Evaluating Technology-Based Curriculum Materials

Reed, D. S. & McNergney, R.F. (2000). Evaluating Technology-Based Curriculum Materials. ERIC Clearinghouse on Teaching and Teacher Education Washington DC.  ERIC Digest, www.eric.ed.gov

Summary

The article Evaluating Technology- Based Curriculum Materials by Diane Reed and Robert McNergney gives suggestions for evaluating technology related educational materials.  The article first suggests that users consider the authenticity of the technology for use in the classroom.   There are a number of questions to ask when considering implementing technology-based curriculum in the classroom.  Questions include: “Is technology used to bring real-world examples into the classroom?” and “Are activities such as simulation, Web experiments, and Web field trips used to enable students to understand the richness and variability of real life?” (2000, p.2).   The authors suggest that technology should help students by doing rather than just watching or listening. 

As the article continues, it makes connections with the theory of constructivism.  The authors suggest that technology should make the students and the teachers co-learners.  Students should be responsible for their own learning.  

Educators also need to prepare their own assessment framework for the assignments. First, they need to define the “instructional context” of which the technology curriculum materials will be used. Once educators establish who will be learning, where, and why they need the technology, they are capable of evaluating their materials. 

The evaluator first needs to decide what the digital content will be.  Will students be using it as drill and practice?  Or will students be using technology as open-ended explorations.  The authors suggest that when technology is used efficiently “digital content enables students to seek and manipulate digital information in collaborative, creative and engaging ways” (Reed & McNergney, 2000, p.3).  The ability to evaluate, analyze and create should be the goal of technology integration.  The article gives many examples of students across the world using technology to create many different higher-level thinking projects. 

Another concern of the educator who wants to incorporate technology is the hardware and software requirements of the curriculum.  Also, does the technology take a great amount of teacher time and effort to learn? Educators should also consider if the amount of time put into the product is worth the student learning outcome.  According to the authors, “Evaluators should examine software in the same reflective way that they examine other instruction materials; that is, with children’s learning in mind (Hall & Martin, 1999)” (Reed & McNergeny, 2000, p.4) 

The last points the authors make are about assessment and teacher support. The authors suggest that the primary goal of a technology assessment should be to measure student engagement as demonstrated by their performances.  They suggest that assessment should be based on performance and authenticity.  The authors also suggest that teachers need ongoing professional development no matter what technology they are integrating.  Some suggestions include online classes and teacher-support teams.  

Reflection

After reading this article, I did some research on the SAMR model and technology evaluation.  I started to ponder how I use technology in the classroom and whether it was authentic or merely just a tool that provides convenience.  I have found that I am not where I want to be with technology use.  Not much of my technology is used to provide opportunities for students to learn and explore.  Rather, it is merely a tool I use to show examples, and have students watch lessons.  If all my technology was stripped away at this moment, I would still be able to teach the lessons I teach without any second thought.  It would definitely be more inconvenient.   However, my core lessons would stay the same.  I would like to move to a different approach where technology is used as a tool for students to gain insight and knowledge that directly relates to their own personal artwork.  Until recently, I have not had the capabilities to let students research or learn on their own.  Our school has recently received a roaming laptop cart that could be used in classrooms.  My first step is to find corresponding websites and resources to my lessons and put them in one place- possibly on a website like Weebly.   Only then can technology be used to evaluate and analyze data, rather than just watch or observe.