Assessing Digital Learning and Instruction

In order to provide differentiated professional development for staff so that students and teachers can achieve their highest potential as they collaborate, communicate, create, and think critically in a global technology infused learning environment, it is essential to establish a baseline of proficiencies, attitudes, and technology integration in the learning environment after 2 years of implementing iPads into a K-12 school. 

Some of the most effective ways of feedback that have been seen throughout the literature are surveys and focus groups:

• Anonymous proficiency and technology attitude questionnaire through Survey monkey for staff, teachers, and administration
• Small focus groups from sampling of staff across all programs and subject areas to understand current iPad implementation conducted by a staff member that is not administration or IT/tech specialist to increase anonymity. Interviewer could sign a document that says the surveyor would keep participants anonymous, so full disclosure could be achieved.

Analysis of results:

• Analyzed according to a likert scale as an indicator of proficiency and attitude. 
• Focus group qualitative responses could be assessed against school's action plans, IB program practices, and/or against a framework adopted by the school (such as ISTE, SAMR, or the 4 C's of 21st century skills). 
• Results could be broken down into IB program and subject area, considering correlations o proficiencies and attitudes to the focus group responses.

Sharing the results:

• Visuals and a brief summary report should first be shared with the technology committee and administration.
• Sharing with the staff should occur to provide transparency and accountability to the 1:1 iPad initiative vision.
• Sharing with stakeholders would provide further accountability and an opportunity for feedback. 

For a comprehensive overview, visit this link here:

Evaluating Digital Learning