How do we measure our cluster progress in the implementation of ICTs in teaching and learning?

There are a number of self assessment questionnaires around that purport to measure teacher use of ICTs. Many of them are focussed on knowledge of software applications or the ability to manage files like this ICT survey from a New Zealand Intermediate school.

Knezek and Christensen have a six stage model (download) to estimate teacher’s level of technology adoption, which was used by Kwok-Wing Lai for his Otago University research into integration of ICTs into the New Zealand Curriculum,

but for my reckoning Christopher Moersch’s The Levels of Technology Implementation(LoTi) scale seems a much smarter instrument for us to consider using in the SustainED ict_pd cluster.

In 1994, Dr. Christopher Moersch developed the Levels of Technology Implementation (LoTi) scale in an effort to accurately measure authentic classroom technology use. This scale focuses on the use of technology as an interactive learning medium because this particular component has the greatest and lasting impact on classroom pedagogy and is the most difficult to implement and assess. The challenge is not merely to use technology to achieve isolated tasks (e.g., word processing a research paper, creating a multimedia slide show, browsing the Internet), but rather to integrate technology in an exemplary manner that supports purposeful problem-solving, performance-based assessment practices, and experiential learning--all vital characteristics of the Target Technology level established by the CEO Forum on Education and Technology.

I found this post from the blog of the Cool Cat Teacher and her assessment tool that assesses the five phases of the path to create what she terms the flat classroom. I think that this is an interesting take on the self assessment process for ICT implementation within a classroom and its effectiveness.

CoreEd Meaty Milestone

Milestone Rubric

Please add any of your favourites to this assessment resource