The Assessment of Technology

     There is great value in assessing educators’ technology leadership knowledge and skills. Assessments provide knowledge. Once knowledge is attained progress can be made. Educators need to know what their strengths and weaknesses are. This can be provided by appropriate assessments. This knowledge will then allow teachers to seek assistance to improve on their weaknesses and mentor others in their areas of strength. This scenario is the ideal for schools. Teachers helping teachers in the use and integration of technology would transform most schools into learner-centered communities. I find that most teachers do not share the information they have. We tend to be cloistered in our rooms where we do what we can and don’t ask for help or input from those around us. If this were to change, maybe education could engage and empower students to a level where they are ready to succeed in today’s world.


     Accessing the level of student technology and skills offers educators some unique insight into the perceived needs of those students. Since almost no students are technologically sound in all aspects, the teacher can use assessments to strengthen weaknesses and encourage even greater knowledge in areas where they are strong. If teachers know the skills a student possesses, they can then put that student to work using those skills, whether that is helping the teacher or another student. If a teacher discovers that a student has lower technology skills, then that teacher can use alternate methods, such as grouping or modification, to help that student master needed skills. This knowledge of skills and knowledge should allow teachers to maintain engagement among all students.

     As with most things, assessments have pros and cons. Some pros are: easy use, gives you a place to start, provides accountability, measures progress, gives feedback, and supplies motivation. Some cons are: incorrect or incomplete data, manipulation of data, incorrect assumptions made, individuals may not be truthful in self-assessments, and only one period of time may be measured, not a trend. I believe that knowledgeable assessments can be used to help students and teachers. I believe that knowledge gives the power to change. If appropriate change is implemented, there is no reason why education can not become what our twenty-first-century students need it to be.