According to NSSE (1996):
There is no single definition of information technology
today that is universally accepted. Often the term is
applied to computers and computer-based systems.
However, the roots of the word technology suggest that
it is a "means to an end." For example, using a book
of matches is a means to creating a fire. The end is
fire itself. A bicycle is a means of transportation.
The goal of bicycle riding is to reach a destination,
and perhaps also to get some needed exercise....
Consequently, when we talk about the use of technology,
we must always remember that it is a means, not an end
in itself. Technology in the broadest sense is the
application of modern communications and computing
technologies to the creation, management and use of
knowledge. In an educational setting, information
technology should provide students with a variety of
enriching ideas and experiences that foster
intellectual curiosity, achievement, and a pattern of
life-long learning. (p. 5, italics added)
In the following section, excerpts from the Table of
Contents and sample indicators are provided for purposes of
illustration (quoted selectively from NSSE, 1996, pp. iii -
viii, and pp. 10 - 93):
Part I. A Vision for Student Learning in Technology: Goals
and Performance Indicators at the Elementary, Middle
School and High School Level
Section A: Goals and Performance Indicators
-
Information technology basics
-
Sample indicator:
Students use the Internet easily
and for multiple purposes.
-
Application and integration of technology
-
Sample indicator:
Students make extensive use of
software as tools for learning (e.g., students use
word processing for compositions and writing
activities; students use mathematics and science
software in appropriate classes, etc.)
-
Creativity tools
-
Sample indicator:
Students use software programs
designed to foster creativity in designing and
completing projects (e.g., writing and recording
music, creating art, creating computer animation and
video presentations, etc.)
-
Information technology in life and society
-
Sample indicator:
Students can describe some of the
actual and potential effects, both good and bad, of
technology on people and their environment.
Part II. Indicators of the Capacity of the School's
Instructional System to Support Achievement of the
Goals for Student Learning
Section A. Principles and indicators of Quality
Instructional Systems
-
Curriculum Development
-
Principle #1: The design of the curriculum is driven by
the goals and performance indicators for student
learning in technology that have been defined by the
school.
-
Sample indicator:
Students' mastery of the
prerequisites for their learning is assessed prior
to instruction (i.e., Students are not, in effect,
set up to fail due to lack of understanding of the
prerequisites for the course or unit of
instruction.).
-
Principle #2: The design of the curriculum takes into
account the learning needs and interests of students.
-
Sample indicator:
The curriculum is flexible and
accommodates students' needs and interests without
compromising the goals and objectives students are
expected to achieve related to technology.
-
Principle #3: The curriculum is clearly articulated and
supports a shared vision for student learning.
-
Sample indicator:
The goals and expectations for
student learning in technology are clearly
communicated to students, parents, and the community
through a variety of media.
-
Principle #4: The school is committed to the on-going
evaluation and renewal of the curriculum.
-
Sample indicator:
On-going curriculum evaluation at
the classroom level is conducted through teacher
inquiry and action research.
-
Instructional Design
- Principle #1: The advantages of integrating
applications of technology in teaching strategies and
learning activities empower teachers to provide
students with learning experiences that would be
impossible or difficult to achieve without technology
resources.
-
Sample indicator:
Applications of technology are
integrated in the instructional design to provide
students with the opportunity to access alternative
representations of concepts and theories that are
often difficult to grasp (e.g., dynamic portrayals
of mathematical functions).
- Principle #2: Effective instructional strategies and
learning activities are employed to help students
understand and apply technology.
-
Sample indicator:
Applications of technology are
incorporated in the design of teaching strategies to
make learning activities more meaningful and
relevant to the students.
-
Assessment Systems
- Principle #1: Information technology resources are
employed to expand and strengthen the system of
assessing student learning.
-
Sample indicator:
Information technology resources
are used to assess student learning in a more
individualized, flexible and frequent manner than
otherwise would be possible.
- Principle #2: High quality assessments are employed to
evaluate students' achievement of the essential
knowledge and skills they need to achieve in
technology.
-
Sample indicator:
The results of assessments of
student learning in technology are communicated
clearly to students and parents.
Part III. Indicators of the Capacity of the School's
Organizational System to Support Achievement of the
Goals for Student Learning
Section A. Principles and Indicators of Quality
Organizational Systems
-
Leadership
- Principle #1: A shared vision of student achievement in
technology and of the role of technology in improving
student learning is held by all those who have a stake
in the success of the school.
-
Sample indicator:
The school or district sponsors
forums to present information and to hold
discussions with teachers, staff, parents and
community members on the impact of technology
education and the needs of the twenty-first century
learner to be productive in this information-age
society.
- Principle #2: The school has made a commitment to
engage in a process of continuous improvement.
-
Sample indicator:
The school actively monitors
trends and advances in technology; a research and
development orientation permeates the work of the
school.
- Principle #3: The schools' decision-making and planning
processes are focused on improving student learning.
-
Sample indicator:
The information technology plan
contributes to restructuring the school environment
to facilitate the school's vision for student
learning.
- Principle #4: The process of developing the school's
technology plan provides for shared decision-making and
collaboration among all those who have a stake in the
success of the school.
-
Sample indicator:
A technology advisory committee
has been established that includes representatives
of the school and the community.
-
Professional Development
- Principle #1: The objectives of the professional
development programs in information technology that are
made available to administrators, teachers and staff
members are consistent with the school's vision and are
designed to help them advance the school's goals for
student learning in technology.
-
Sample indicator:
Teachers and staff
enthusiastically use their information technology
skills and seek to upgrade and hone them ...
- Principle #2: Information technology resources are
effectively employed to support the design and delivery
of professional development programs and follow-up
assistance for teachers and staff.
-
Sample indicator:
Technology resources are used to
expand the means of delivering professional
development programs.
- Principle #3: The school's planning process for
professional development in technology provides
adequate support for the initiation, implementation and
the institutionalization phases of effective staff
development programs.
-
Sample indicator:
Professional development programs
and follow-up training are scheduled for time
periods convenient to faculty and staff.
-
Policies
- Principle #1: Selection policies - The policies for
selecting software, hardware and related information
technology resources are consistent with the school's
vision for technology and the desired results for
student learning.
-
Sample indicator:
The selection procedures for
information technology resources follow a clear and
coherent path from: the goals for student learning
and the school's vision for technology; to the
choice of soft technology best designed to achieve
those goals; to the choice of hardware necessary to
support the software; to the materials and
infrastructure necessary to support the school's
choices.
- Principle #2: Accessability, loan and use policies -
The school's accessibility, loan and use policies
facilitate the use of the school's information
technology resources by students, faculty,
administrators and the community.
-
Sample indicator:
All students, staff,
administrators and faculty have fair and equitable
access to hardware, software and other information
technology resources.
- Principle #3: Maintenance and security - The school
maintains and secures technology resources well for
optimal and maximum use.
-
Sample indicator:
A comprehensive security system is
in place to safeguard the school's information
technology resources.
-
Resources
- Principle #1: Human resources - The deployment of human
resources advances the school's vision for technology
and students' achievement of the goals and expectations
for their learning.
-
Sample indicator:
Teachers and staff are provided
with access to support personnel with expertise in
technology who can help them understand how to apply
technology to the greatest benefit in improving
student learning in their classrooms.
- Principle #2: Time as a resource for student learning -
Through the effective use of technology, time becomes a
resource for supporting student learning and enhancing
the productivity of the school, rather than a
constraint limiting students' opportunity to learn.
-
Sample indicator:
Information technology resources
provide "just in time" support for the work of
students and teachers.
- Principle #3: Planning for the school's infrastructure
needs - Resources are dedicated to providing the
infrastructure required to support the school's vision
for technology.
-
Sample indicator:
The information technology
facilities (in classrooms and/or lab settings)
foster safe and easy use.
- Principle #4: Financial resources - The school's
technology plan is adequately financed.
-
Sample indicator:
The budget planning process is
driven by the school's vision for technology and the
goals and expectations for student learning.
-
A community of learners
-
Principle: Technology is effectively employed to
support the endeavors of a community of learners,
comprised of all those who have a stake in the success
of the school, working together on behalf of student
learning.
-
Sample indicator:
Technology is effectively employed
to help create a community of learners among all
those who have a stake in the success of the school.
The reader should note that a number of indicators --
usually between 8-10 -- are provided for each of the
components and principles in the NSSE publication. Samples of
the indicators listed above are not exhaustive but instead
illustrative. Furthermore, the document contains a
substantial appendix with samples of performance assessments
of student learning achievement in the use of information
technology. Finally, an extensive bibliography of relevant
research is provided in this 140-page document.