artifacts rated on the Bloom’s taxonomy. The larger the circle, the more artifacts connected to that
particular level of Blooms.
Our technology audit process has provided rich evidence of the learning achieved through the
integration of technology. This has, in turn, informed areas for professional growth. It has also provided
a common vocabulary across all three school divisions about quality of learning and the goal of providing
the opportunities for higher order thinking skills for students. The technology audit has provided a
means of sharing the learning as student artifacts are now regularly collected, archived and showcased
for celebration. Teachers have become more mindful and intentional about the technology-integrated
products and processes they are asking of their students as they design their lessons and unit plans.
Many rich conversations have taken place between teachers and technology coordinators and between
teachers and their collaborative planning groups. What we are finding now is that the teachers are
challenging us technology coordinators and themselves to find even better measures for quality and
rigor of student learning. The ability to visualize the data and see the connections between standards,
technology approaches and tools, and quality of learning has greatly enhanced the appreciation of
undertaking an audit of this scope. In our third year of collecting artifacts and establishing personalized
goals, as a learning community we are working even more closely with teachers to improve and enhance
student learning with technology.