LM_NET: Library Media Networking
Last week, I requested help from people with technological competency
standards in place in regard to the way achievement of these
standards was measured.
I received about ten requests for the information and two informative
replies. If anyone else has any comments to make, they would be
appreciated.
For those who asked for a copy of our standards: we aren't even close
to that stage yet.
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This probably won't work for larger schools, but we measure
competencies on an informal, observational basis. Students in the
elementary school receive regularly scheduled lessons which are
performance-based, in which they are given several opportunities to
demonstrate competencies. Small-and large-group activities are
interspersed with individual activities and projects, so that the
students who may not "get it" the first time have another chance to
demonstrate the competency in a slightly different manner. (Sounds a
lot like OBE, doesn't it?)
In the junior/senior high, students' library/media competencies are
embedded into the regular classroom: whole-class instruction happens
as needed to aid the students in finishing the project or assignment,
as does small-group and individualized instruction. Since the
competencies are phrased in a very simple way, measurement is
strictly pass or fail. (If the student cannot conduct an on-line
search by title, he does not meet that competency, and keeps at it
until he does).
This school is still very much in the building process as far as
a library/media program goes. The competencies have just been
updated, and many instructors must still be drawn into the fold,
usage-wise. But, as the wise man said, "How does the mouse eat the
elephant? One bite at a time".
Teresa Holten Lyle Public School
Media Generalist Lyle, MN 55953
teresah@selco.lib.mn.us
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((Apparently a forward of a post made some time ago by Bill Sears:))
LM_NETters,
I am sending you this target to help Mesa Vede High School's
Technology Committee develop a self-evaluation mechanisum for
teachers. The Mesa Verde Technology Committee is in the process of
revising its 1994 Technology Use Plan. The committee felt that the
teachers needed much training in the use of educational technologies
to teach in the technology rich classroom environments proposed by
the revised Mesa Verde Technology Use Plan.
The committee was aware of the study, "Impact of High Teacher
Access to Technology," by researchers in the Apple Classrooms of
Tomorrow (ACOT) Project. These researchers identified five stages of
instructional change that occur gradually in teachers as a result of
immersion in technology rich classroom environments.
The committee felt that they could incorporate these stages into
the Mesa Verde Technology Use Plan by identifying what competencies
were needed to move up through the stages. The Mesa Verde Technology
Planning Committee adopted and modified an article written by Odvard
Egil Dyrli and Daneil E. Kinnanaman (1994, 20). The committee
matched the national standards for educational technology to the
stages of technology development to come up with its staff
development component of its Technology Use Plan. The standards used
were developed by the International Society for Technology in
Education (ISTE).
The Mesa Verde Technology committee therefore, recommended that
by the year 2000, 50% of all teacher at Mesa Verde High School reach
the highest level of foundational competencies, related to technology
development, regardless of the teacher's area of specialization.
Could I get LM_NETters to review the standards and make
suggestions directly to me (BSears@eworld.com).
References Cited
Dyrli, Odvard Egil and Kinnaman, Daniel E. 1994. "Gaining Access to
Technology: First Step in Making a Difference for Your Students."
Technology and Learning, January, Volume 14, Number 4.
The stages of Technological Development
and the
Accompanying Competencies and Activities
The Entry Stage: Students/teachers struggle to adapt to changed
learning environments.
Competency: Operate a computer system in order to use software
successfully;
Activity: Familiarizing students/teachers with computer and Internet
Tools.
The Adoption Stage: Students/teachers move beyond their initial
struggles to use technology at basic levels, such as using computers
for tutorials and drill and practice.
Competency: evaluate and use computers and related technologies to
support the instructional process.
Activity: Exploration of Internet for information and sources dealing
with the California State Curriculum Frameworks.
The Adaption Stage: Students/teachers discover the power of
technology for increased productivity.
Competencies:
* use computer-based technologies to access information to enhance
personal and professional productivity;
* explore, evaluate, and use computer technology-based materials to
support the instructional process;
Activity: Using a variety of telecommunication systems to provide
data that will be used in reports and projects at student and
teacher's level technological development.
The Appropriation Stage: Students/teachers master specific
applications and use a variety of technologies effortlessly as a
tools for
achieving instructional and management goals.
Competencies:
* use computers for problem solving, data collection, information
management, communications, presentations, and decision making;
* show knowledge of equity, ethical, legal, and human issues of
computing and technology;
Activity: Complex projects are chosen and implemented using a variety
of technologies. (Blend in media technologies)
The Invention Stage: Students/teachers devise entirely new learning
environments using a variety of technologies as a flexible tools.
Competencies:
* design and develop student learning activities that integrate a
variety of technologies for a diversity of student grouping
strategies and student populations;
* evaluate, select, and integrate computer technology-base
instruction in the curriculum
* use multimedia, hypermedia, and telecommunications activities to
support instruction;
* integrate classroom technology skills with vocational requirements
to facilitate transition to the world of work. In the above model,
the teacher and students are co learners.
Activities: individual and group projects will be stimulated by
the dynamic interaction of students/teachers with the Internet.
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Katie Filipowicz, Library Media Specialist
Lincoln High School, 375 Kneeland Ave., Yonkers, NY 10704
Phone: (914) 376-8392 Internet: catherine.filipowicz@execnet.com
LM_NET
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