Why Assess Technology Knowledge and Skills?

To be successful in anything you need to know where you are and where you have been to give you perspective on where you should be. This is true in any plan, especially in technology education. To form a successful technology plan, the knowledge and technology skill levels of teachers and students need to assessed so that the proper plan can be implemented. Due to the rapid growth of technology, there is a wide range of skill levels, therefore, a plan needs to accommodate the varied skill level of all those involved. Today, teachers are at a disadvantage because students are more technological savvy because they have been introduced to technology at a young age. In creating the technology plan, assessments of both teachers and students must be taken into account to balance the effectiveness of education. Moreover, assessments will eliminate any perceived needs, so that the plan can provide the best technological education for the targeted group.

The advantages to obtaining the correct skill levels of teachers and students will discourage focusing on areas that are not necessary. For instance, if the professional development for online learning for educators is at an advanced level, then the plan would need to focus on maintaining that level rather than increasing it. Finding the strengths and weaknesses will also help evaluators to determine which portions of the plan need emphasis. Yearly assessments are important but a problem can arise when several years are compared to one another. Since technology changes so quickly, an assessment that occurred three years past, might be out of date causing comparable results to be unreliable. In addition, the level of student’s assessed might not be the same level as the students who are actually under the plan. Fortunately plans can be adjusted but these factors need to taken into account when assessing technology.

Reference: Burns, M. (2002). From Compliance to Commitment: Technology as a catalyst for communities of learning. Phi Delta Kappan, 295-302.