To Tech, or not to Tech?: The Value of Technology Assessments

Assessing the technological knowledge, skill level, and needs of teachers and students is a cornerstone of technological implementation and development in education.

The value of assessing educators’ technology leadership knowledge and skills springs from the necessity of a cohesive, consistent, commitment to instructional improvement that benefits the students’ learning in a comprehensive fashion. Assessing educators introduces accountability, and encourages teachers to collaborate to master the pairing of their instructional and technological strengths. In order for educators to spark the interest and effectiveness desired from students in the classroom, there has to be a consensus that involves a continuous evaluation.

Educators must also assess the knowledge and skill of student technology skill levels and their perceived needs, because this helps campuses and districts map out improvement plans that will meet the needs of students, and it pushes students to reach their academic potential. Statewide technology assessments administered throughout elementary and middle school grades inform  school systems in many areas ranging from technology navigation skills, research skills, and even acceptable use policies.

However, there are “pros and cons” to technology assessment. Some considerable advantages are that technology caters to most students’ interests or comfort levels, since many of them already use complex technology outside of school. Also, these assessment techniques challenge students to use higher level thinking such as evaluation or synthesis in order to develop real-world skills through the mastery of content area material.

Unfortunately, not all students are affluent with technology, nor are all teachers; therefore, inexperience or apathy hinders technological implementation. Teachers who do not know how to effectively instruct their classes using technology have a more difficult time adequately assessing their students with it. Also, students acquired from outside districts do not always arrive with the same technological skills set as their peers, which can create difficulties in differentiation for measuring their progress through technological means.