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The Milken Framework Of Monitoring Educational Technology

The Milken Framework Of Monitoring Educational Technology


Are learners using the technology in ways that deepen their understanding of the content in the academics standards and, at the same time, advance their knowledge of the world around them?

Fluency: Are learners fluent using technologies and communication networks for whatever endeavors they choose?

Strengthening The Basics: Does this use of technology make it possible for the learner to acquire the basic skills with more depth?

Developing Higher-Level Proficiencies: Does this use of technology make it increasingly possible for the learner to engage in learning practices that lead to new ways of thinking, understanding, constructing knowledge and communicating results?

Increasing Relevancy: Are learners using contemporary technologies, communication networks and associated learning contexts to engage inrelevant, real-life applications of academic concepts? Does their work parallel the way in which professionals in the workforce use technology?

Motivation To Learn: Is quality access to technology and telecommunications increasing the intrinsic motivation of learners to learn?

Recognition Of Tradeoffs: Are learners cognizant of the tradeoffs inherent in the application of technology as they make life choices in a global, technological society?

Learning Environments Is the learning environment designed to achieve high academic performance by students through the alignment of standards, research-proven learning practices and contemporary technologies?

Learning Context: Are educators establishing a learning context and physical environment that require and enable students and student teams’ use of contemporary tools to research issues, solve problems and communicate results?

Learning Content: Is the use of instructional and learning technologies carefully aligned with standards, curriculum, instruction and assessment that reflect the knowledge based, global society of today?

School Culture: Is the school culture one that encourages, enables and rewards educators individually and collectively to improve the learning and teaching processes through the effective use of technology and communication networks?

Technology Access: Do teachers and learners have sufficient access to productivity tools, online services, media-based instructional materials and primary sources of data in settings that enrich and extend their learning goals?

Information And Communication: Is the learning environment a place where the effective use of information and communication technologies is modelled for and by students?

Professional Competency Is the educator fluent with technology and does he/she effectively use technology to the learning advantage of his/her students?

Core Technology Fluency: Are the faculty and staff proficient, knowledgeable and current with contemporary technology?

Curriculum, Learning And Assessment: Have the teachers’ fluency with technology translated into unique and relevant learning opportunities for students?

Professional Practice And Collegiality: Are educators using technology and communication networks to advance their own professional practice and collegial interactions? Are educators knowledgeable and current with technology in their field of study?

Classroom And Instructional Management: Are teachers creating learning contexts and physical environments that require students to take on more independent roles in their own learning through their use of technology and telecommunications?

Administrative Competencies: Are administrators modelling the effective use of technology; developing and supporting systemic change processes to maximize support for learning; and facilitating appropriate professional development processes?

System Capacity Is the education system reengineering itself to systematically meet the needs of learners in this knowledge-based, global society?

Vision: Has the system engaged key stakeholders, plus the broader community, in defining and clearly stating a compelling vision and expectations for technology in schools? Is that vision embraced by the entire system?

Alignment And Planning: Has the system developed a comprehensive, long-term plan? Is there alignment between the plan for technology in schools and existent policies and practices (e.g., rules and regulations, fiscal priorities, operating practices, allocation of resources, investment inhuman capital and accountability)?

Ensuring Capacity: Is the system ensuring that educators, communities and components of the system itself have the capacity to translate that vision into compelling, meaningful learning activities for children, youth and adults?

Leadership And systems Thinking: Is there a team of leaders who embrace the vision and are in positions to facilitate the system changes necessary to reach that vision? Is the vision for improved learning through technology a design factor across the entire education system?

Community Connections Is the school community relationship one of trust and respect, and is this translating into mutually beneficial, sustainable partnerships in the area of learning technology?

Commitment: Are key community stakeholders committed and involved in planning, implementing and evaluating the system’s use of learning technologies?

Collaboration: Has the system identified the full range of mutually beneficial partnerships, exchanges and collaborations? Are any of these opportunities currently being implemented?

Clarity: Do all technology partnerships, exchanges and collaborations include clear articulation of expectations, implementation plans, time lines and accountability systems?

Communication: Are there mechanisms for ongoing communication among partners and the broader community for the purposes of celebrating successes, building awareness, monitoring progress and encouraging wider participation?

Technology Capacity Are there adequate technologies, networks, electronic resources and support to meet the education system’s learning goals?

Installed Base: Do schools have an installed base of modern technology equipment (computers, calculators, digital cameras, projection devices, scanners, printers, etc.) to support the learning, communication and administrative goals of the education system?

Connectivity: Is the connectivity adequate to support current and rapidly growing demands created by the learning, communication and administrative requirements of the education system?

Technical Support: Is there adequate technical support to provide timely, expert troubleshooting, technical assistance, ongoing maintenance, operation and upgrades?

Client Orientation: Are client needs being met? Is there a high level of customer satisfaction?

Facilities: Are the facilities within the system “technology-ready”?

Accountability Is there agreement on what success with technology looks like? Are there measures in place to track progress and report results?

Deliverables and Benchmarks : Have clear goals been set, accompanied by an integrated strategy, to support implementation and change, measurable process and outcome objectives and a reasonable schedule of expected progress?

Data Collection/Interim Progress: Is there a well-designed data collection plan established which includes appropriate indicators of key implementation and outcome objectives? Are multiple measures analyzed to regularly assess progress toward goals?

Data Driven Decision Making: Are district, school and classroom educators regularly using results to inform all levels of their planning and decision making processes? Are assessment results being used to allocate resources, refine implementation strategies, identify promising practices, and support continuous improvement?

Communication Plan: Is a communication plan in place to keep all stakeholders regularly informed of technology learning goals and progress toward those goals; to engage all stakeholders in the process of continuous improvement?

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