Association of School Administrators. (n.d.). Preparing
Schools and School Systems for the 21st Century.
This study points out 16 major characteristics
of schools and school systems capable of preparing students
for a global knowledge/information age:
“In the 21st century, schools
will become nerve centers, with walls that are porous
and transparent connecting teachers, students and
the community to the wealth of knowledge that exists
in the world, Schools in the 21st century will not
be confined by their walls but will be encompassing
of the entire community and the world…. [They
will become] digital hubs, which will be open electronically
24-hours-a-day, 7-days-a-week, 365-days-a-year…”
(2002, February). Integrating
laptops into multiple subject areas: Thoughts from
teachers and students. Reading Online, 5(6).
article presents some interesting ideas about how tech
literacy should be part of a school literacy curriculum.
The Reading Online journal contains several pertinent
articles in the archives of past issues.
Hewett, S. (2004, September). Improving
Instructional Practices. TechTrends: Linking Research & Practice
to Improve Learning, 48(5), 26-30.
This article describes three basic types
of portfolios and outlines implementation of digital
portfolios within a teacher education program.
Higgins, C. (2007). Digital
portfolios in middle school: A phenomenographic study
of student engagement and achievement. Doctoral
dissertation, Argosy University, Sarasota, 2007.
This study was conducted within New Hampshire
middle schools during the 2006-07 academic year. Its
purpose was to examine how the development of digital
portfolios by middle school students impacts student
engagement and student achievement. Data collection,
using a mixed methods approach, included interviews
of six eighth grade students, content analysis of eighteen
student portfolios, and the use of secondary source
data from state assessment reports and from the My
Voice Student Aspirations Survey. T-tests were used
to compare the assessment and survey data between twenty-three
portfolio and non-portfolio schools. Content analysis
was used to analyze portfolio data using a category-coding
procedure. The absence of schools with robust portfolio
processes in place at the time of the study made it
necessary to adjust the definition of portfolio schools
for purposes of the quantitative portion of the study.
Results of the quantitative data analysis indicated
no significant difference between portfolio and non-portfolio
schools, while qualitative data revealed strong evidence
that digital portfolios have a positive impact on student
Kelly, M.G., Haber, J. (2006). National
educational technology standards for students: Resources
for student assessment. Eugene, OR: International Society
for Technology in Education.
This is an excellent resource on the
variety of resources on student assessment available,
as well as the unique considerations that should be
addressed when implementing different types of assessments.
Cradler, J., Freeman, M., & Cradler,
R. (2002, November). On
the horizon: electronic student performance assessments
for higher-order thinking. Learning and Leading with
Technology, 30(3). p50(5).
The authors present many
valuable ideas which deserve to be quoted:
units, or projects require teachers to identify learning
outcomes and to explicitly link all lesson components,
criteria, and rubrics for assessing what students
are learning. Additionally, programs with embedded
assessments can provide students and teachers with
immediate feedback about what is being learned....
Methods for using technology to expand the domains
of what can be measured, however, are emerging. For
example, networked environments provide ways to measure
individual and team performance strategies in problem-solving
simulations. Students can use digital authoring tools
as simple as Inspiration and HyperStudio to demonstrate
their mental maps of relationships among facts, concepts,
Moersch, C. (2002). Beyond
Hardware: Using Existing Technology to Promote Higher-Level
Thinking. Eugene, OR: International Society for
Technology in Education. -- Dr. Chris Moersch is the
author of the LoTi assessment survey used across New
Hampshire. His book provides a framework for using
existing technology to develop and revise lesson plans
that promote critical thinking skills.
Information Technology in Education Study: Module 2
is an international study of innovative pedagogical
practices that use information and communication technology