STEER: Truth or Myth?

“Schools need to submit STEER to ETD.”

• Truth

• Myth

Answer explanation

STEER is a self-reflection tool designed to support schools in planning, implementation and review of key processes in the use of technology, as well as identifying strengths and areas for growth in their EdTech journey ahead.  

The use of STEER is intended to be developmental and non-evaluative.

“There are four domains in STEER which cover

(1) School Leadership, Culture and Partnership,

(2) Students,

(3) Teachers and

(4) School environment.”

• Truth

• Myth

Answer explanation

You may use the four colours to refer to each of the four domains! 

“The descriptors of STEER indicators are progressive from
Level 1 to Level 4.”

• Truth

• Myth

Answer explanation

The four levels are hierarchical in nature where each level encompasses the descriptors in the preceding levels. Words in bold indicate tiering.

Words in blue indicate that an explanatory note can be accessed by moving the cursor over the cell.

“Schools must achieve Level 4 for all indicators by 2030.”

• Truth

• Myth

Answer explanation

Schools are encouraged to use STEER as an EdTech implementation roadmap as they work towards the EdTech Masterplan 2030 vision of "Technology-transformed Learning, to prepare students for a Technology-transformed World".

It is a self-reflection tool designed to support schools' professional discourse on planning, implementation and review of key processes in the use of technology, as well as identifying strengths and areas for growth in their EdTech journey ahead. Schools, guided by STEER, may decide their own indicators for implementation and progress along the continuum of each indicator, with level 4 being aspirational.

“The focus of the self-evaluation process should be on the accuracy of the level of practice identified as a school.”

• Truth

• Myth

Answer explanation

Schools can choose the developmental level based on the pervasiveness of the practice at its current state. 

More importantly, schools should use the process of choosing the developmental level to spark conversations and agree on targets/level of ambition, e.g., expectations of teachers, how to leverage existing strengths and areas to focus on to shift practices and move the school forward etc.