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Allison Bush
Tuesday, October 29, 2017
My experience in working through courses in this graduate program (Ed.S) has been an incredibly
rewarding one. The amount of work was enormous throughout in terms of the time allotted to
complete it, however, the instructions and guidance throughout the course of the program was
primarily clear and filled with easy to understand communication from most professors. This
trajectory allowed me the opportunity to stay focused, my stress level was mostly minimal, and
with hard work I was ultimately met with success. My assessment of technology-enhanced
instruction has reaffirmed to me the significance of use and how both students and teachers can
share many benefits from integrating technology in the implementation stage of assessments.
According to Greenstein (2012), learning and innovation skills are necessary for
acquisition of the 21st century expectations, content, strategies and outcomes, in order to foster
higher order learning (p.5). I concur with Greenstein idea because in my educational realm, 21st
Century skills involve a synthesis of digital literacy and global awareness of which will enable
students to be capable and successful contributors to their rapidly changing world (p.21).
Millennials are very technology driven and this is observed in real-time within my sphere of
practices (E.g. assessments) is most favorable as this act meets my students where they are most
science teacher and team leader. I am in the position and have acquired significant knowledge of
concepts and skills to support both my students and colleagues, at large to align the curriculum,
instruction and assessment. I am in agreement with Greenstein (2012), that this determination can
be acquired via the use of critical thinking, problem solving, creating, metacognition,
understanding, leadership & responsibility, college and career readiness skills (p.24-33). In my
review of learning for courses in this study on Media with a concentration in Instructional
practice.
of research studies, printed texts, discussions and peer communications. The focus was oftentimes
on assessing 21st Century Skills and these learning experiences have led me through a series of
new ideas on how to approach an understanding of the importance between the planning, creating
reflection, I discovered the fundamental practices of 21st century assessments (paraphrased from
p.42-44), to include key concepts that build on a synthesis of strategies that include:
b. Flexibility The adaptability of the curriculum as it relates to the students and their
work settings.
c. Integration The format in which the assessments take shape within the day-to-day
d. Information Giving students the opportunity and time to build on their emerging
f. Technically Sound System The evidence of measurable goals and objectives are
stakeholders is paramount.
This graduate program served not only as a review to some of the concepts and skills attained in
my 20+ years of education and professional experience, but in essence it provided an acute
awareness on the targets I must focus on, in order to continue making a significant impact in the
field of education. The world has changed and so has education, data collection from various
researched studies confirms this fact (p.4); and now we must build on the work of others to make
significant gains (p.5). It is important for schools to follow research-based practices in order for
change to be significantly affected. For example, meeting students where they are academically
and providing a firm foundation, along with monitoring and assessing would foster increase
postings and technology-based assessment tips aided in my learning about different types of
based tool-kit. The experience of working with a client on a collegiate level to create a technology-
enhanced instrument to promote effective measurement, assessment and evaluation was a great
way for me to go above and beyond to demonstrate my new found knowledge, as well as to serve
Gagne, Wager, Golas, & Keller, 2005; Popham, 2010; Popham, 2011).
My future academic endeavor, as it relates to technology-enhanced assessments will be
supported with this courses text, Assessing 21st Century Skills: A guide to evaluating mastery
and authentic learning by Greenstein (2012). I will use the said text to guide my authentic
planning, creating and implementation of 21st Century styled assessments within my work setting
to increase higher order thinking and build upon student engagement in my current setting and
beyond. Now that I have had a practical experience in obtaining a client and offering assistance in
assessment integrative practices, I plan to continue offering this said type of support to my fellow
colleagues.
In conclusion, I have achieved a sound working knowledge on how to carry out technology-
enhanced assessment practices in my field of influence. I now know how to effectively approach
current trends, and locate authentic products and alternative assessments that do not require special
technologies or extensive training for myself and peers to be able to use (p.51). My work setting
is equipped with a variety of hardware and software to support student learning; however, as stated
by Levin & Schrum (2012), having the devices are not enough and the school culture of using
technology to enhance learning must become a priority to ensure technological growth and
applying and striving to share the concepts and skills learned, in order to further promote academic
accomplishments and serve as a change agent in my local academic setting, county, as well as to
connect to the global arena. As a life learner, I will continue on the path of self-growth, to carry
on the requirements of building upon, and sharing the 21st Century skills that are paramount to
Carr-Chellman, 2011; Clark, 2008; Ericsson, 2009; Gagne, Wager, Golas, and Keller, 2005;
Love, Stiles, Mundry, & DiRanna, 2008; Popham, 2010; Popham, 2011) (Conceptual
Greenstein, L. (2012). Assessing 21st century skills: A guide to evaluating mastery and authentic
Levin, B. B., & Schrum, L. (2012). Leading technology-rich schools: Award-winning models for