2h – Summary & Evidence

Return to Standards Home Page

2h. Coach teachers in and model effective use of technology tools and resources to systematically collect and analyze student achievement data, interpret results, and communicate findings to improve instructional practice and maximize student learning.

Data is only useful if we can use it to see patterns, trends and identify strengths and weaknesses. Technology has made the collection and sorting of data so easy that it has become instantly accessible to teachers to inform their instruction and is even easily accessible to students who can use it to manage their own learning goals. Quizzing tools available on the internet (Kahoot, Quizziz, etc.) as well as assessment tools built into Learning Management Systems like Canvas and Schoology can score tests automatically and give teachers item by item analysis of test questions and, in some cases, can give students hints and additional learning resources for questions they have not mastered yet. The speed with which we can access data and the flexibility of being able to sort and analyze data with technology tools has made it much easier to use it in a timely way to address student needs. The problem now is an almost overwhelming amount of data.

In her article Why Teachers Must Be Data Experts, Jennifer Morrison suggests that there are three changes that teachers need to take in their approach to data:

  • Realize that data include more than end-of-year standardized test scores.
  • View collecting data as a way to investigate the many questions about students, teaching practices, and learning that arise for any committed teacher.
  • Talk with one another about what data reveal and how to build on those revelations. (Morrison, 2008)

Taking control of the amount of data at our finger tips goes back again to purpose. What question do we want to find answers to? Once we are clear on the those questions we can choose or discard data based on its relevance to our question. Collaboration with others about our data can help us better see trends in grade levels or allow us to help each other provide the best support to all of our students.

Data could be used to evaluate technology integration but I did not really look at it that way when I was doing my research. I focused more on the qualitative aspect of Evaluating Tech Integration. That has its place too but there are quantitative measures of how often tools are used or how many students are using certain tools that we can look at to evaluate whether our integration and implementation efforts are successful. I just do not think those numbers accurately reflect how the tools are being used and, as a coach, that would be the most interesting to me.



Morrison, J. (2008). Why Teachers Must Be Data Experts – Educational Leadership. Retrieved from http://www.ascd.org/publications/educational-leadership/dec08/vol66/num04/Why-Teachers-Must-Be-Data-Experts.aspx

<– Back to Standard 2. Teaching, Learning & Assessment