Technology Tools for Assessment and Evaluation

This article discussed ways that technology can be integrated into assessment, analysis, and evaluation. In the beginning it covered how we are to align teacher education coursework with standards. It also states, "we have noticed a consistent pattern of low scores in items related to using technology for assessment and evaluation." The purpose of this article was to show effective technology programs and devices that can be used for the CBE process of inquiry including the summative and formative evaluations.

The main points included this article are actually what I am learning in my SPED 467 class right now. My professor Dr. Ken Howell talks mainly about how what is tested should always reflect what is being taught and vice versa. As a pre-service teacher, this article gave me ease to know that there are many websites that can help me with assessment and limit my time and energy. Basically knowing that rubrics, graphs, grades, and reporting documents are already established gives me an already established file of helper tools that can help guide the Assessment Decision-Making process.

The I-Generation- From Toddlers to Teenagers: A Conversation with Jane M. Healy

This article was a discussion between Jane M. Healy and Carol Tell. Jane has been an advocate and critic of technology for the past twenty years and her viewpoint on technology has changed. She first thought that students should be introduced to computers at the earliest age posiible. She now though, as seen with her grandchildren, view that the computer should not be introduced into children's lives till around age seven. She argues that computers should not be taking the roles of teachers which is where our society is shifting. Students also need that teacher/peer interaction to develope their social skills. Jane also argues that technology has a hard time teaching strategies or learning processes rather it is more of a tool. She states that "innovation will be the greastest benefit from these machines."

Jane makes a good point when referencing powerpoint. We should be wondering how much students are learning when they can put together, say, a powerpoint. Is it the technology tools we are intersted in or the actual content that the student is teaching or learned? What about computers doing more harm than good? I think Jane makes a great point saying they can be harmful to your health. I see our world as a growing people wanting everything the fast and easy way. Computers is one easy way to obtain that. Students are not required to talk to other peers and they also don't get to practice their facial expressions or skills that should be obtained for communication. I've learned in many of my educational classess to question what it is your doing and make the information relevant to the students. In that case I think it is a great idea to question what the computer can do that we can't and vice versa. Overall, technology can be a benefit to students but we need to be careful how we introduce it and make sure it does nothing but enhance our teaching skills as professionals.

On the road to Cultural Bias: A critique of the Oregon Trail CD-ROM

This artical mainly criticized the Childhood CD-ROM the Oregon Trial. Some arguments were that it is sexually racist. Men roles were the only ones that were handled like how to cock the wagon or wether you should float it over the river. Women's roles were not touched upon. Also the articale argued that Black African American's were present but their live's weren't. When asked more about their story it was unclear what they were doing, if they were slaves, running away, or working. The goal of the Orgeon Trail was to get to the Oregon Coast and then life would be happily ever after, but what about the impact of race on living conditions? The game also failed to include what happened between settlers and Indians. White hostility was omitted and whites main goal was to stay clear of Indians. The article wants teachers to begin a dialogue developing a critical computer literacy before subjects interact with these games.

This article seemed a bit extreem for me. I think with nearly every program invented these days, people can critique it far beyond what was intended. If every detail is suppossed to be included I'm sure some projects wouldn't even be done by now. What interested me though was what the author said about the role of the teacher. He stated that the teacher should begin a dialogue developing a critical computer literacy before subjects interact with these games. I think when working with any program, students should have a background knowledge of what they are working with, why they are using it, and what implications it has. As a student I am far more interested in learning why I am using a device, what good is it doing for me. As far as the Oregon Trail goes, discussing with your students the impact it had on our country and eliminating the cultural biases would be a great tool to help implement the Oregon Trail into your classroom.