They reflect the primary concerns about technology of decision makers and stakeholders in the educational enterprise. They may be asked by anyone inside or outside the educational environment, but are usually asked by decision makers who have an impact on the distribution of resources. Key questions often pertain to the type, availability, distribution, and use of computer technology and peripherals, as well as related software and numerous other related factors.
Key questions often turn out to be complex and multifaceted when scrutinized with a view to gathering information that would provide a useful response. Take a simple-sounding key question, such as "How many computers are there in this school district? However, the person doing the work of getting the information finds all sorts of dilemmas. First, what is really meant by computer? Does an old computer stored in a closet still count?
What if a computer doesn't work any longer? A second dilemma is where to get the information. Are there records about computers that were purchased or does someone have to count how many computers there are? In this fashion, apparently simple key questions may require considerable elaboration in order to clarify what information is to be collected and make sure that it is measurable.
In any case, the person asked to gather this information needs to develop some measures that will help arrive at a satisfactory response.
Those measures that provide answers to the question are called indicators. A data element is a single item of information or measurement in a database or other collection of information that is the basis of an indicator. For the sake of brevity and narrative clarity, the data elements for all chapters are indexed by key question and indicator in Appendix A. Appendix B then offers examples of rules used to combine data elements into indicators.
Some indicators are simply based on a single data element, while others may require more complex combinations of data elements. For example, the number of computers is a simple indicator. A more complex indicator would be the percentage or ratio of the number of "functioning" computers to the number of students.
In some cases, more than one indicator may be required to provide a meaningful response to a key question. The individual item about which a series of data elements is collected is a unit.
In effect, information data element[s] is collected about a computer unit on which a record is kept , and, hence, a unit record is created. For example, the year a computer was purchased is a data element. The information about its repair condition or its location are also data elements. The computer is the unit. The string of information about that computer becomes the unit record. Readers, according to their goals, can use the key questions and indicators by topic to develop information to support decision making.
They can:. Users can begin by reviewing the complete list of key questions on page iii of the handbook and then refer directly to the chapter that covers a key question of interest. They can then consider one or more of the indicators that help to answer that question. Or, they can go directly to a topic of interest, such as finance, and study key questions and indicators dealing with that topic only.
Each of the substantive chapters begins with a list of key questions, followed by a narrative overview and definition of the chapter topic. Each key question is then discussed in turn, listing one or more indicators. Terms are described when they are first used. Where relevant, an example unit record is provided. Each chapter ends with a list of resources and references. The material and key questions on technology related to education are grouped into seven chapters, based on the best judgment of experts in technology in education upon review of available materials.
This handbook condenses a great deal of information: nearly three dozen key questions and several hundred indicators and data elements. The intent has been to provide a comprehensive list of indicators and data elements from which users may choose standard terms and measures for their own purposes.
Creating a database or a computer system to represent all this information would be a substantial burden for technology coordinators who spend most of their time supporting users. The handbook authors offer suggestions and alternatives for indicators that answer key questions; they do not prescribe that all of this information be collected.
Rather, it is expected that users will choose indicators and data elements that address issues of particular interest and importance to their schools and districts. Users should bear in mind that while the information included in this handbook is based on the best and most current assessment by experts, technology is extremely dynamic and subject to continuous and rapid change.
The guide's indicators of technology availability and use can be paired with locally determined measures of student achievement, operational efficiency, or other outcomes, so as to assess the relation between technology inputs and desired results.
Outcome measurements not themselves technology indicators are beyond the scope of this document. This handbook also does not directly address measurement issues, such as the reliability and validity of the data elements listed. Measurements are, to varying degrees, reproducible over time and across inquirers and forms of inquiry; and they are, to varying degrees, also accurate reflections of the concepts they purport to measure as determined by a consensus of stakeholders, or other means.
These issues matter, and much is written about them, but their proper consideration exceeds both the space available and the competence of our panel. The purpose of this document is to allow decision makers to make choices about the various kinds of information they need, to select some questions that are truly "key," and to focus and organize data collection and information management to produce useful information, so as to make better decisions.
Jane is settling into her new job and is holding a meeting with key staff members to learn more about the programs at Freshlook County Schools. Unfortunately, there is much less published on the impact of technology on school management and function.
Skip Navigation. Search box. The task force also wishes to thank the following external reviewers, who examined the draft and made many valuable suggestions, some of which were adopted: Barbara Clements, Evaluation Software Publishing, Inc.
Top Foreward This guide began with discussions within the National Forum on Education Statistics the Forum about the number and diversity of technology-related surveys that schools, school districts, and state departments of education are asked to complete.
Feedback and More Information Please note that this guide is also available on the Forum's web site. The key questions are grouped into seven primary topics, each with a chapter: technology planning and policies; finance; equipment and infrastructure; technology applications software and systems ; maintenance and support; professional development and training; and technology integration.
Top Introduction In recent years, schools have invested heavily in putting technology-especially computers and their associated infrastructure-in the hands of students, teachers, and administrators. These are a few of the questions that are typically asked: How can technology support the educational vision for our district?
What are our technology needs? Are our technology goals right for our needs? Have we reached our technology goals yet? Where has the money gone? Are we doing as well as others? Top Purpose of this Guide This guide has been developed to help answer those questions listed on the previous page and many others related to them. Schools can consider federal programs to help fund the information system infrastructure including connectivity, devices, and services needed to enable successful digital learning outcomes.
Two specific programs provide the basis for funding and are a worthwhile time investment for you to determine the benefits to your school:. The focus is directed towards goals of enabling equitable digital learning both inside and outside of school buildings. Schools and districts should consider assessing the capabilities of their network to meet digital learning requirements and goals. Luckily, there are still many technologies out there that avoid the daunting feeling of making their school feel like a prison.
These include emergency alerts, identification technology, communication technology and behavior management technology, for starters. While there are countless issues schools face when dealing with security, up-to-date technology help remedy majority of the safety issues that arise from bullying to kidnapping. The most important factor to keep in mind while drafting an updated safety plan is that different schools have different safety concerns.
A rural school, for example, will have a hugely different agenda from one in an urban neighborhood. Whatever your most pressing concerns are, remember that updating your old school technology, planning, and procedures is a long-term, multi-year project to increase student and campus safety.
ScholarChip is an all-in-one, platform solution to help reduce school threats and address the important issues surrounding school safety. Data from students, faculty, and stakeholder are leveraged to manage school access, attendance, and behavior management through the platform tools to increase safety and promote the campus climate schools are looking for.
If you are looking to learn more about modern technology and how ScholarChip can help, contact us today for a 1-on-1 walkthrough on how we can help! Contact us: Support , Sales , Supplies. Schools do not need to make a radical overhaul of technology to make an impact. More federal and state security grants have become available. Information can spread quicker than ever before. Perimeter security has evolved in the last ten years. Entry management systems provide added security. Anonymous tip lines continue to prove effective.
Progress has been made in spotting red flags in student behavior. Communication technologies are a feasible change for many districts.
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