EDUC5306 Week 2 Blog Posting #1 – Technology Assessments

Assessment of a school’s technology capacity and readiness for both infrastructure and staff, is an integral part of leading change and developing a realistic plan that will meet the needs of 21^st century learners. The assessment provides an inventory of hardware and software as well as staff and student competencies. The inventory will review the schools strengths and weaknesses as they move forward in developing an effective and efficient plan.  The strengths will determine infrastructure as well as skillsets and knowledge that can be leveraged to enhance and technology both in and outside of the classroom.  The weaknesses will aid in developing goals for both infrastructure and employee professional development. 

Assessment should be inclusive of all stakeholders: administrators, teachers, students, parents and the community.  An appreciative inquiry process will identify the “best in people, their organizations, and the relevant world around them” (Appreciative Inquiry Commons, 2010).  Inclusion will allow all stakeholders to address the “social barrier” Prensky references in Adopt and Adapt: Shaping Tech for the Classroom and encourage more buy in from the “conservators of our culture” (Prensky, 2005).

During the school assessment it is vital to assess the knowledge and skillsets of students. Although most students in the digital age are tech savvy, their experience and exposure to technology and technology tools may vary. The student assessment will provide a baseline of knowledge from which the plan and goals for students may begin.

While assessment of educators’ technology leadership knowledge and skills will ultimately improve educators’ and students’ experiences in the classroom, it can lead to resentment and resistance:  Resentment from seasoned educators who may not value the introduction of technology and are resistant to the idea of learning from their peers. In addition the assessment may identify social and economic disparities in the student population.  However, good leaders can address these issues during the appreciative inquiry process, ensuring the all stakeholder realize the value of “Edutopia” (Prensky, 2005).

References:

Prensky, M. (December 2005). Adopt and Adapt: Shaping Tech for the Classroom. Retrieved December 2, 2005, from Edutopia.org.

Appreciative Inquiry Commons. Retrieved November 27, 2010, from http://appreciativeinquiry.case.edu/intro/whatisai.cfm.