The State Educational Technology Directors Association (SETDA) cautions that the proposed framework is very different from how states currently define and assess technology literacy, saying that it will “cause confusion across the nation” and ultimately “not have a positive impact on students and education”.
All states have already created their own definition of technology literacy, most based on definitions provided by SETDA and ISTE. Keep in mind that states are required to report their definitions as part of NCLB, Title II, Part D, and in the ARRA. NAEP’s framework divides tech literacy into three, interconnected areas: design and systems, information and communication technology, and technology and society. However, one test score is reported to the public. SETDA recommends that NAEP divide the test into three sections and report scores for each.
We will continue to follow this very interesting discussion. It seems at the core of the issue is a common dilemma – how do you nationally assess students via standardized tests on state defined and specific content?