Technology Literacy Assessment Project (TLAP)

Proposal to Colorado Department of Education
Power Results Grant Program

Appendix C — CDE Statement of Technology Literacy Reporting Requirement

 

TO:     Technology Directors

            Superintendents

            District Assessment Coordinators

            Consolidated Application Coordinators

 

FROM:   Office of Special Services/Consolidated Federal Programs Unit

DATE:   August 22, 2007

RE:         NCLB Technology Reporting Requirements

 

 

NCLB requires states to report technological literacy data to the U.S. Department of Education.  As a part of the ET-IL plans, the Colorado Department of Education (CDE) gave the task of developing a method of assessment, definition of technological literacy, and performance indicators for determining technological literacy to each individual school district.  This task has been challenging for districts as well as the Colorado Department of Education.

 

To help make this process easier, CDE held a forum to discuss technological literacy, reporting requirements, and data collection.  The information gathered from the forum was sent out for comment to each district in the state.  CDE would like to extend a special thanks to those who participated in this process.

 

Based on the information received during the forum discussion and the responses received from districts, CDE is prepared to provide additional guidance regarding the technological literacy assessment requirement.

 

State Definition of Technological Literacy

Below is the CDE definition of Technological Literacy that will be used for NCLB purposes.  This definition was created by modifying the State Education Technology Directors Association (SETDA) definition of technological literacy. 

 

Technology literacy is the ability to responsibly use appropriate technology to communicate; solve problems; and access, manage, integrate, evaluate, design, and create information to improve learning in all subject areas and to acquire lifelong knowledge and skills in the 21st century.  

 

Standards for Students

Attached you will find the CDE Standards for Students that will be used for NCLB purposes.  These standards were created by modifying the new refreshed ISTE National Education Technology Standards for Students (NETSŸS) to include higher-level technical experience such as engineering and technological design.  

 

Resources

The U.S. Department of Education (USDOE) is requiring each state to report the number of 8th grade student’s that are considered to be technological literate, not literate, as well as the number assessed.  Even though the USDOE is not requiring states to report the type of assessment used, CDE finds that it is important to ensure that the information collected from each district is comparable.  To obtain comparable data, each district would need to assess students in the same manner. 

 

However, given considerations of cost, timeline, and plans already underway in districts, CDE feels it is inadvisable to launch a common assessment methodology for the 2007- 2008 reporting cycle.  Instead, CDE has established the assessment parameters that follow in this memo.

 

To assist districts with their assessments efforts, CDE will launch a Technological Literacy Resource Bank.  This Bank will provide information on assessing students by providing sample rubrics, assessment questions, and links to companies that provide assessment services.  The Technological Literacy Resource Bank can be found at www.cde.state.co.us/edtech/index.htm.

 

Assessment Parameters

Information received during the forum underscored the need to provide parameters for assessment.  It is necessary that the assessments given are meaningful and provide data that can be useful to districts.

 

Acceptable Assessments:

  • Program based - Literacy is determined by the completion of all courses, with a passing grade, that have technology embedded into the curriculum
  • Paper pencil - Literacy is determined by a test which includes questions that address technological literacy
  • Performance based - Literacy is determined based on how well the student performs a technological task
  • Portfolio - Literacy is determined by a collection of a student’s work which incorporates technology
  • Projects - Literacy is determined by an end of the year project that incorporates technology
  • Online assessment program - Literacy is determined by assessing students with an "off the shelf" software program specifically designed to assess technological literacy

 

Unacceptable Assessments:

  • Grades from courses that are not aligned with district or state standards
  • Classroom observation – Literacy is determined by the teachers observation of a student using technology
  • Straw Polls – Literacy is determined by polling students with a show of hands

 

CDE understands that Colorado school districts were asked to create method of assessment, a definition of technological literacy, and adopt or develop technology standards for students.  These guidelines are intended to assist districts through this process.  Therefore, CDE expects districts to make a reasonable effort to address the standards provided so that the assessments given, while different, can be focused around the same standards.  CDE will continue to consider a common assessment tool for the 08-09 reporting period. 

 

Timeline

CDE has begun collecting 2006-2007 technological literacy data from districts as part of the 07/08 consolidated application.  This information, while preliminary, will be reported to the US Department of Education and will satisfy the 06/07 reporting requirement. 

 

The collection will likely take place in fall of 2008 based on spring, 2008 results.  CDE will provide an online reporting system and will collect the following data:

           

# of students assessed for technological literacy

###

# of students technologically literate by the completion of the 8th grade

###

# of students not technologically literate by the completion of the 8th grade

###

Type of assessment used (selection from a list)

###

 

The required information will be reported to the US Department of Education in the fall of 2008 or early in 2009.

             

If there are any comments or concerns regarding the information provided, please contact DeLilah Collins at 303.866.6850.

 

Thank you for your continued support!


Standards for Students

 

I.    Creativity and Innovation 

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.  Students:

A.  apply existing knowledge to generate new ideas, decisions, processes, products or solutions.

B.  create original works as a means of personal or group expression.

C.  use models and simulations to explore complex systems and issues.

D.  identify trends and forecast possibilities. 

 

II.   Communication and Collaboration 

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.  Students:

A.  interact, collaborate, and publish with peers, experts or others employing a    variety of digital environments and media.

B.  communicate information and ideas effectively to multiple audiences using a variety of media and formats.

C.  develop cultural understanding and global awareness by engaging with learners of other cultures.

D. contribute to project teams to produce original works or solve problems. 

 

III.   Research and Information Fluency  

Students apply digital tools to gather, evaluate, and use information.  Students:  

A.  plan strategies to guide inquiry.

B.  locate, organize, analyze, evaluate, synthesize, and ethically use information

C.  evaluate and select information sources and digital tools based on the appropriateness to specific tasks.       

D. process data and report results.        

 

IV. Critical Thinking, Problem-Solving & Decision-Making          

Students use critical thinking skills to plan and conduct research, design and manage projects, solve problems, engineer solutions and make informed decisions using appropriate digital tools and resources.  Students:       

A.  identify and define authentic problems and significant questions for investigation.       

B.  plan, design and manage activities to develop a solution or complete a project.

C.  collect and analyze data to identify solutions and/or make informed decisions.

D.  use multiple processes and diverse perspectives to explore alternative solutions.  

     

V. Digital Citizenship          

Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.  Students:       

A.  advocate and practice safe, legal, and responsible use of information and technology.       

B.  exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.       

C.  demonstrate personal responsibility for lifelong learning.       

D.  exhibit leadership for digital citizenship.     

   

VI. Technology Operations and Concepts       

Students demonstrate a sound understanding of technology concepts, systems and operations.  Students:       

A.  understand and use technology systems.       

B.  select and use applications effectively and productively.       

C.  troubleshoot systems and applications.       

D.  transfer current knowledge to learning of new technologies