6.3 Reflection: Technology and Assessment

     In my discussions with other teachers regarding assessment and technology, the ominous spectre that seems to always intrude into the conversation is, "How are you going to prevent the students from cheating?" There are many tools on the internet that assist teachers with creating online assessments with various answer options (including multiple choice, fill in the blank, matching, etc...). Quizlet, Infuse Learning, and Haiku LMS are just a few of the numerous online tools that allow teachers to create online formative and even summative assessments. The convenience these tools afford teachers and students alike go without saying. Who wouldn't go for having all your grading done in a matter of seconds? 
     But back to the elephant in the room. Mr. 'Smith' retorts, "If my students are using their Chromebooks to take my midterm benchmark, what's to stop them from going on Google and looking up the answer? Or worse yet, opening up a chat to give each other the answers?" He's got a point. What is to stop them? There is computer monitoring software like Lanschool, that allow teachers to electronically 'spy' on and commandeer wayward users. Then of course, there's the good old fashioned standing at the back and scanning the room with your own two eyes.
     Here's an idea: what if we just change the paradigm? Does a multiple choice assessment really stand up as a thorough accounting of one's knowledge and their ability to apply it to novel situations? Of course not! This form of assessment was lazy instructional practice from the beginning, and I'm willing to bet, has never produced one shred of authentic, meaningful learning. What is needed is a committed shift to project-based assessment. When a student is applying his knowledge to solving a real-world problem and is creating a meaningful and worthwhile product, real learning is taking place. In a project based assessment, use of the internet is encouraged. Collaboration and chat between students are encouraged. This is the way it should be. This is the way it must be. 

4.3 Reflection: Social & Professional Networks

Here is a screenshot of a post I did using Google+

Prior to my use of Google+, I had been using Facebook as my one and only social networking site. For some reason, I've never warmed up to Twitter or any other social networking since Facebook seemed to have satiated my networking needs up to that point. When I began my position as Technology Coach for Perris High School, I realized that social networking must be used for more than just catching up with friends. This medium can serve a vital need in the realm of professional networking. Now, I am following a number of people on Twitter to keep up on the latest buzz in educational technology, and I am using Google + as a professional forum to post tutorials and keep in touch with coworkers. I am cautious to separate my personal Facebook activity from my professional activity on Google+. In this way, I can have my cake and eat it too!

Since gearing up on Twitter, social networking has exponentially boosted my understanding of educational technology. Following a good tweeter will snowball into following more quality tweeters, and before you know it, the amount of information you can glean is extraordinary. There are, of course, many distractions when it comes to the internet and technology in general. Don't even get me started on Candy Crush! But like everything in life, you have to find balance and set parameters for yourself. It's like having dessert. You have to finish your dinner first before you can have dessert!

My students are no different. Just like everyone else, there is a wealth of information out there, along with a wealth of filth, a wealth of entertainment, and a wealth of nonsense. I think well-adjusted adults have the tools to sift through this information soup to maximize their productivity and enrich their lives. We need to teach our students this skill. We can't just expect that every student will have the discipline and strategies one would need to make the internet a productive and enriching tool. This would take practice and a lot of guidance. Teachers would be wise to set up highly structured procedures for using the internet and incorporate a daily work schedule to help students stay on track. Something like Gantter could help students manage their online workloads and organize their use of time.