Ida Hill, Editor

Student Technology Skill Standards

The Standards of Learning (SOL) were Virginia’s response to a need for fundamental reform in public education. The public, state and national employers, and political leaders were concerned about the educational status of schools. Concerns reflective of national beliefs were that (a) piecemeal attempts had been lost in multiple levels and component parts of an education system that perpetuated the status quo; and (b) that improvements in teaching and learning registered limited student performance gains.

State concerns focused, in part, on the use of technology. In Virginia, technology standards were developed simultaneously with SOL. Members of the Board of Education, business and political leaders who were knowledgeable about what technology was doing to transform the workplace, communications, and nearly every aspect of American life, supported the use of technology to assist reform in public education.

The state’s technology standards have been in existence in schools since 1995. Classroom technology and infrastructure are being put in place with support from the state’s education, business and political communities. The use of technology is contributing to positive change in education across communities, across schools, and inside classrooms.

This issue brief provides information on the development and implementation of Virginia technology standards. National and regional information is presented to provide a chronological perspective. Questions to be addressed include the following:

• What has been school and public reaction to the development of Technology Standards of Learning separate from academic Standards of Learning?

• What has been the “Virginia experience” developing technology standards?

• How do Virginia technology standards for students differ from national technology standards for students?

• What models of success exist in school divisions with high percentages of grade 5 and 8 students passing the Technology Standards of Learning Test?

• What concerns have technology standards for students fostered; and what progress, if any, has been made to address them?

As advances in technology explode in classrooms, questions related to whether technology should be used in teaching and learning are fading. There continues to be some concern about the long-term effects of computer use, but the technology race, at present, is focused more on ensuring that the nation’s students become technologically literate. Because Virginia elected to develop technology standards in the 60’s, the challenge for the millenium is to make certain that the standards become an integral part of teaching and learning as
envisioned. Advantages of the development of separate technology standards may be presented as follows:

• Traditional educational practices do not provide students with essential computer/technology skills for economic survival in the workplace.

• The technology standards address the concerns of business leaders, employers, and parents who were aware of the lack of qualified employees for high tech and low tech jobs. Employers, business leaders and parents emphasize that the problems that plague our educational system are not going to be remedied without the presence of technology.

• As early as 1995, the technology standards identified skills that would improve student learning through the integration of technology across the curriculum when the technology debate about what students should know and be able to do at various grade levels was in its infancy.

• The availability of standards at the end of grade 5 and grade 8 affords schools the opportunity to adjust technology practices to individual differences, learning styles, physical effects, age and other factors.

• Development of computer/technology standards simultaneous to the development of standards for academic subjects afforded teachers an opportunity to think about the wise use of technology to enrich learning environments; and enabled students to achieve marketable skills in English, mathematics, science and social studies. Mathematics teachers were among the first to recognize that technology must be an integral part of teaching and learning. In national and state standards,
  graphing utilities, spreadsheets, calculators, computers and other forms of electronic information are standard tools for mathematical problem solving in engineering, business and industry, government and practical affairs (Standards of Learning for Virginia Public Schools, 1995).

• Prior to 1995, standards and teaching materials were being developed with no mention of the role technology would play.

• Budgets for technology have historically been meager in areas such as upgrades, replacements, maintenance, training, management, software, technical assistance, and access to specialized populations and geographical areas. The SOL brought new discussion to the way technology was being funded.

• Uncoordinated acquisitions and lack of knowledge about technology and software result in improper purchases, inadequate equipment, connectivity and coordination problems when technology expertise is not utilized. Thus, academic teachers and technology personnel needed to ensure that if standards were united with academic standards, they would receive equitable funding and support.

Today, educators are well on their way to successful technology integration. Listed below are some advantages educators cite in support of technology integration in the curriculum through coordination of technology, academic initiatives, and joint planning.

• Successful learning activities depend on more than technology. Certain conditions are essential for schools to effectively use technology for teaching and learning.

• Software developers of courses of study must work collaboratively with both content teachers and technology specialists to develop appropriate materials and systems.

• Technology specialists entrusted with responsibility for the implementation of standards may or may not be trained, qualified or allowed to ensure the development of sound educational practices in technology applications at all grade levels.

• Sustained and accountable use of technology must rest with the classroom teacher.

• Embedding technology standards in academic standards and goals removes the focus from cost of technology/computers/telecommunications to essential tools for teaching and learning.

At the national level, a number of organizations and agencies developed content standards. Included among them are the National Council of Teachers of Mathematics, National Council for Social Studies and the International Reading Association. Additionally, Technology Foundation Standards for all students were developed by the International Society for Technology in Education (ISTE). Like Virginia, ISTE Technology Standards developers stated that they did not develop the standards to promote the use of technology in
isolation, but rather to be an integral component or tool for learning and communications within the context of academic subject areas. ISTE standards are divided into six broad categories:

1. Basic Operations and Concepts
2. Technology Productivity Tools
3. Technology Communication Tools
4. Technology Research Tools
5. Technology Problem Solving and Decision-Making Tools
6. Social, Ethical and Human Issues

Except for Standard #6, the ISTE Technology Foundation Standards for all students are similar to the Virginia Technology Standards for grades 5, 8 and 12. Social, ethical and human issues in the Virginia Technology Standards are included in goal 3 under telecommunications networks in the end of grade 12 standards. Goal 3, bullet 4,for example, indicates that the student will “explain legal, personal safety, network etiquette and ethical behaviors regarding the use of technology and information.”

The USDOE requirements are presented as goals for students and teachers. The goals include elements in Virginia and ISTE Standards.

1. All teachers in the nation will have the training and support they need to help students learn using computers and the Information superhighway.
2. All teachers and students will have access to modern multimedia computers in their classrooms. Every school will be connected to the Information superhighway.
3. Effective software and on-line learning resources will be an integral part of every school’s curriculum.

The USDOE document lists a number of costs related to the four established goals. They included hardware, software, internal connections, professional development, on-going technical support, external connections, infrastructure improvements, system maintenance and upgrading.

In Virginia, the development of technology standards was a first step. Subsequent steps include assessment — the development of a Standards of Learning Test and a report card — development of performance profiles for school divisions and schools to be used for program improvement. State computer/technology percentages of students passing 5th and 8th grade SOL assessments in 1998, 1999 and 2000 are given below in Tables 1 and 2.

There was an increase in passing percentages for grade 5 and grade 8 in 1998, 1999 and 2000. Test percentages for years 1998 and 2000 for grade 5 show an increase of 12.99 points. Test percentages for years 1998 and 2000 for grade 8 show an increase of 14.46 points. While the overall performance of Virginia students is higher at the fifth grade level, the entry performance in 1998 was higher than the performance entry level for grade 8. The results indicate that more than three-fourths of Virginia students have passed the SOL
assessments for grades 5 and 8.

The Virginia Board of Education, the Office of the Governor, the General Assembly, and citizens believed the development of Standards of Learning (SOL) was the right thing to do for public support and that the development of standards would be what was right for education in the mid 90’s. The standards were not the invention of state office holders. The 1995 technology SOL were accompanied by course standards that educators developed, with assistance from community leaders, to guide instruction in all curricula areas. Thus, there had been some consensus about what students should know and be able to do before 1995. Professional organizations, notably the National Council for Teachers of Mathematics and the National Commission on Social Studies examined specific abilities and knowledge for mathematics and social studies at the same time the earlier Virginia SOL were being developed. It should be noted that the 1995 standards, however, were developed as a mandate with much stronger advocacy and support.

Early SOL work in the 1960 did not eradicate criticism of student performance in school and in the work world from groups such as employers, researchers, educators, and public education supporters including parents. They continued to call for major reform in the State’s school curriculum. Almost all Virginians agreed that K-12 education needed set some standards for core subjects. The result was Standards of Learning in mathematics, science, English, and social studies that translated into minimum learning objectives for grades K-12. More than 5,000 parents, teachers, state and local education officials, and business people participated in the process of creating SOL. The development of the SOL has been accompanied by testing and accountability measures. Accountability measures are still a “work in progress.”

The advent of the use of technology in Virginia classrooms had as early as 1986, led the Governor’s Commission on Excellence in Education to concluded, “for Virginia’s Educational System to be among the best, it must operate on the cutting edge… That cutting edge is educational technology.” Such recognition led to a quickened debate about student proficiency with technology as a learning tool. Results of the debate assisted the development of technology standards. The computer/technology SOL developed for the end of grades five and eight identify skills for improving learning through the integration of technology across the curriculum. In 1999-2000, computer/technology standards developed by the end of grade 12 were at a higher level of mastery in application for those standards introduced for the end of grades five and eight. It should be noted that the computer/technology standards differ in implementation in two ways from the academic standards. First, they are written to cover K-12, but to allow flexibility at the local school level in terms of requirements in knowledge and performance by clusters of grades (K-5, 6-8). Grade five, grade eight and grade 12 students, however, must exhibit mastery of computer/technology standards for those grades. Second, the results of the computer/ technology standards test are reported to schools; but are not subjected to the same public reporting and accountability procedures as the academic subject standards.

The computer/technology standards like the academic standards “represent the minimum learning objectives for every Virginia school child in each grade level, K through 12 in core academic subject areas. Our public schools are certainly encouraged to rise above these standards.” (Governor Allen, 1995) The computer/technology standards are dynamic. They are expected to change as students are prepared to meet world technological changes.

Computer/technology standards by the end of grade 5, grade 8 and grade 12 identify appropriate skills for student use of existing and emerging technology tools for communication, productivity, management, research, problem-solving, and decision-making. Table 3 provides a list of keywords in the standards by grade.

A review of the computer/technology objectives for these standards shows greater simple to complex skill and knowledge development across grades than keywords chosen for standards reveal. Vocabulary development and understanding the computer as a learning tool, for example, are embedded in several objectives. The fifth objective under computer operations and concepts indicates that the student must “describe how computers may be connected to form a telecommunications network.”

Virginia school divisions join other states in innovative approaches to student mastery of computer/technology standards. Models of success in school divisions in Virginia include:

• West Point Public SchoolsWest

  Point Public Schools serve students in the town of West Point along with non-resident tuition students, comprising 21% of the total student population from surrounding counties. West Point percentage of students passing 5th grade SOL technology assessments was 97.96. Teachers attribute success to a model that includes access, integration, training and evaluation in a very supportive school/community environment. Through computer labs, Internet access in each classroom, daily practice of skills in classroom instruction, teacher mastery of technology standards and frequent evaluation, schools foster appreciation for what technology can contribute. Additionally, 6th and 7th grade students take an exploratory technology class that includes spreadsheets, databases and publication. Students also are taught keyboarding skills.

• Essex County Public Schools

  Essex schools serve students in the county and the town of Tappahannock. The percentage of students passing 5th Grade SOL technology assessments was 90.65. Frequent staff development and a UVA Instructional Teacher Certification Program are two success factors of the Essex technology program. Others include classroom computers, a fully equipped media center, and a designated computer lab for remediation and technology requirements in grades 5-8. These requirements are:

  • Grade 8 students take a technology course for a minimum of 50 minutes a day x 90 days and students create a power point presentation in history/social studies classes.

  • Grade 5-7 students work in the computer lab for a minimum of 50 minutes a day x 30 days; and teachers focus on the integration of technology in the core academic subjects.

• Goochland County Public Schools

  Goochland has received extensive local publicity for its school technology program. The percentage of students passing 5th grade Year 2000 SOL technology assessments was 90.32 and the percentage of students passing 8th grade SOL technology assessments was 90.48. Goochland has a student enrollment of 2000 and approximately 1000 classroom computers. The professional development program has received widespread attention. Features include an on-line electronics “ClarisWorks” plan, a new interactive “Filemaker Pro” lesson planner, use of notebook computers, a Standards of Learning database on pull down screen, and at home access. The on-line Lesson Planner has been presented to many school divisions and has been provided to the DOE for sharing with others.

• Henrico County Public Schools

  Henrico County Public Schools’ percentage of students passing the 5th grade Year 2000 SOL technology assessments was 92.03 and the percentage of students passing the 8th grade SOL technology assessments was 84.32. Henrico’s success is a result of several carefully planned initiatives. First, a sufficient number of computers were placed in classrooms for ample access by students. Second, a “Tool Box” of multiple activities were developed by the teacher training staff for every teacher. The “Tool Box” activities were focused on technology standards. Additionally, the entire text of the activities was placed on the Intranet for access by teachers and others at any time. Third, a support staff of ten full-time technology trainers guides integration of technology into the curriculum.

• Clarke County Public Schools

  The percentage of students passing the 8th grade Year 2000 SOL Technology Test was 91.14. Clarke County hired and trained lab assistants in all schools, hired a computer resource teacher, and required teachers in all subjects to develop integrated lesson plans that included the technology standards. A local pacing guide was developed. Curriculum was aligned with technology standards. Each staff member receives technology training. All eighth grade students take a computer technology course and are tested on the skills taught each grading period. Those who are not proficient receive remediation.

Three obvious related issues to the application of technology standards are implementation, electronic government activity, and support. A perspective on each follows:

Implementation

The development of technology standards is only a first step. A second step is the development of goals and objectives. Strategies, including a timeline, follow the identification of goals and objectives. Finally, an evaluation to measure success is a part of the process. Virginia schools have moved rather smoothly through the first three steps and the state has provided technical assistance to schools. The assessment program is producing cumulative results on the percentage of students passing the SOL technology test. Increases in percentages are being revealed across three school terms for most school divisions. The accountability measures and report card, if provided for technology, should reveal vital information about the impact of technology on improvements in teaching and learning. In addition to the State’s own measures, researchers in schools, higher education institutions, businesses, and vested agencies are sure to document successes and raise questions concerning implementation.

Support

The General Assembly, through state and federal funds, has made possible the development of support materials by the Department of Education to assist with the implementation of goals in the technology standards. These provisions are linked together to help all students realize the powerful opportunities afforded by technology. Funding, like implementation, staff development, and evaluation, is critical to the success of technology standards. The best technology standards are worthless if the process ends with the development of a document. The State’s uses of Technology Literacy Challenge grants and Goals 2000 funds have assisted this effort but the special attention to funding must remain.

Electronic Government

The establishment of an Electronic Government Implementation Division within the Department of Technology Planning by the Governor requires state employees to model and use the Internet in daily work. Administrative applications include the identification of administrative activities that can be “web-enabled.” Results of these actions and information gathered through “seat management services” may assist education with challenges relating to computer upgrading, obsolescence and standardization.

The availability of a well-educated workforce has enabled Virginia to attract and retain many technology businesses. Recognized as the “Silicon Valley on the East Coast,” the level of Virginia’s growth nationally and internationally is a testimony to its ability to compete. Governor Gilmore states that “Virginia has proven itself a leader in the technology world;” and he acknowledges “that it is vital for government and business representatives to work together closely… to ensure all Virginians share the wealth of information the Internet provides and take part in education and technology expansion.”

To this end, the technology standards may be viewed as a response to the challenge. They provide clearly structured, minimum technology requirements for all students. These requirements, however, raise questions about the availability of services in schools such as Internet providers, computers, training, support systems and staff to ensure statewide success. But some of these questions are already being answered through state, local and national technology initiatives. The Governor’s Digital Opportunity Task Force and other Executive Branch programs will provide positive responses to some questions and concerns. Other related questions may be stated as follows:

Q: What role will future community centers around the state play in ensuring that technology standards relating to access to computers by all students are met?

The community center concept is receiving increasing positive support at the state and national level as an alternative to computer and Internet access in schools for some populations of students.

Q: How will we know that the computer and the Internet access to be provided by the Governor for all students; and the requirement for the use of computers and the Internet in the state’s technology standards are meeting expectations?

“The Governor has authorized the Digital Opportunity Task Force and the Secretary of Education to help teachers integrate technology into the educational process and to include identification and recognition of those teachers who have developed the best methods for using technology to enhance education…” (State of Commonwealth Address, 2000 and Executive Order 65) Schools are required to provide updates to the DOE to receive funding.

Q: How will we know that teaching staffs will be equipped to employ technology standards in instruction and curriculum?

Technology Standards for Instructional Personnel have been developed in response to Board of Education and General Assembly authorization (Code of Virginia, 22.1 1-16, 1998). School divisions and institutions of higher education are to incorporate the standards in their division-wide technology plans and approved teacher education programs, respectively by December 1998; and to develop implementation plans for in-service training for instructional personnel. School divisions must ensure by July 1,2003, that persons seeking initial licensure or license renewal as teachers demonstrate proficiency in the use of technology in instruction.

The eight standards are: (1) effective use of a computer system and utilization of computer software; (2) apply knowledge of terms associated with educational computing and technology; (3) apply computer productivity tools for professional use; (4) use electronic technologies to access and exchange information; (5) identify, locate, evaluate, and use appropriate instructional hardware and software to support the SOLs and other instructional objectives; (6) use educational technologies for data collection, information management, decision-making, communication and presentation within the curriculum; (7) plan and implement lessons and strategies that integrate technology to meet diverse need of learners in a variety of educational settings; and (8) demonstrate knowledge of ethical and legal issues relating to the use of technology.

Q: Can technology be used to promote the use of technology?

Coordination, merging and linkage of projects, programs and electronic systems foster a review of how technology can best be used. One recent example of linkage is the developing Web-based Standards of Learning Technology Initiative. Enabling legislation authorizes a technical infrastructure with which to receive and distribute SOL content, testing, and instruction; and an ongoing professional development program. Implementation of this initiative requires: (a) access to remedial and instructional software, (b) an infrastructure, (c) 5:1 computer-to-student ratio, (d) Internet access, (e) a local area network, and (f) sufficient bandwidth and speed for Internet access and training in all schools. Should these requirements be met, the initiative will promote the use of technology to solve problems.

Q: What technology initiatives will ensure that standards for computers and Internet access in schools are sustained?

The technology requirements of the Web-based Standards of Learning Technology Initiative mirror the technology standards for students. The Governor’s Digital Divide and the national digital divide plans provide computers and Internet access to all students. At the national level, the CEO Forum on Education and Technology has set forth five organizing principles. Two of the principles are “All educators must be equipped to use technology as a tool to achieve high academic standards,” and “The nation must invest in education technology research and development.” A third principle is “All students must graduate with the technology skills needed in today’s world and tomorrow’s workplace.”

Technology has brought rapid change in education. New hardware, connections and instructional content in less than a few years will surpass hardware, connections, and instructional content accepted as innovation today. Such changes will challenge both researcher and educator. To ensure that research is up-to-date and beneficial, researcher and educator must work side by side to make certain that addressed technology issues are of critical importance to teaching and learning.

A chronology of educational reform in schools and factors outlined by the DOE in the October 13, 2000, Request for Proposal for the Statewide Web-Based Standards of Learning Technology Initiative, reveal major technology elements that include computer technology standards. They are as follows:

1995
Virginia Standards of Learning (SOL) adopted in 1995, set forth minimum learning standards for every student in English, mathematics, science and history/social science. Virginia’s SOL also incorporate computer technology learning standards intended to result in computer literacy for all students before they enter high school (End of grade 12 technology standards were developed at a later date).

1998-99
Virginia SOL tests were developed for English, mathematics, science, history/social science and computer technology. The tests were first administered in 1996 as a statewide field test. Test administrations have increased to three times a year beginning in school year 1998-1999.

Communication to parents and the community through a new school performance report card is scheduled to be developed annually.

2000
Governor Gilmore introduced an initiative to the 2000 session of the Virginia General Assembly to fund a statewide Web-Based Standards of Learning Technology Initiative. The DOE is to implement on-line Internet-based Standards of Learning instruction, and SOL testing to all Virginia high schools by 2003.

Click here for summary of recent Virginia Legislative history of “Student Technology Skill Standards.”

http://www.aasa.org/resourceguides/contents.html

www.ed.gov

www.pen.k12.va.us

Technology Standards of Instructional Personnel, 22.1 1-16, Code of Virginia, 1998

http://www.pen.k12.va.us/VDOE/Technology/soltech.html

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