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Classroom Observation Tools ====Bielefeldt (2012) wrote in his study, //Guidance for Tech Decisions from Technology Observation//, that technology is appropriately utilized when it helps students put into practice acquired knowledge, encourages the learner to construct knowledge from previously and newly acquired knowledge, promotes higher order thinking, and leads to attaining 21st century skills. He observed that these skills are needed in “modern work environments for information acquisition, analysis, and sharing” (Bielefeldt, 2012, p. 207). Partnership for 21st Century Skills (2011 defines them to include core subjects coupled with 21st century themes; learning and innovation skills; information, media, and life and career skills.====

====Bielefeldt contends that it is critical to evaluate what is being practiced within the classroom and that students are learning. There must be “visible evidence that new practices are in effect” (Bielefeldt, 2012, P. 205). He added that observation documents the extent to which teachers and students implement new practices. It reveals how effective a technology program is when evaluated against the goals set by the school district. It also should be noted that although teacher preparation and technology support are an important aspect of implementation, they are difficult to directly observe.====

This flow chart is adapted from Bielefeld’s study (2012, p. 206). The chart shows the steps needed to implement a new practice.


International Society of Technology Education (2000, 2002, 2007, & 2008) observed that true implementation includes “alignment with curriculum and instruction, active interaction with technology tools, and the use of technology to promote a range of important cognitive skills” (as cited in, Bielefeldt, 2012). These are criteria are found in ISTE’s National Educational Technology Standards (NETS). However, the standards themselves do not describe what educators need to accomplish to achieve these conditions. Bielefeldt (2012) described seven learning attributes that can be observed when using the ISTE Classroom Observation Tool (ICOT) (2011).


 * ====Student grouping (individual, groups of varying sizes, whole class)====
 * ====Teacher roles (lecturer, moderator, facilitator, role modeler)====
 * ====Learning activities====
 * ====Technology utilized by teachers and by students====
 * ====Amount of time technology is used====
 * ====Number of students engaged (Bielefeldt, 2012, pp. 206 & 207).====

====Since ICOT has been used in various educational setting by several observers, it is a reliable and valid tool for classroom observation. To access the free 2010 version of the observation tool, go to the ISTE website and set up an ISTE account. In the search bar, type ICOT. From the results choose “ISTE Classroom Observation Tool (ICOT).” In order to use the drop down menus on the observation tool, you need to have access to a macro-enabled Microsoft Excel spreadsheet (Bielefeldt, 2012). A simpler 2009 pdf form is also available; go to [|ICOT obs form.doc] (Revised 8/09) or []====

====Concerns-Based Adoption Model (CBAM) is a useful model for adopting change (Loucks-Horsley, 1996). CBAM has conveniently identified seven levels of use that influence professional development. These same stages can be used to evaluate the use of technology after staff development opportunities.====

====Amankwatia (2008) in her doctoral study, Teaching with Technology for 21st Century Learning: A multiple-case study of a school district's high school laptop initiative, wrote (as cited by Burns & Polman, 2006) that wireless laptops in a one-to-one environment helps with the shift from passive to active learning where students are engaged in knowledge construction (p. 7). This environment, she noted, provides teachers and students ubiquitous access to networked instructional resources whenever they need it (as cited in Hastings & Tracey, 2005). She observed that simply providing laptops to each child does not promise effective classroom implementation to increase student learning (as cited in Beasley, Dobda, & Wang, 2005; Niles, 2006; Varden, 2002). This is because even though 21st century skills are promoted, teachers still have not adjusted their methods to match the theories and reforms.====

Amankwatia (2008) in her doctoral study, Teaching with Technology for 21st Century Learning: A multiple-case study of a school district's high school laptop initiative, wrote (as cited by Burns & Polman, 2006) that wireless laptops in a one-to-one environment helps with the shift from passive to active learning where students are engaged in knowledge construction (p. 7). This environment, she noted, provides teachers and students ubiquitous access to networked instructional resources whenever they need it (as cited in Hastings & Tracey, 2005). She observed that simply providing laptops to each child does not promise effective classroom implementation to increase student learning (as cited in Beasley, Dobda, & Wang, 2005; Niles, 2006; Varden, 2002). This is because even though 21st century skills are promoted, teachers still have not adjusted their methods to match the theories and reforms.

Ely (1990) held that certain environmental conditions must be in place before technology implementation is successful. Ely provided eight preconditions, and they are “1) dissatisfaction with the status quo, 2) existences of knowledge and skills, 3) availability of resources, 4) availability of time 5) rewards and incentives, 6) participation, and 8) leadership (2008, pp. 10 – 13). These eight conditions should be in place for implementation to occur.

Amankwatia offered the use of her validated and reliable observation instrument from her doctoral dissertation, which was adapted from Ward Mitchell Cates’ Classroom Technology Observation Protocol (pp. 265 – 269). She utilized his observation tool in multiple school districts during her course of work for her doctoral dissertation.

Since SLSD has been a recipient of Classrooms for the Future (CFF) grant, the goal was to move towards being a 2.0 school. (PDE, 2012)
 * ** School 1.0 ** ||  **School 2.0**  ||
 * Teacher centered ||  Learner centered  ||
 * Content coverage ||  Learning and doing  ||
 * Memorizing information ||  Using information  ||
 * Lecturer ||  Facilitator and co-learner  ||
 * Whole group configuration ||  Flexible group configuration  ||
 * Single instructional and learning modality ||  Multiple instruction and learning modalities to include all students  ||
 * Memorization and recall ||  Higher order thinking skills and creativity  ||
 * Single discipline ||  Interdisciplinary  ||
 * Isolated ||  Collaborative  ||
 * Textbook dependent ||  Multiple sources of information  ||
 * Teachers teaching to one learning style ||  Teacher addressing multiple learning styles  ||
 * Learning content ||  Learning how to learn  ||
 * Learning isolated skills and factoids ||  Completing authentic projects  ||

An additional observation tool created by Apple called “[|Technology Use Lesson: Observation Tool]” that was used by Apple Classroom of Tomorrow (ACOT). **Reflection**

This activity fulfills the requirements for
 * I. A. Identification, selection, installation and maintenance of technology infrastructure, and hardware and software applications for school administration and instruction including:**
 * Assessment of educational and administrative technological needs
 * B. Integrating technology into curricular planning and instructional design including:**
 * Research on and evaluation of existing and emerging technologies

The activity was to meet and “work with Building Level Technology Coaches and Facilitators to monitor student and teacher use of technology.” The activity involved assessing educational technological needs (I.A.) and evaluating existing technologies (I.B.). To begin this project, I researched the need for observational tools in the classroom to document the implementation of technology within classrooms. The ICOT and Cates’ observation tools was used to document individual differences as related to the use of instructional technology resources, instructional effectiveness, student groupings, and more (ISTE, 2011; Amankwatia, 2008). The observation tools were documented to be valid and reliable because they had been used multiple times in various settings over extended times.

I met with two Technology Facilitators and a Technology Coach on three occasions (May 14, May 23, and June 6, 2012). I asked if SLSD had an observation tool that would help me monitor teacher and student use of technology and since they did not, I used ICOT and Cate’s observation tools at the first two observation sites. My use of the observation tools was informal since I never observed an activity or a classroom for more than a few minutes. However, I was able to talk to some teachers, students, and tech coaches and was able to learn about technology use in various settings.

Observation tools should be used at regular intervals to document the progress of implementation. The initial observations will set a baseline, but the baseline must be compared to new observations so that the school district can see if the technology plan, investment, staff development, and implementation are progressing as planned or not. If not, what needs to be reexamined and what new goals need to be set?

**Resources ** Amankwatia, T. B. (2008). //Teaching with technology for 21st-century learning: A multiple-case study of a school district's high school laptop initiative// (Doctoral dissertation). Available from Lehigh University, Bethlehem, PA.

Bielefeldt, T. (2012). Guidance for technology decisions from classroom observation. //Journal of Research on Technology in Education//, //44//(3), 205-223.   Ely, D. P. (1990). Conditions That Facilitate the Implementation of Educational Technology Innovations. //Journal Of Research On Computing In Education//, //23//(2), 298-305.

ISTE. (2008). //Revised ICOT tool.// Retrieved from []

ISTE. (2011). //ICOT.// Retrieved from []

Loucks-Horsley, S. (1997). Professional development for science education: A criticaland immediate challenge. In R. Bybee (Ed.) //National standards & the science ////curriculum. // Dubuque, Iowa: Kendall/Hunt Publishing Co. Retrieved from []

Partnership for 21st Century Skills. (2011). //Framework for 21st century learning.// Retrieved from []

PDE. (2012). //Classroom for the future//. Retrieved from http://www.portal.state.pa.us/portal/server.pt/community/classrooms_for_the_future_(ed_hub)/8911