Classroom Observation Protocols - Alaska Department of Education ...

Page 14• Document classroom use of technology within a broaderframework of classroom practices• Contain a sufficient emphasis on technology to detect itscontribution to teaching and learning• Measure changes in practices over time• Have been carefully tested for validity and reliability• Be administered unobtrusively (i.e., with minimum distractionto students or teacher)• Be administered efficiently (i.e., require a reasonableamount of observer time).Some of the instruments reviewed in this study are well developedand carefully tested and are effective for documenting the classroomenvironment in general. They include:• The Reformed Teacher Observation Protocol from the ArizonaCEPT project• The Classroom Observation Protocols developed by HorizonResearch and CEPT and Sun Associates.These two instruments might be particularly appropriate for use inassessing changes in classroom dynamics when teachers useconstructivist approaches. However, they pay so little attention tothe role of technology that they are likely to overlook its contributionto the classroom.Other instruments are more focused on technology but, due to insufficientresearch, may not be ready for widespread use. Theseprotocols include:• The Technology Observation Instrument from WestEd• The Technology in the Classroom Teacher Rubric fromWestEd• Technology Use: Observation Tool from WestEd• The Technology-Enhanced Lesson Assessment Rubricfrom Penn State• The Teacher Technology Standard Continuum from theKentucky Department of Education.