ITEC 7305 stretched me mentally by connecting technology integration with data analysis, an integral component to school evaluation and improvement. I learned the importance of verifying causes for student learning problems through research and data collection, rather than simply assuming the reasons for certain student learning deficiencies, as well as the importance of using data to address instructional strategies, rather than blaming specific student groups or teachers for lower test scores. Similarly, this course in data analysis allowed me to practice disaggregating data by race/ethnicity and other student subgroups, as well as drilling down to look at strand/domain, item-level, and teacher-level data. Although each of these analysis procedures does take time, examining more data at a more detailed level allows teachers to actually adjust instructional strategies and design programs and initiatives that will have impact, rather than simply comparing one cohort of students to another. Finally, one of the most important take-a-ways from this course was the importance of analyzing classroom and benchmark data, instead of relying only on year-end standardized assessments. Data derived from classroom assignments and common grade level and benchmark assessments allows teachers to make mid-year changes and adjustments to instruction based upon the student learning needs identified.
I certainly think that the Data Overview project was the most meaningful of the assignments completed in the course, since it required me to examine data from my own school in a way that I had not previously done. I analyzed my school’s demographic and EOCT data, identified achievement gaps and areas of strength, and offered suggestions for further data analysis and areas of focus. I hope to continue applying the concepts learned through this course in my own department as I assume the role of department chair next year. Although our English achievement scores are currently high, I know that there are areas where improvement is needed that can be identified through concentrated data analysis. Similarly, I hope to use data analysis strategies to begin assessing student technology proficiency. As we incorporate technology into the curriculum, it becomes important to assess not only students’ content knowledge, but also the technology skills they are developing that will help them to be productive 21st century citizens. Using data analysis to uncover potential student learning problems related to technology proficiency would be a worthwhile endeavor for a data coach and technology leader.
I certainly think that the Data Overview project was the most meaningful of the assignments completed in the course, since it required me to examine data from my own school in a way that I had not previously done. I analyzed my school’s demographic and EOCT data, identified achievement gaps and areas of strength, and offered suggestions for further data analysis and areas of focus. I hope to continue applying the concepts learned through this course in my own department as I assume the role of department chair next year. Although our English achievement scores are currently high, I know that there are areas where improvement is needed that can be identified through concentrated data analysis. Similarly, I hope to use data analysis strategies to begin assessing student technology proficiency. As we incorporate technology into the curriculum, it becomes important to assess not only students’ content knowledge, but also the technology skills they are developing that will help them to be productive 21st century citizens. Using data analysis to uncover potential student learning problems related to technology proficiency would be a worthwhile endeavor for a data coach and technology leader.