Unit 3: Applying Technology in Assessments

There was a lot covered these past 2 weeks that also included Spring Break and a midterm paper!

It was good to review Weeks 7/8 & 10 to see how all the elements flow together to address a
seemingly simple topic yet has many depths and resources to explore for Unit 4: Technology in Assessment.

Being relatively new to the education and technology field, I was not aware of the numerous resources
available to instructors that can assist with assessments. The adult learning environment that I am
engaged filters some of the tools that seemingly apply to k-12 education; however, the aspects and
tools used game me ideas for qualities that I am exploring for adult instruction and use of technology.

The most appealing technologies to me included the virtual reality sims presented by BK in Week 10.
Simulations are vastly popular in healthcare because they offer a safe environment for practicing skills
that would otherwise add risk or cause harm to patients in the real world. As exciting as technology may
take us, there are a few considerations that cause some pause to fully pursue these tools:

1. Alignment with learning objectives, instructional strategies and assessment. The virtual reality sims appear to be designed to aid instruction in a somewhat narrow field of instructional engagement. This is fine as long as the instructional goals fit within the parameters of the sims, and as long as the data collection and reporting features are also aligned with the learning objectives and instructional strategies.
2. Cost. Education is a significant industry that affords many opportunities for entrepreneurs to develop innovative instructional delivery tools including technologies. These technologies come at a cost. Like text books when i was in elementary school, the rich schools has the newly published and printed books, while poorer schools used their leftovers. Can the technologies be affordable enough to reach broad applications and audiences?
3. Accessibility. The latest development of apps brings many tools for use in the classroom. Most older kids and adults have access to tablets and smartphones that allow for downloading apps for use. The assessment technologies explored in Week 8 shed some light on the exciting use of these in classrooms, though I smirked when I saw the video with each student sitting in a circle with an ipad at their seat. My kids go to a charter school, and are not issued or told they need to have smart devices to engage in their education. Cousins attending Byron Center are given MacBooks. The disparity is interesting, and I question the fairness in the economic aspects of education and opportunities for kids who don’t have either personal or school resources to keep up with technology trends.

Lastly, as national education standards are starting to expect better use of data in the classroom requiring use of such assessment technology, will the proper resources be provided to the students AND the educators for proper use of the technology? The data output is only as good as the quality of input, and there is a growing pressure on instructors and schools to become data managers as it relates to use of technology and formative assessments.

I am looking forward to  incorporate technologies discussed in Unit 4, and feel more prepared with the
theory to select the tools that will enhance the curriculum, instruction and direction for student growth!