Technology Assessments

There’s an old adage that says, “You can’t get where you want to go if you don’t know where you are”.   An illustration of this adage, taken to the simplest level, would be a road map.  If one does not know the beginning point, it is impossible to know which path to take to get to the destination.  Metaphorically speaking, technology assessment is the beginning point for making a plan to reach our targets in technology.  It is vital to know our current level of technological understanding and usage in order to make a plan for moving forward.  It would not be of any value to have a plan for patterns of classroom use without first providing educator preparation and development or the Infrastructure to support the teaching and learning.  Just like in the classroom, pre-assessment is necessary to drive instruction.  Technology cannot be learned and implemented in isolation.  It is a process in which skills, understanding, and implementation are built upon.  Once a district or campus has a clear view of the current technological status of its educators, a plan can be developed which will provide a solid foundation upon which to build.  Staff development should not be offered without first considering the needs of those attending.  These assessments will allow decision makers to provide the most meaningful staff development possible.  It’s my opinion that assessments should continue during the implementation of a technology plan to ensure that growth is taking place.  The only con in my view is that some technologically illiterate teachers may feel overwhelmed when discovering the daunting task ahead of them.  It’s a fact that educators are behind in technology in comparison with their business world counterparts.  If educators are to remain in education, they must grow in technology to keep up with student demand.