First and foremost, in order to assess whether students are meeting tech standards in the classroom, these same standards must be clearly defined. It is essential schools provide all stakeholders a road map as to how technology will be incorporated in their programs. This “vision” must be disseminated throughout all divisions, departments and subject areas. Next, teachers must know and understand which standards are to be met – what is the end game at each grade level/subject area?
After the “what” and the “how” are clearly defined, schools must establish and articulate a clear evaluation process. Like students, classroom teachers must understand how tech integration will be evaluated. Provide faculty a clear set of exemplars and reasonable short/long term goals. Equally important is the time frame these goals must be attained – and it must be reasonable. As schools continue to utilize technology, there needs to be a reasonable time-table provided to meet all objectives. Like most things in life, rushing the process often leads to an inferior product.
Equally important is to divide and conquer – split the goals up by topics/subjects/grade levels. Specifically, schools must scaffold integration. Not only that, institutions must ensure that vertical alignment is based on identifiable skill levels such as beginning/intermediate/advanced.
Finally, talk to the students and see what types of projects they’re doing and how it’s impacting their learning. Too often, we skip the easiest assessment of a quality program – ask the individuals who are being asked to meet institutional objectives and goals.