Monitoring & EvaluationThis is a featured page

It may not be possible to obtain direct causal relationships between technology/technology integration efforts and educational achievement in the school setting due of the existence of a multitude of third variables. However, examples of success due to the implementation of technology do exist in both educational research documents and experiential data. For example, while statistics are limited, there is little dispute that the telephone as a parental communication device (increased parental involvement) and the overhead projector (student understanding) have both made significant contributions to education and have advanced student achievement. Similarly, teachers will resist efforts to add to tools to their teaching if they fail to see the efficacy of that tool or don't know how to use it. Therefore, the addition of technologies to their teaching repertoire can be seen as one indicator of successful integration and positive student achievement. Employing similar reasoning, we add these indicators:

  • An increase in the number and variety of courses, both in the building and community, that assist learners with 21st century skills.
  • Evidence of teacher integration of classroom and building technology on a regular basis for the enhancement of instruction.
  • Increased evidence of quality student work produced using technology.
  • Documented teacher observations that classroom and building technology enhance the teaching and learning experience.
  • The existence of electronic lesson plans and materials.
  • The use of technology to help meet documented student achievement building goals.
Portland's primary tool for measuring technology integration will be each building's technology plan. The PPS technology department is in the process of working with staff and administration to craft building technology plans. These plans will set down technology student and teacher literacy and integration goals for each grade level / subject area and will contain the following:

  • Types of technology used by grade level / subject area: Hardware and software.
  • Proposed methods for use.
  • Proposed frequency of use.
  • Literacy assessment methods: Test for students / survey for staff.
  • Methods of support and professional development: To support integration efforts.
At the same time, we will continue to work with school improvement and instructional teams to ensure that overall District efforts are measured against school improvement and district-level curriculum goals. Additional data sources include:

  • MEAP/MME Scores.
  • Various Building-wide and common assessments.
  • District and building surveys (Technology-based curriculum enhancement product awareness, technology attitudes, etc.).
PPS will use the following formative (Direct observation and Logs) and summative (Mid- and Post-Test Surveys) data methods to assess the indicators of success listed above, including degree of success and/or areas for improvement:

  • Informal
    • Building/classroom visits (weekly)
    • Email (daily and as needed)
    • Phone (when needed)
  • Formal
    • Staff meetings (yearly or as needed)
    • Building team meetings (yearly or as needed)
    • District technology staff meetings (bi-weekly)
    • Instructional Team meetings (quarterly)
    • District and building surveys (yearly or as needed)
Whenever unmet goals arise, a technology fails to meet goals, or integration efforts have not been as effective as hoped, the PPS technology team will work with the building or group to make modifications that will then be tested and added to the building technology plan.


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dpalme 		Latest page update: made by dpalme , Apr 28 2009, 5:18 PM EDT (about this update About This Update dpalme Edited by dpalme


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