TECHNOLOGY NEEDS ASSESSMENT
1998, December). Archived: Technology Needs Assessment Survey. Retrieved September 13, 2007, from U.S. Department of Education Web site: http://www.ed.gov/pubs/EdTechGuide/appc-5.html
I found the information that could be learned from parts of this survey will be valueable for developing a technology plan by helping provide a an accurate picture of how technology is currently used. Though the above survey will need to be udated our class activity reminded me that not all staff members will be on board with current changes in technology. I work with students that have learning, emotional, and/or behaviorial disabilities and when I think of reluctant staff members I see similiar behavioral patterns. Often when students are presented with something they have failed to experience success with inappropriate behaviors are an effective strategy for avoiding the activity. These reluctant staff members may or may not have become proficient with some of the older technology on this form and are afraid of current technology and the failure and frustration they are sure to experience.
The SIEC Technology Assessment has a good feature in that it is short and easy to use. Staff members being asked to complete the survey will be less likely to become frustrated by the amount of time it will take to complete the survey. Secondly all that is required to complete the survey is a series of clicks and some short answer. Thirdly the survey asks for input from the user in regards to what their needs are.
The Technology Competencies Survey has the ptential to provide valuable information to help a school understand the current skills of staff. This knowledge is essential when developing a plan for integrating technology into the curriculum. If a staff member is unable to save a file and know where it is save to this s a concern and that is where training and staff development needs to start. If the staff in proficient with the basic operations of a computer training in how to save will discourage the staff from buying into a technology plan. Nobody likes to be in over their head or insulted by making it too easy.
Though the format of this form will need to be converted into something a little more user friendly similiar to the SIEC Technology Assessment it provides good information.
As I was going through the various needs assessments I began to realize a series of assessments/surveys may be necessary and administered at the appropriate time depending on where we are in the planning process.
Jim Nelson
RESOURCE CRITIQUE 1
CHANGE:
The Southwest Educational Development Laboratory (SEDL) reviewed literature for the research article, “Staff Development and Change Process: Cut from the Same Cloth.” The Joyce and Showers Model was discussed as consisting of five components. The first component is the introduction of the new skill desired in practice from the teachers. The second step is to demonstrate and/or model the new skill. The third step is the opportunity for staff to role play and practice the new skill. The fourth component is immediate feedback in regards to performance in the role playing. The fifth and possibly most important component is coaching. Without coaching less than 21 % of the staff will be able to perform the desired skill skillfully.
I remember discussing the need for follow-through to ensure the change is lasting. Otherwise the pressure of the day-to-day operations will cause staff member to easily fall back into old habits. Follow-through and consistency over time is necessary to change habits. The model discussed was top down where staff was forced to comply with a directive from administration. What was not discussed was how the decision to make a change or what those changes were going to be came about.
The article went on and added a sixth component of “Six Success Strategies.” First develop an articulate vision. If teachers have a clear vision of what the desired behaviors look like they will have purpose and understanding of the direction they are moving. Second is providing resources and time for planning. If teachers are scrambling to locate resources they do not have time to plan, and a solid plan is vital for success. Thirdly is the investment of training and development of teachers. Don’t assume you can give a teacher a handful of materials and an instruction manual that they will go out and implement what administration is looking for. Fourth, progress needs to be monitored and assessed from the start. By walking around and monitoring progress administrators can stress the importance of a sustained effort over time. The fifth strategy is coaching and supporting the staff. Administrators and teachers need to view the administrator as a supportive coach whose role it is to ensure teachers are set-up to be successful. Lastly the environment needs to be conducive to change. All staff members are important in the change process if change is going to be successful.
As we discussed in class, the whole staff needs to buy into the need for change and share a common vision of where the change needs to take them. I see all the above as important components in the change process as a unit. They should not be separated out and run independent of each other. The process as a whole involves all these parts and where you are in the process will vary from individual to individual.
Hord, S (1994). Staff Development and Change Process: Cut from the Same Cloth. Retrieved September 17, 2007, from Southwest Educational Development Laboratory Web site: http://www.sedl.org/change/issues/issues42.html
Jim Nelson
RESOURCE CRITIQUE 2
ARTICLE TWO SUMMARY
Anderson, L, & Perry, J (1994) reported on research conducted by the National Center for Technology Planning (NCTP) researched technology and developed what they call, “Recipe for Success.” When implementing technology not only is it important to have the right people you need the right plan. When baking a cake, the better the ingredients the better the cake. Also like a cake, the right recipe for one may not be the right recipe for another. The authors made multiple parallels with cooking. An interesting one was in the unique tastes of individual chefs. Sometime what sets them apart from others is their ability to assess a situation and add a pinch of just the right ingredient that will make or break a masterpiece. In the same spirit a technology committee in communication with the community can assess the situation and make the appropriate adjustments in the ingredients.
The authors break the process down into stages.
Representative Committee
The first is to form a representative committee of the community the plan will serve. This includes parents, teachers, business leaders in the community, and administration. All the stakeholders of the plan need a voice in the development of the plan. To ensure summative success, a technology planning committee must be established.
Progress Report
Determine the current state of technology integration. Know the current strengths and weaknesses of the technology in place. There needs to be a starting point and you need to know where you are.
Subdivide Responsibilities
The team needs to work efficiently and effectively. Clear roles and responsibilities need to be assigned to each member of the team.
Establish Time Frames
Time frames need to be reasonable and flexible depending on the task. The amount of time needed to accomplish a task is often unrealistic while sitting in a meeting. Once out of the meeting the day to day demands and pressures will take priority.
Set Target Dates
Setting target dates is related to establishing time frames, but provides a sense of urgency to complete an assigned task.
Build Consensus
Building consensus among the end users/participants of the needed technology is the responsibility of each committee member. Sharing the need for technology and how technology will enhance the curriculum and the teachers effectiveness in the classroom.
Formulate Plan
Formulating a plan may be the most difficult task the committee will undertake. The plan will determine success or failure. What is written into the plan has the potential to transfer into the curriculum, job descriptions, and expectations.
Implement Plan
The plan needs to be put into action. The plan needs to have complete support of the committee as well as all involved. Committee members may need to advocate for the plan among peers and tutor some to ensure thy are comfortable with the implementation.
Evaluate Plan
Monitor progress. Are the established time frames and target dates still reasonable? Was there an over site while formulating the plan that requires adjustments are made?
Role of Teacher Education Programs
Teacher education programs need to be in communication with the community they serve. By communicating with schools they can address concerns schools may have in regards to how students are prepared to step into the classroom.
Resources for Planning
The planning committee needs to realize they do not need to be responsible for providing every resource available. Services are available to help schools meet the needs they will encounter implementing and integrating technology into the curriculum.
For technology to be effectively integrated into the curriculum in needs to seem natural and seamless. Word spreads rapidly in a school and if a plan is ineffective it will soon be dead due to an infectious negative attitude. If a plan is effective this word will also spread causing an infectious positive attitude.
Anderson, L, & Perry, J (1994). Technology Planning: Recipe for Success . National Center for Technology Planning, Retrieved September 23, 2007, from http://www.nctp.com/html/tp_recipe.cfm
RESOURCE CRITIQUE 3
Application of Instructional Technology
(Stover, 2007) begins by discussing how technology can be a powerful tool and how educators today need to understand the importance of the role technology is going to play in the personal and professional lives of today’s students. The skills (critical thinking, problem solving, communication, etc.) needed to be successful for this generation will be the same skills deemed important in previous generations. The difference is today’s students will need to use these skills in relation with technology. A concept known as Information and Communications Technology (ITC) takes students and develops communication skills to fit into today’s technological world. Students today may have to share information across a table as previous generation but they will also need to be able to share information through chat rooms, via email, and virtual conferences. In the article technology is referred to as a force multiplier which allows a few become many. Students need to be taught advanced thinking skills congruently with technology skills meaning students need to learn to evaluate information and differentiate credible information from bogus information. The students then need to be able to present what they learned through multimedia tools. This is important because at least one study has shown that when college students are exposed to the information available they easily become overwhelmed. With all the information available students need to be able to evaluate information and make an informed decision, but instead they tend to find a few ideas (fact or not) and close their mind to other information.
Even schools that offer advanced placement courses my not be providing students the skills they will need to be successful with the ever increasing technology in our society. High stakes testing requires content be taught so where do you find time to teach thinking skills. Online courses have begun filling some of these gaps between critical thinking and content. When done correctly these courses require students to access information online, evaluate the information, then share what they learned multimedia tools. Current laws such as No Child Left Behind have placed a high importance on a students ability to regurgitate basic information that it is difficult to find programs designed to encourage critical thinking skills. Stover concludes with the idea that technology needs to be a priority throughout a district. It starts with the school board making a commitment to technology by assessing the staff and providing the necessary training to advance teachers in their ability to incorporate technology in a way that requires critical thinking.
This article has helped me develop my idea of what technology integration is. I have been frustrated with others doing the same thing they have always done and adding one piece of technology and calling it integration. For example; a student has to read a chapter on the solar system and choose one planet and make a poster about it. Instead of a poster the student uses PowerPoint or Hyperstudio and claims technology integration. I have ever seen this as technology integration because I cannot see what the difference is between cutting a picture out of a magazine and gluing it to a piece of poster board differs from finding a picture in clipart and inserting it into a slide show. I can see my vision of technology integration forming. Technology integration needs to include an opportunity to evaluate information and determine the credibility of that information, formulate individual thoughts and ideas based on multiple pieces of information, and the ability to use multimedia tools to present and support those individual thoughts.
Stover, Del (2007, September). The role of technology, from tools to skills how can studentsnavigate today's virtual world?. American School Board Journal, Retrieved 10-13-07, from http://0-web.ebscohost.com.topcat.switchinc.org/ehost/pdf?vid=5&hid=107&sid=a126bc89-d792-499a-a0ff-9f156d651c9a%40sessionmgr107
RESOURCE CRITIQUE 4
Staff Development in Instructional Technology
Critical Issue: Providing Professional Development for Effective Technology Use
(Rodriguez, 2000) discusses how the issue of whether or not we should integrate technology into our schools to ensuring that integration is effective in promoting student achievement. Rodriguez discusses the importance of having a technology plan in place because a well written plan will guide staff development. The technology plan briefly described was similar to the detailed criteria developed by the Wisconsin Department of Public Instruction. Professional development should be looked at differently than it was in years past where in-service training was considered a one time event. Learning technology skills are ongoing and need to be continually developed. There are 14 essential components for staff development described on the site:
- connection to student learning
- hands-on technology use
- variety of learning experiences
- curriculum-specific applications
- new roles for teachers
- collegial learning
- active participation of teachers
- ongoing process
- sufficient time
- technical assistance and support
- administrative support
- adequate resources
- continuous funding
- built-in evaluation
The site includes links to many websites with options to help develop action plans for the technology planning team, administrators, teachers, and parents and community members.
The site also discusses common pitfalls, and I found it interesting that limited access such as limited time in computer labs should be avoided because teachers need ample time using technology to become comfortable. As we discussed during earlier meetings of this course the website discusses the importance of including all stakeholders and their buy-in as critical for success. A school climate change of adapting and integrating technology requires a long term commitment and dedicated resources. Plan on a minimum of three to five years for meaningful change to take place as the stakeholders buy-in and begin developing the necessary skills.
The idea of continually developing technology skills is important. I remember some of the first courses I took required me to learn DOS, with one exception recently, I never use DOS anymore. I remember building computers and loading Windows 3.1. If I had to move from Windows 3.1 to Vista I would be quite intimidated. I can understand why some people are reluctant to latch onto technology, it requires time and effort to keep skills current. If I was just getting it and then a new version comes along and everything changes I would be aggravated. As I mentioned in my last article review, I have been trying to define my definition of technology integration. For technology to be integrated into my math course I see I believe it should be a natural part of the course, not an occasional change of a trip down the hall to the computer lab.
Rodriguez, Ginger (2000). Critical Issue: Providing Professional Development for Effective Technology Use . Retrieved October 13, 2007, from Critical Issue: Providing Professional Development for Effective Technology Use Web site: http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te1000.htm
CHAPTER ONE SUMMARY
Chapter one discussed that if technology integration is going to be successful it must be integrated into the main functions of the school. A school is successful when students begin to learn through experiences and with current trends in technology advancement we are just beginning to tap into the potential of what is to come. In today’s society technology is becoming the tool of choice in how we explore our world. To access this technology machines are needed and schools have long focused on people not machines. Schools focus on the whole child. This could be looked at as a conflict of interest between traditional thinking and how we as schools are going to need to think in order to meet the needs of future generations.
Careful planning is essential if we are going to meet the needs of future generations. There needs to be a clear plan for how technology is going to be put to work for students, teachers, and administrators. This plan needs to include what’s next, how maintenance and upgrade costs going to be handled. An important question is how will the technology being integrated be evaluated in regards to how it is meeting its purpose? Additionally careful planning needs to include how technology is going to be integrated into the curriculum. The technology chosen and how it is integrated in a writing course will be different than the technology chosen and integrated in a biology course. For this reason all persons involved need to be part of the planning process. Otherwise people are left with implementing technology ill-suited for their needs.
After reading the chapter one I reflected on what I have seen in school districts in regards to technology integration. I see schools spending on technology and building some impressive computer labs. However these labs service at the most two or three out of about 100 classes going on in the building at one time. These labs need to be shared and in doing so the technology in use becomes more miss than hit. Technology becomes a periodic project rather than integrated into the curriculum. I may need to rethink my idea of technology integration. In my vision of technology integration, technology use will be the norm not something used to break up the normal routine.
CHAPTER TWO SUMMARY
Chapter two discussed what ideas need to be included when developing a plan for technology integration plan. All people potentially affected by the plan need to be included in the planning stage. This means community members need to be part of the planning team. When bringing these teams together in needs to be understood that people are not always rational, especially when they are passionate about something. Participants of the planning team need to come from different disciplines because their perspective is important for understanding the whole picture. There needs to be a commitment from school and community leaders. Without commitment from school administration there is no reason for commitment from other staff members if the whole thing could be dropped at any time.
A written plan needs to be developed and used as a guide by all staff members. There is no way a plan will be developed that will address every circumstance that will come up, but guidelines will help overcome these unforeseen circumstances. It is recommended that multiple evaluation criteria be developed for use in determining the effectiveness of the plan and how adjustments and revisions will be made because every plan will not work.
The author seemed to assume nothing is being done right by stressing an emphasis on improving what is not being done or not being done well. Why not evaluate what is being done well and apply what is being done there in other areas? If we unaware of what is being done well and only focus only on what is not being done well, what will we be changing?
CHAPTER THREE SUMMARY
Chapter three discussed issues related to technology in regards to learning, gender, race, and socioeconomic status. Our society is becoming increasingly dependent on technology and opinions vary as to whether this is a positive or negative. What is important is that technology is a tool that should be an integral part of the curriculum not in place of it. Philosophies are mixed in regards to the potential benefits of technology in education, specifically when compared to the known benefits of reduced class sizes. Research supports the benefits of reducing class size while the benefits of technology tend to be inconclusive and conclude with the recommendation for further research.
When students should begin receiving technology integrated instruction is another debate. As learned in previous chapters our nations schools were decades behind the business world in acquiring technology. On a smaller scale elementary schools were behind high schools in adapting technology into the curriculum. It has been only recently that the reading level has been appropriate for younger students. The most critical question that needs to be asked when implementing technology into the elementary curriculum is to ask where it fits into the curriculum. Most importantly school administrators and teachers need to remember that technology is a tool. In the right hands a hammer is a tool that can help build a house. In the wrong hands a hammer can mean a trip to the emergency room.
Special education is an area where technology can make a difference between success and failure in their learning. Again it needs to be stressed that the technology is a tool that will allow some students to overcome obstacles in their learning. Technology offers students with minor and major disabilities to participate and communicate on an even playing field.
Equity issues in how technology is implemented or available vary among gender, ethnicity, and socioeconomic status. Female high school students are less likely to participate in technology related courses. However this could be explained by the expectations of society as well as the home. Do female students choose not to participate in these technology courses because they are predominantly male? For minorities the equity issues are as much socioeconomic as anything else. Most of the research in this section was about 20 years old but recent research referred to indicated there is still a decline with the availability of technology for minority students but that gap is closing. There is conflict within the research. Some research indicates there is no advantage to using technology while other research gives technology an advantage. One concern was the availability of software in a student’s language but in recent years this is becoming less of a concern. Lastly socioeconomic issues are discussed. Socioeconomic status is a contributing factor in regards to access to technology outside of school. Often people cannot afford a computer much less the internet service they would need. To help alleviate this school can make their computer labs available after school. Though this is not as effective as having a computer at home, this is something the schools can do short of purchasing computers for students.
Good summary of all the topics - Louis
CHAPTER FOUR SUMMARY:
Chapter four discusses the application of technology to the routine administrative in a school district. The three components of technology discussed were databases, spreadsheets, and office automation.
Databases are becoming more user friendly with each new generation. They are very powerful for generating custom reports by even the non-technological staff. This allows all staff members access to information without having to wait for someone from the IT department to provide them the information. Evaluating the data provided by a database provides important feedback in regards to what is and what is not working within the curriculum. Evaluating the data on standardized tests such as the WKCE may tell me I need to spend more time or find another way to present reciprocals.
Electronic spreadsheets allow users to manipulate and present data. They also allow the user to plan and forecast potential situations. Administrators can use a spreadsheet to evaluate budget situations and experiment with various alternative situations by changing a few numbers. The effectiveness of spreadsheets is dependent on its ability to communicate with the database and the quality of the data contained within the database.
Office automation includes such things as email, word processing, desktop publishing, and personal data assistants. These programs allow for efficiency in the daily operations of the building. These applications enhance communication within the district and between the district and the community. Adapting and using these technological components is becoming easier and less expensive. There may come a day when schools will be confident enough to eliminate paper in daily operations. The ability to eliminate paper in all aspects will be dictated by the community and the availability of technology to all patrons.
Technology has drastically improved efficiency and productivity in school districts across the country. Retrieving data, planning, and communicating has become considerably less labor intensive and accuracy has been greatly improved. Records that need to be kept for indefinite periods can now be kept electronically. Districts need to be ready to trust the reliability of electronic forms of data because dedicating a warehouse for storing paper records is expensive and though I have never tried, I cannot imagine retrieving a specific record as being easily accomplished. Choosing the correct system for your district needs careful consideration. An understanding of the needs of the district needs to be clear. A clear understanding of the needs and how efficiently and reliably the technology can meet those needs is crucial. Is the long term payoff in efficiency worth the initial investment and the cost of regular maintenance?
Jim Nelson
Evaluating administrative software
(Vecchioli, 1999) investigated the process of evaluating administrative software. Evaluating and choosing administrative software is a responsibility that needs to be taken seriously. To take this decision lightly will almost certainly ensure frustration by the users and failure of the plan. A clear and total understanding of the district needs is vital before looking at potential software. Once the specific needs are identified software can be looked at. Vendor representatives can be called in to demonstrate how their product can meet the identified needs. Committees will need to be formed to evaluate the presentations and determine which of the various software packages has the potential to meet the identified needs. Committee members will need to be representatives of all potential users.
It is important that representative from all potential user areas become involved in the evaluation process. This includes everyone from district administration to the maintenance staff. In the end they will be the users and determine success or failure. Committee members need to be committed to the process of evaluating the software with support from administration. All members of the committee need an understanding of the shortcomings and strengths of the current technology. This knowledge will help identify the capacity in which potential software will enhance efficiency.
Vecchioli stated the beginning of the evaluation process is characterized by certain tasks:
- the identification of software products,
- the acquisition of information such as literature reviews,
- discussions with product developers / vendors as well as the faculty and staff of other schools who use different software products,
- the general screening of available software, and
- the analysis of institutional needs.
Throughout the process committee members need to discuss the potential for perspective software to meet their needs today and in the future. These discussions should be a reflection of the following:
- Current needs and requirements (i.e. the manner in which things are presently done)
- How things should operate in the future
- Potential uses of the system that committee members previously did not know were possible
Vecchioli admits this process is time consuming and may be unrealistic in practice. I agree, it will be time consuming and committee members will need to understand the time commitment involved in the process. Without taking it seriously a lot of money and time may be spent on an ineffective product.
Vecchioli, Lisa (1999). A process for evaluating student records management software. ERIC/AE digest. . Retrieved October 6, 2007, from ERICDIGESTS.ORG Web site: http://www.ericdigests.org/2000-3/records.htm
WEEK FIVE:
A New Look at Staff Development
Staff development needs to be look at differently. We need to move away from using staff development to add another duty onto what teachers are already doing and move toward enhancing their ability to be effective and efficient. Training needs to be more than a one time event. Don’t waste a teacher’s time with something that is not going to be implemented and provide an opportunity to become more efficient in the teaching duties. Provide time to complete a project. Too often in-services introduce us to new ideas that sound great and we often leave wishing we had time to try. Without built in time the list of things we want to do just continues to grow.
When providing an opportunity to we need to provide choice in the training offered and remember it is about learning. Apply best practice teaching methods to in-services with emphasis on:
- their preferences
- their interests
- their styles
- their interests
What is appropriate for one teacher will not be for the next. Teachers are on a continuum of abilities and we need to emphasize learning and how technology can augment that leaning. Try not to be about learning the technology but about learning through technology. Teachers also need to be prepared for the greatest frustration. What if the technology goes down? This is not a matter of if, but a matter of when, for how long, and how often. Teachers need to be flexible and able to make adjustments to accomplish the task or have an alternate task. With identified experts provided time to be available on short notice when technology support is needed to help troubleshoot.
Tap into the passion of the teachers, how can they us technology to share their passion with their students? Make the learning individual for each teacher and don’t expect instant results. Change takes time. Provide time to complete a project. Too often in-services introduce us to new ideas that sound great and we often leave wishing we had time to try. Without built in time the list of things we want to do just continues to grow. Staff development needs to be an ongoing event where teachers are provided opportunities to reflect and discuss successes and failures.
Evaluating your District Plan
Using the Wisconsin Department of Public Instruction (DPI) Information (Library Media) & Technology Plan Review/Approval Form to evaluate y districts technology plan. The district technology plan table of contents is a reflection of the DPI criteria form. I like how the introduction clearly states the districts vision that we will eagerly embrace new challenges with responsibility, confidence, and pride in our abilities.
The district background section is extensive and includes data in regards to the demographics of the student body, location and colleges within the area. I liked how the background included a history of the planning process for information technology. It is important to know where you have been to know where you are going.
The district technology plan follows the DPI criteria from start to finish. One piece I especially liked is in the Implementation of Action Plans section. The district took the time to create an Educator Proficiency Action Plan with needs identified by focus groups. Reading through this section was reminiscent of the staff development project for this course. This action plan is the set-up for how the district is going to provide staff opportunities to increase their proficiency with technology.
When I originally found and printed my district technology plan I thought, “My god this is a lot.” Now that I am looking at the DPI criteria and I have read through it I understand the reason for the length.
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