In a 21st Century classroom, students have access to appropriate technology and digital resources for technology integrated curriculum activities on the campus, in the district, at home, or key locations in the community. Teachers seamlessly integrate technology in a student-centered learning environment where technology is used to solve real-world problems in collaboration with business, industry and higher education. Teachers and students apply technology across all subject areas to provide learning opportunities that are not possible without the technology. Teachers create and integrate web-based lessons which include TEKS-based content, resources, learning activities, and interactive communications that support learning objectives throughout the curriculum.

Schools are required to submit a technology integration needs-analysis based on the results of their campus “STaR Chart.” The STaR chart is a four by four grid, with six different categories within each “key area.” Key areas include:

1. Teaching and Learning
2. Educator Preparation and Development
3. Leadership, Administrative and Instructional Support
4. Infrastructure for Technology

Teachers complete an individual self-assessment, the Teacher STaR chart, and those results are aggregated to provide data for the first two key areas in the Campus STaR chart. Teachers as well as campuses are categorized into four classifications based on results and scores, which are:

1. Early Tech
2. Developing Tech
3. Advanced Tech
4. Target Tech

Statewide summary data is available for the STaR chart, and website visitors can search for particular district, campus, or key area results.

The STaR chart is criticized in some circles because it involves teacher self-assessments, and therefore is not an objective snapshot of actual technology use. I think the STaR chart, in conjuction with the Texas “Long-Range Plan for Technology, 2006-2020″ it was created to support, represents a giant leap forward for Texas classrooms. These documents articulate a clear vision for technology-infused teaching and learning in schools, and provide some data which grant writers and others can utilize when developing new proposals for educational technology use that meet specific, campus needs.

How is your state and campus measuring technology literacy for teachers? What is your opinion of the value of those measurement instruments, and how would you like to see those tools mature in the years ahead?