Changing Standards

The media specialists were describing how the elementary schools are using technology. Because the first graders did a lot of work in Google last year, the second graders aren’t having any trouble at all with Google Classroom. They log right in, and can access the resources that their teachers are sharing with them. It took a couple days at the beginning of the year to work through the login and password issues, but after that, they were ready to go.

ipad-1126136_640Don’t get me wrong. The second graders aren’t taking online classes. They’re not doing most of their work online. They don’t have hours and hours of screen time at school. But when the tool is appropriate, they have no trouble using it.

In a different meeting the same week, we were discussing the rollout of our 1:1 program for the high school next year. It’ll be the first time we issue take-home devices to high school students. Up to this point, the high school has used classroom sets of devices, and we’ve been focusing on the take-home program at the middle school. There was a lot of talk about the Google ecosystem, and the need to get our teachers Google certified. They’d like to get more classes using Google Classroom.

A few years ago, we developed a technology skills graph based on the excellent work done by Joanna McNally and Janette Kane at Orange. It took quite a bit of time to weave together the ISTE standards, the information and media literacy pieces, the old Ohio technology standards, mandatory training on digital citizenship, online safety, and cyberbullying, and the need for so-called 21st century skills. We debated how and when and where each topic would be introduced, and when students should be expected to show competency. Part of this was driven by the need to apply that technology in other areas. If students are doing a research project in 7th grade, then they need to know how to evaluate and cite sources before they get to that project.

Now that we’ve grown into the skills chart, we’re going to spend some time this year amending it. There are new state learning standards for technology that will need to be considered. We can also take some time to assess what’s working and what’s not working at different grade levels, and make adjustments to make sure students have the right skills when they need them.

That’s getting more difficult. The first time we went through this process (in 1999), we said that we wanted the tech standards to be covered by the end of 8th grade, so students can apply them to their work in high school. We revised that to the end of 5th grade to accommodate 1:1 a few years ago. Now, it’s looking like we need to be doing a lot more in kindergarten and first grade, because our learners are digital almost before they’re literate.

The key, of course, is to embed the technology instruction when it’s needed for something else. That breaks it into small, manageable pieces while providing an immediate application for the new skills. We’re fortunate to have professionals to help our teaches with that process, as well as teachers who are willing to take risks to increase rigor, improve differentiation, and better meet the needs of their learners.

Photo credit: Pixabay.


In Pursuit of Tech Standards

The Ohio Department of Education is soliciting feedback through December 31 on their new Technology Learning Standards. [Update (1/12/16): many of the links are now broken, but the new standards are here.]

This is frustrating. And, largely, meaningless.

The new standards are a revision of the 2003 Academic Content Standards for Technology (another link here, since the ODE one is going to break soon). The 2003 standards were a monumental exercise in compromise. They were essentially based on the original ISTE Standards from 1998. But because “technology” has many different definitions, and a8720604364_85c5931a14_zt the time, there was a lot of money available to schools wanting to improve the ways they use technology in schools, everyone wanted in on the action. The industrial technology folks pushed to include more standards related to CAD, CNC, robotics, and manufacturing. The digital arts proponents wanted standards for digital and graphic design. The business department saw technology through the productivity lens, and lobbied for so-called computer literacy and productivity standards. The media folks saw the information literacy train coming, and jumped on board. The result was a 360-page behemoth that was impossible to implement.

It was interesting, at the time, that we had technology standards at all. Beginning with the SchoolNet Plus program in 1995, the state’s goal was to integrate technology into the classroom. Every conversation focused on instructional integration. Funding was provided for CLASSROOM technology, and schools were emphatically discouraged from building computer labs and other structures that separated the technology from classroom instruction. So it was odd that these technology standards came along at the end of the Academic Content Standards era. Tech hadn’t been included in the Language Arts standards or Math standards or Science standards. Despite the stated objective of integrating tech, they didn’t actually do it when writing the standards.

digifest-digital-screenSo while we were unwrapping standards and mapping assessments and trying to come to terms with the idea that all schools should be teaching the same thing in fifth grade math, technology was added on. These standards were tied to funding through the e-rate process. Schools were forced to explain in their technology plans how technology integration was being accomplished at every grade grade level in every subject area. Our district may have included some snarky responses in this area, especially when explaining how we were integrating technology into middle school physical education (we weren’t) and elementary foreign language (a subject we don’t teach).

To say the least, it was an uphill battle. Schools were rated based on reading and math scores. Those tests measured student achievement of the standards in those areas, which did not include technology. We were assured that technology would be fully integrated into the next generation of academic content standards. In the meantime, we would do what we could to prepare our students for success in our technology-rich culture without actually requiring anyone to use any technology anywhere.

So when the new content standards came along in 2010, they should have finally included the technology components that we’ve been talking about integrating into the core subject areas for a generation now. Finally, we’re going to make sure our students have the technology skills they need. We’re going to embed them in the core subjects, and we’re going to use them to help differentiate instruction, improve student collaboration and communication skills, and increase the academic rigor of our academic programs. Our students will increasingly analyze and synthesize content from multiple sources, and will use their critical thinking skills to combine knowledge in new ways to solve complex problems.

Except that they may have forgotten to include technology in the new standards. Again.

So, here we are. We’re developing new tech standards. We’re basing those standards on Ohio’s ridiculous 2003 standards, instead of building on the national and international work that’s been done in the last 20 years. We reduced the number of standards to make it easier to implement them. We are making them intentionally vague so schools can claim to be implementing them without actually having to change anything they’re already doing. We will push these standards out to the schools with no support and no directive to use them. And we’ll wonder why there’s not a common set of technology standards implemented across the state with fidelity. We’ll complain that our students don’t have the skills they need to compete internationally. We’ll talk about how irrelevant our schools are. All of the kids in school now will grow up and graduate and they’ll be replaced with a new set of students looking to us to prepare them for their future.

Then, we’ll do it again.

Photo Credit: Lupuca on Flickr.
Photo Credit: JISC and Matt Lincoln.