The State of Technology in Maryland, 2002: Why the “New” Focus on Technology Davina Pruitt-Mentle September 23, 2002

Pre Assessment Exercise

September 23, 1001EPortfolio: Davina Pruitt-Mentle 3 Overview of Pre-Assignment Focus today no longer on basic skills In the mid to late 90’s, University provided “basic skills” training for the K-12 community –K-12 then developed their own training & IT PD units University provided integration training –K-12 IT PD staff then developed their own integration training University focused on web-based/distance education –K-12 developed own and/or with company partners Currently, the university focus is on 1.new topics (Cyberethics, universal access, accessibility issues), 2.research (assessment of student and PD teacher outcomes) 3.survey/assessment data collection and analysis

September 23, 1001EPortfolio: Davina Pruitt-Mentle 4 Growth of Access Since the 1980’s, when computers were first targeted for deployment in schools, more than $5 billion has been spent on hardware, software, teacher training, and connections. Is there a set of necessary skills that defines technology literacy or “fluency”?

September 23, 1001EPortfolio: Davina Pruitt-Mentle 5 Changing Definitions Teachers are told to: Teach students to program in Basic –Rationale: “It’s the language that comes with the computer.” Teachers are told to: Teach students to program in LOGO –Rationale: “Teach students to think, not just program.” Teachers told to: Teach with integrated drill and practice systems –Rationale: “Individualize instruction and increase test scores.” Source: H.J. Becker, “Analysis and Trends of School Use of New Information Technologies,” Office of Technology Assessment contractor report, March, 1994

September 23, 1001EPortfolio: Davina Pruitt-Mentle 6 Changing Directions Teachers told to: Teach word processing –Rationale: “Use computers as tools, like adults do.” Teachers are told to: Teach with curriculum-specific tools (e.g., history databases, science simulators, data probes). –Rationale: “Integrating the computers with the existing curriculum.” Source: H.J. Becker, “Analysis and Trends of School Use of New Information Technologies,” Office of Technology Assessment contractor report, March, 1994

September 23, 1001EPortfolio: Davina Pruitt-Mentle 7 Changing Directions Teachers told to: Teach multimedia hypertext programming –Rationale: “Change the curriculum, students learn the best by creating products for an audience.” Teachers are told to: Teach with Internet telecommunications –Rationale: “Let students be part of the real world.” Source: H.J. Becker, “Analysis and Trends of School Use of New Information Technologies,” Office of Technology Assessment contractor report, March, 1994

Drivers of Change

September 23, 1001EPortfolio: Davina Pruitt-Mentle 9 National and International Assessments of Computer Competence In 1983, the landmark report A Nation at Risk identified computer competence as a fourth basic skill The emphasis was on computer literacy

September 23, 1001EPortfolio: Davina Pruitt-Mentle 10 National Assessment of Educational Progress 1985/ The first national assessment of computer competence, conducted as a part of the National Assessment of Educational Progress (NAEP) –Surveyed 3 rd, 7 th, and 11 th graders on their knowledge and skills in using the computer –Students did well on identifying parts of computer but poorly on computer applications and knowledge of programming –Report provided the framework for examining differences in outcomes related to gender, race and ethnicity, computer use in and outside of school and parental education Source: M.E. Martinez and N.A. Mead, “Computer Competence: The First National Assessment,” Educational Testing Service, April, 1988

September 23, 1001EPortfolio: Davina Pruitt-Mentle 11 Business Demands 1991, the Department of Labor report What Work Requires of Students, the Secretary’s Commission on Achieving Necessary Skills (SCANS) identified the following as necessary for the workforce: –Resource allocation skills –Interpersonal skills –Information skills –System skills –Technology Skills

September 23, 1001EPortfolio: Davina Pruitt-Mentle 12 Resource Allocation Skills Handling: –Time –Money –Materials –Space –Staff

September 23, 1001EPortfolio: Davina Pruitt-Mentle 13 Interpersonal Skills Working on Teams Teaching Others Serving Customers Leading Negotiating Working well with people from culturally diverse backgrounds

September 23, 1001EPortfolio: Davina Pruitt-Mentle 14 Information Skills Acquiring and evaluating data Organizing and maintaining files Interpreting and communicating Using computers to process information

September 23, 1001EPortfolio: Davina Pruitt-Mentle 15 System Skills Understanding social, organizational, and technological systems Monitoring and correcting performance Designing or improving systems

September 23, 1001EPortfolio: Davina Pruitt-Mentle 16 Technology Skills Selecting equipment and tools Applying technology to specific tasks Maintaining and troubleshooting technologies

September 23, 1001EPortfolio: Davina Pruitt-Mentle 17 International Association For The Evaluation of Educational Achievement (IEA) Survey involving 12 countries -using the Functional Information Technology Test instrument In U.S., 11,284 students from 573 schools –Results: U.S. spends considerable more time “learning about computers”, but did not give students opportunities to practice with computers (as Austria, Germany and the Netherlands) Western European countries require computer-related classes (informatics)- in the U.S. not required

September 23, 1001EPortfolio: Davina Pruitt-Mentle 18 Scholastic Achievement Test In 1996, high school graduates who participated in the Scholastic Achievement Test (SAT) provided information on the kinds of computer technology they used in school –72% Word processing –51% Computer Literacy –44% English Courses –Math problems, Data Processing and Computer programming ~25% College Board data published in R.J. Coley, J. Cradler and P.K. Engel, “Computers and Classrooms: The Status of Technology in U.S. Schools.” Policy Information Report, Princeton, NJ, Policy Information Center, Educational Testing Service, May, 1997

September 23, 1001EPortfolio: Davina Pruitt-Mentle 19 Federal Leadership and National Standards Technology Literacy Challenge Initiative (Clinton administration) Built on 4 pillars: –Computers –Connections –Content –Competency

September 23, 1001EPortfolio: Davina Pruitt-Mentle 20 Standards New Standards Project, begun in 1991 by the National Center for Education and Economy ( –New Standards Reference Examinations Designed to measure student achievement in mathematics and English language arts Uses a mixture of traditional test items as well as performance tasks –Computer skills are not distinguished as discrete standards but embedded

September 23, 1001EPortfolio: Davina Pruitt-Mentle 21 Technology Education and Information Literacy Standards Technology Literacy standards proposed by the International Technology Education Association (ITEA)- aimed to develop standards for K-12 technology education ( ) Information Literacy standards were prepared by the Association of American School Librarians (AASL) and the Association of Educational Communications and Technology (AECT) - aimed at school library and media specialist but correlated to learning concepts developed under other national association standards ( )

September 23, 1001EPortfolio: Davina Pruitt-Mentle 22 Evolution of the Current Technology Standards and Performance Indicators for Teachers ISTE (International Society for Technology in Education – ( developed the first edition of the ISTE Technology Standards for all teachers, 13 indicators 1997, second edition- 18 indicators organized into the following three categories: –Basic Computer/Technology Operations and Concepts –Personal and Professional Use of Technology –Application of Technology in Instruction

September 23, 1001EPortfolio: Davina Pruitt-Mentle 23 ISTE NETS*T 2000-alignment with: – the ISTE NETS*S (National Educational Technology Standards) for students –Reflected research on teaching and learning with technology –Reflected advances in technology

September 23, 1001EPortfolio: Davina Pruitt-Mentle 24 Current ISTE NETS*T 23 indicators organized into the following six categories: –Technology Operations and Concepts –Planning and Designing Learning Environments and Experiences –Teaching, Learning, and the Curriculum –Assessment and Evaluation –Productivity and Professional Practice –Social, Ethical, Legal, and Human Issues

September 23, 1001EPortfolio: Davina Pruitt-Mentle 25 ISTE NETS*T links ISTE NETS*T (for teachers) ISTE NETS*S (for students) The National Educational Technology Standards Projecthttp:// NET Standardshttp://cnets.iste.org/ ISTE NETS*A (also Technology Standards for School Administrators TSSA) - UMCP COE ETO helped in draftinghttp://cnets.iste.org/tssa/ NCATE Technology Referenced in NCATE 2000 Standardshttp://cnets.iste.org/ Process Report on Technology in Maryland Schoolshttp://msde.aws.com/ Maryland Technology Inventory by LSS & schoolhttp://msde.aws.com/results/ Maryland Digital Divide Reporthttp://msde.aws.com/digitaldivide.asp

September 23, 1001EPortfolio: Davina Pruitt-Mentle 26 ISTE NETS*T

September 23, 1001EPortfolio: Davina Pruitt-Mentle 27 State Approaches to Technology Standards According to state technology directors responding to an informal survey conducted by the Office of Educational Technology at the U.S. Department of Education, student technology standards are typically embedded in curriculum guides

September 23, 1001EPortfolio: Davina Pruitt-Mentle 28 Maryland State Technology Standards MSDE Technology Link: For Students- embedded within the Content Standards APPENDIX_A_content_standards.pdf (new State testing designed to embed technology assessment) APPENDIX_A_content_standards.pdf For Teachers– effective May APPENDIX%20C%20Teacher%20Tech%20Standards%2 02.pdf APPENDIX%20C%20Teacher%20Tech%20Standards%2 02.pdf Maryland State Technology Plan – mlhttp:// ml - accepted March, 2002

September 23, 1001EPortfolio: Davina Pruitt-Mentle 29 MSDE Technology Link

September 23, 1001EPortfolio: Davina Pruitt-Mentle 30 Maryland Teacher Technology Standards

September 23, 1001EPortfolio: Davina Pruitt-Mentle 31 How Does All This Effect Maryland Teachers? MD State Technology Plan –Student Technology Competencies embedded within the Content Standards (based on the ISTE NETS*S) Testing (for technology) embedded within the new State assessments –Teachers Standards modified from ISTE NETS*T

September 23, 1001EPortfolio: Davina Pruitt-Mentle 32 Portfolio Modules from Virginia Tech (Davina’s #1 pick) JHU Portfolio modulehttp:// de.html Virginia Tech Portfolio Modulehttp:// de.html

September 23, 1001EPortfolio: Davina Pruitt-Mentle 33 E-Portfolio Examples from Virginia Tech- scroll down to active student linkshttp:// good site for information— then click on portfolio link on side bar, and view extensive examples of students portfolioshttp://teched.vt.edu/