Technology Tools for Assessment and Evaluation by: Robinson, Carney & Keiper

This article begins by giving a brief introduction about its authors and the courses they teach (IT 334 & 443). The article then delves into the findings that many students who complete these courses lack the appropriate knowledge regarding assessment technologies required to meet NETS*T standards. As such, a taxonomy of assessment technology tools has been developed by the authors. The article then goes on to clarify some frequently misunderstood concepts, such as the "Assessment Decision-Making Process" and "Formative & Summative Evaluation". In addition, the article clarifies the difference between methods of assessment and assessment technologies. The authors argue that, "assessment technologies provide us with new forms and processes of assessment that are not possible without the technology." (pg. 4) The article continues on by discussing the various forms of assessment technology in greater detail. Having a knowledge about these various forms of assessment technology, in addition to understanding the Assessment Decision-Making Process can greatly assist teachers when they attempt to make instructional decisions.

I found this article to be very beneficial and helpful to read. I had never heard the distinction between assessment and assessment technologies, so it was nice to have these terms clarified for my understanding. The section on the Assessment Decision-Making Process was mainly a review of what I learned in my assessment class, but I liked reading the definitions the article presented. The presentation of these concepts helped me think of them in a new way. I was also excited to read about different forms of assessment technologies that I have used, such as the WJ-III, DIBELS and aimsweb. There are many forms of assessment technologies I have yet to use, but their benefit is easy to see. Having used several types myself, I have seen how these tools can help teachers make instructional decisions based on assessment data quickly. I think the most important thing to remember is that these are just tools, they cannot make the instructional decisions based on evaluation. That is the role of the trained teacher who knows and cares about their students.

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

This article was about a dialogue between the author, Carol Tell, and Jane M. Healy, an author and educator on the "forefront of educational technology" for the past 20 years. Tell asks Healy many questions about her shifting view of technology in the educational environment and how this will effect the "I-Generation", as well as teachers. Healy's book entitled, Failure to Connect: How Computers Affect Our Children's Minds—for Better and Worse, discusses the concept that technology cannot solve education's problems-as some would like to believe. Healy's main points that she makes in this article are that technology can actually cause more harm than good in schools, that it is a product that is being marketed and pushed for political reasons, and that teachers must carefully examine if and how technology benefits teaching and learning in their classrooms. In addition, Healy discusses the issue of child development and how it relates to an appropriate use of technology in the classroom. Another important issue that Healy raises is that technology can cause many health issues, such as carpel tunnel syndrome and bad posture. Overall, Healy seemed to feel that technology is losing its value and place in the educational system because it is not being used appropriately.

While reading this article, I could not stop thinking about how technology pervades the educational environment I know today. I use Blackboard, blogster, and many other technological mediums to complete and submit assignments. Additionally, many programs such as Microsoft Word and Excel make projects and assignments much easier for me to complete. I have seen firsthand the benefits that technology can provide in my educational experience. However, I also perfectly understand the comparison that Healy makes when she discusses how easily technology can suck in people and be merely "edutainment". I think, as Healy states, that as technology is becoming increasingly more prevalent in today's society, it is important for students to know how to use it. I also agree that technology can do more harm than good for students if it isn't used correctly. The challenge we will face as educators is finding the appropriate time to use technology in our curriculum when it will really benefit and promote student learning. And we must always remember that we are trained to teach and therefore, our teaching should not need a substitute-such as technology.

On the Road to Cultural Bias: A Critique of the Oregon Trail CD-ROM. By: Bill Bigelow

The Oregon Trail CD-ROM has long been used by teachers as a teaching-substitute. In this article, Bill Bigelow examines the many negative impacts this teaching decision can have on students who use the CD-ROM. One of the most substantial impacts this “edutainment” resource inflicts is the promotion of “a full litany of sexist, racist, and imperialistic perspectives, as well as exploitive perspectives of the earth.” (Bigelow, pg. 8)

Bigelow points out the many gross inaccuracies, which the Oregon Trail promotes. One major bias this program displays is the role of women on the Oregon Trail journey. In the game, women play little or no role in making decisions along the way to Oregon. This role is historically inaccurate as can be seen from various journal excerpts that Bigelow presents. In addition, the program features major biases and historical inaccuracies in regard to the roles of African Americans and Native Americans at this time. Also, the program promotes a self-absorbed, imperialistic and opportunistic viewpoint from start to finish.

Each of these biases can have very negative impacts on student learning and outlooks on this time period. Bigelow suggests that as teachers, we must remember that CD-ROMs are not teacher substitutes. In addition, we can use these types of programs for student learning, but we must first closely analyze and critique the programs for their educational value. Similarly, we must find ways to supplement other activities when using CD-ROMs and similar programs to enhance student learning and promote ethical, moral and accurate depictions of information.

I must admit I found this article to be very fascinating and frustrating. I remember playing the Oregon Trail many times when I was younger as a reward in school and really enjoying it. I was astonished to see all the biases presented that I had never noticed before. Personally, I feel that this program is full of useful information but I don’t know that I would ever use it in my classroom. The biases are too great, and the inaccuracies are too frequent. Upon reflection, I found myself mainly in agreement with Bigelow’s perspective that this program promotes an opportunistic, male-dominant ideology of a time rich in diverse history. However, I do think there are many ways to teach this information in a more ethical and moral way. Bigelow suggests several alternatives such as reading journals written by women of the time or having a guest speaker from a Native American tribe talk to the class about the expansion in the West and its impacts on their people. In addition, I don’t believe that a CD-ROM program can ever or should ever replace teaching in the classroom and the enrichment that it provides for students.