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Georgia Technology Literacy Assessment Toolkit

The goal for the Georgia Department of Education's Division of Instructional Technology is to support the GaDOE’s mission by:

  • Helping educators meet the needs of 21st Century Learners by engaging students in authentic learning experiences and preparing them for the workplace of the future;
  • Creating 21st Century Learning Environments; and
  • Providing teachers with diverse and innovative instructional strategies and pedagogical tactics to implement these strategies effectively.

The Office of Instructional Technology programs are designed to assist every student – regardless of race, ethnicity, income, geographical location, or disability – in becoming technologically literate by the end of eighth grade, while providing opportunities for all students to improve their technology literacy through 12th grade. The Instructional Technology initiatives are focused on encouraging effective technology integration, promoting research-based instructional curriculum methods, and supporting quality professional development that supports the integration of technology with the new Georgia Performance Standards.

NEW! 8th Grade Technology Literacy Assessment Option offered through GaDOE!

The GaDOE, in response to requests from local schools and LEAs, has developed an OPTIONAL 8th grade Technology Literacy assessment. This assessment is one more choice for schools to consider when addressing the NCLB requirement to report 8th grade tech literacy. The Georgia Virtual School and the Office of Technology Services, Title II-D, for the GaDOE have collaborated to create three 60 question assessments addressing the technology standard requirements. These assessments will be accessible through the Office of Standards, Instruction, and Assessment's Online Assessment System (OAS). (

Georgia Technology Literacy Defined

Technology literacy is the ability of students to use the tools of their society with skill in an ethical, accurate, and insightful manner to meet the demands of the 21st Century workplace and world. This includes the ability to use appropriate technology responsibly to solve problems and to create knowledge and learning by:

  • Accessing
  • Managing
  • Evaluating and Analyzing
  • Integrating and Synthesizing, and
  • Communicating information

Required Components

It is the responsibility of each LEA or school to develop the definition, criteria, and assessment, and then document the technology literacy proficiency level of each eighth grade student at the completion of each school year. Districts will be expected to report the measures on an annual basis. This documentation will be collected and reviewed beginning in the 2006-2007 school year. Based on this documentation, every district should be prepared to report the following:

  1. Method of assessment used by the school district to determine mastery/competency.
  2. Number of students assessed on 8th Grade Tech Literacy skills.
  3. Number of students who achieved mastery/competency on 8th Grade Tech Literacy skills.
  4. Number of students who were NOT assessed on 8th Grade Tech Literacy skills.

Why Technology Literacy is Important - NCLB

The portion of the No Child Left Behind (NCLB) Act known as 'Enhancing Education Through Technology Act of 2001' (E2T2) has a goal: To assist every student in crossing the digital divide by ensuring that every student is technologically literate by the time the student finishes the eighth grade, regardless of the student's race, ethnicity, gender, family income, geographic location, or disability.

The Georgia Department of Education considers this a local control issue to be defined by each district. The GaDOE Office of Instructional Technology developed this website to assist school systems in determining how to assess student technology literacy.

Overview of Toolkit

Every school must document the technology literacy proficiency level of all eighth grade students beginning in the 2006-2007 school year. The following table provides some options for types of technology literacy assessments. These assessment strategies can be used with each standard individually, or clustered where it is appropriate. They can be done in content areas, or they can be done as a stand-alone effort. A district may choose more than one option of how to determine student technology literacy. This toolkit has cataloged specific tools for each category that could be used. This toolkit is in no way a complete list of available options of assessment tools. None of the products or services is endorsed by the GaDOE or the Office of Instructional Technology, and information about each of the tools is based on information from the vendor websites. Click on the assessment name on the right to see a more detailed description of each tool.

Knowledge Performance Portfolio Project
Use as a base Evidence of integration A continuous process over time A culminating activity
  • Standardized test
  • Item analysis
  • Course grade
  • Rubric for content
  • Observation
  • Product summary
  • Checklist
  • Artifact
  • Rubric for content and process
  • Student production tags
  • Student reflection
  • Collection of artifacts
  • Rubric for portfolio elements
  • Interviews of team mem-
    bers as a group or individually
  • Analysis of project elements
  • Rubric for relevance of project outcome
Locally-created tech literacy assessment tools Locally-created tech literacy assessment tools Locally-created tech literacy assessment tools Locally-created tech literacy assessment tools

About This Toolkit:
In an effort to facilitate local choice, The Office of Instructional Technology has identified some products and strategies that can be used to address student technology literacy. This toolkit serves as a guide to assist schools in addressing student technology literacy as defined by NCLB. The products listed on this website are provided solely for informational purposes, and do not constitute and shall not be construed in whole or part as an endorsement of a vendor or a product by the Georgia Department of Education, the State Board of Education, the State Superintendent of Schools, or any employee or Office of the Department. This list is not exhaustive or conclusive, and the Georgia Department of Education makes no representation or claim as to the suitability or usability of any program or product for a particular purpose. There are other products available that may serve district needs in addressing student technology literacy, including system-created assessment strategies. The GaDOE is open to reviewing any vendor for inclusion in this toolkit. It is solely the decision of each school district to determine what assessment tools or strategies are appropriate for addressing student technology literacy.

Knowledge-Based Tools
Performance-Based Tools
Portfolio-Based Tools
Project-Based Tools

ISTE Standards
SETDA Toolkits
21st Century Database
Edutopia Assessment

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