I would guess that 70% of all technology-infused learning experiences are not focused on a specific standard component or do not use technology effectively.
A teacher who has her students produce autobiographies using digital camera and word progress or software is certainly doing English Language Arts but probably the teacher is not focusing on the particular skills that are needed for the state ELA assessment. When two librarians videoconference and read a book to each other’s group, they are not focused on the state ELA assessment unless they ask meaningful questions about the books.
Likewise, when a class spends five days on doing a podcast about a battle in the US Civil War, they are not focusing on the state assessment (DBQs). They could do a quick Inspiration comparison chart about the war and learn just as much. The technology does not support the real learning purpose. In addition, when a class has a blog in which students talk about the story they have read, they may be missing the individual analysis that could be done just as easily through word processing. The word processing is more similar to what they will do on their state assessment.
How well does your technology use support the state standards as expressed on the state assessment?
© Harry Grover Tuttle, 2007