internet/Web, word processing software, database software,
spreadsheets, presentation software, desktop publishing software, graphics software
Standards: NETS•S 3–5. (Read more about the NETS Project
at www.iste.org/standards/.) NCTM 1–10. (Find the math standards
at www.nctm.org.) NSES E–G.
(Read the science standards online at www.nap.edu/readingroom/books/nses/html/.)
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Looking Back & Looking Ahead: ISTE’s
First Minority Leadership Symposium
by Angela Benson
We are all aware of the enormous divide between the technology
haves and the have-nots. It is documented in the consumer and trade press regularly.
One has only to attend a typical technology conference to notice the lack of
representation from peoples of color.
In fall 1998, the International Society for Technology
in Education (ISTE) took a bold step and invited a few individuals to a meeting
in New Orleans to address this inequity. From that initial event, it was clear
that a larger meeting of representatives from the educational community was
necessary. Thus, Lynne Schrum, then ISTE president, challenged the ISTE minority
affairs committee chairs, Jenelle Leonard (U.S. Department of Education Office
of Education Research and Improvement) and Jorge Ortega (Leon County Schools,
Florida, and ISTE board member), to develop a plan for that larger meeting.
This article describes the events and reflections of three of the symposium
participants.
Subject: Digital divide, equity, access
Grade Level: All
Technology: All
Standards: NETS•S 1–6. (Read more about the NETS Project
at www.iste.org/standards.)
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Software Releases
by Judi Mathis Johnson
This month, Judi describes Make-A-Map™ 3D, Reader
Rabbit’s® Learn to Read, Cornerstone Reading Comprehension, People
of the World™: Africa, JumpStart Phonics™, JumpStart Adventures 4th
Grade™, Math Arena™, Year 2000 Grolier Multimedia Encyclopedia®:
Teacher’s Guide, Inspiration™, and SiteCentral™.
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to Table of Contents.
Copyright © 2000, ISTE (International Society for Technology
in Education).
All rights reserved.
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