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Monitoring & Evaluation
While it may not be possible to obtain statistically significant indicators of successful implementations of technology, due to the inability to hold all variables constant during the introduction of a new program, several indicators should be measurable and provide telltale signs of change before and after the introduction of this plan. Some of the indicators include:
During the course of the plan, we will seek to evaluate the plan (including the move towards the indicators above) in the one or more of the following manners using both formative (on-going evaluation) and summative (efficacy, effectiveness, and cost) methods:
- An increase in the number and variety of courses, both in the classroom and to the community.
- A teacher’s comfort with and integration of their classroom’s and building’s technology into their curriculum as witnessed by: increased technology competency, awareness and use of District support sources, and use of the internet to attain curriculum information and support.
- A teacher’s observation that course material was covered more fully in a semester after the integration of technology-related systems or equipment and that technology enhanced the teaching and learning experience.
- Increased creation and usage of classroom-based websites, online newsletters, and technology-based student projects.
- Electronic lesson plans and materials.
During the course of the plan, we will seek to evaluate the plan (including the move towards the indicators above) in the one or more of the following manners using both formative (on-going evaluation) and summative (efficacy, effectiveness, and cost) methods:
- Direct observation and Logs. We will observe: teacher and student computer use, improvement levels in student writing and keyboarding skills, Center use frequency, etc. NCREL.ORG makes the following observation “Interviews and informal meetings with both instructors and students can draw out the lessons that both groups have learned from using the technology. A simple written survey can assist in measuring the extent to which the plan has met its original objectives and expected outcomes.”
- Mid- and Post-Test Surveys. We will develop surveys as well as use current instruments such as the ISTE technology survey and STaR Chart Self-Diagnostic Chart to add to the baseline measurement. Students, Teachers, and users community will be surveyed in the following manner:
- Regular survey of graduates, designed to gauge their perceptions of being prepared for the use of technologies in the workplace and/or in higher level educational institutions might also provide insight as to whether or not a technology upgrade is needed.
- Regular survey of teaching, support staff, students, and community users designed to gauge their comfort with and degree of utilization of available technology as well as the level of technological proficiency gained.
- Other Surveys. We will develop a survey instrument that will require teachers, students, and community users to describe for themselves their experiences (and frustrations) with computer technology. Those questions will include: What computer-facilitated project(s) have your students worked on this year? In what ways were students more engaged or less engaged compared to other types of projects done in the past? Why do you think students were more or less involved? Was there a free exchange of ideas among the students regarding technologies and the content area they were working on? Why or why not?
- Review of Student Work and Performance. In order to adequately assess the impact of staff development and computers on student learning, teachers will need to make comparisons between students’ work done with and without computers as well as review performance indicators as detailed in such documents as the ISTE NETS for Teachers and Students, the Michigan Content Standards and Benchmarks, and MEAP scores.
- Assessments and feedback will be attained at least quarterly with a more in-depth review made at the end of the year to assure that we are headed in the right direction (summative evaluation) and to make incremental adjustments where advantageous to the success of the plan (formative evaluation).
- It is also important to note that assessments will be made on a frequency dependent upon the assessment form. Observation-based assessments will be made daily and reported monthly whereas surveys will be less frequent (quarterly or during curriculum review cycles.). Pretests, midtests, and posttests are critical to determining success levels. And in all cases, meticulous documentation is critical.
- Assessments and evaluations will be conducted under the direction of the Chair of Management Team. The evaluation will review levels of skill stages (i.e. entry and adoption, adaptation, appropriation, and invention) as well as integration and pattern of use for all users. Both the evaluation report and a set of recommended actions will be presented to the District Board of Education for action and placed on the district Web Page for community accessibility. Evaluation reports will be provided to the Management Team and copied to the Portland Board of Education
- Finally, the District Technology Plan will be reviewed, evaluated and revised on an annual basis by the Technology Director.
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