Running head: Technologys presence in the classroom 1

Assessment Technology

Lee Whittlesey

EDU-225 Instructional Technology

March 11, 2017

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Assessment Technology

Part 1: Assessment Technology

Quizizz Place Value Assessment

The assessment is given prior to a lesson to test knowledge of place value and again at

the end of the lesson or unit to find what knowledge was learned. Students are informed to use

their first name and first letter of their last name on all quizzes so that educators can keep track

of each students progress. In this assessment, different portions of place value are covered.

Students will answer questions based up the following:

Finding place value (questions 13-18)

Rounding (questions 19-24)
Counting with ten blocks (questions 1-6)
Finding number with expanded form (questions 7-12)

The data that is gained from the pre-assessment will help guide the lesson in which

portions of place value need to be covered more intensively than the other portions. All portions
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of the lesson will be covered during the unit of study but when an educator can find what

students already know about the upcoming learning they can adjust the lesson to meet the needs

of the students including small group placements. Once the unit has been completed the same

test will be given to show what students have learned. If a deficiency is still present in the

students learning a repeat of certain lessons might be needed or small group interventions can be

put into place.

Part 2: Blog Post

Technologys presence in the classroom is rapidly increasing. The days of computer labs

is slowly moving to one-on-one technology within each and every classroom. Student-centered

technology is growing in ways that were not possible a decade ago. As classroom grow in size

year after year elementary teachers have the daunting task of meeting every student right where

they are, supporting progress toward grade-level standards and cultivating the development of

the whole child (Hudson, 2014). As educators, one of the most challenging parts of teaching

can be teaching all the students within a classroom no matter their learning styles or current

function level. Technology can help aide educators in the process of delivering meaningful and

connected instruction.

Student-centered learning incorporates the student taking over their own learning. This

style of learning moves students from passive receivers of information to active participants in

their own discovery process (ISTE, 2017). With technology educators can find ways to have

students implement their own research, access text online, develop presentations to show

learning, along with accessing audio and video learning supports. Students can be given

simplified directions that will lead them in their own learning of a lesson in either a small group

or individual study.
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When students are able to take responsibility for their own learning, they become

explorers capable of leveraging their curiosity to solve real-world problems (ISTE, 2017). With

technology integrated into a students learning it allows for an extraordinary level of tailored

learning. This gives room to valuable opportunities to monitor student engagement and progress

while following student thinking and digitally assessing their learning. Technology transfers

come of the responsibility of a students learning onto the student themselves.

Even though technology is growing in the classrooms many teachers lack the confidence

in the skills needed to provide the available technology tools that are available. Per the National

Center for Education Statistics (NCES) study, only 23 percent of teachers surveyed feel

prepared to integrate technology into their instruction (Moeller & Reitzes, 2011, p. 7). Those

who do currently use technology in their classrooms mainly use it for presenting lessons or

supporting tools rather than using it to provide student hands-on learning. Even though many

teachers do use technology in the classroom only a small percent of students are encouraged to

use technology themselves. Other teachers feel uncomfortable with using technology or dealing

with the downfalls that may come with it such as equipment or internet problems or failures.

Integrating technology into the classroom and the learning can take time for both the

teachers and their students. Research indicates that the integration of technology into

instruction occurs over time and follows a pattern (Moeller & Reitzes, 2011, p. 14). At first

teachers will place technology into lessons as supporting tools. Once teachers see the value of

this they will enrich their lessons by providing more technology based tools followed by letting

students take more control of their learning by technology based student lead lessons.

Students-centered learning can guide students to higher learning. Technology has given

growth to new way for all students to learn. When teachers allow themselves to open to the
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world of educational technology new doors can be open. When students can take control of their

learning they will be able to reach new heights and fell more part of the overall learning process.

The goal of a teacher is to give their students the opportunities to gain knowledge and grow.

Technology can give student-centered learning new avenues to explore which allows all students

to succeed.
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References

Hudson, T. (2014, Spring). Student-centered Learning Powered by Technology. Retrieved from

Creating Learner-Centric Environments: http://www.advanc-ed.org/source/student-

centered-learning-powered-technology

ISTE. (2017). Student-centered learning. Retrieved from International Society for Technology in

Education: http://www.iste.org/standards/tools-resources/essential-conditions/student-

centered-learning

Moeller, B., & Reitzes, T. (2011, July). Integrating Technology with Student-Centered Learning.

Retrieved from Nellie Mae Education Foundation:

https://www.nmefoundation.org/getmedia/befa9751-d8ad-47e9-949d-

bd649f7c0044/Integrating-Technology-with-Student-Centered-Learning