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Week 4 Assignment
Staff Development in Instructional Technology Article Review
Glazer, Evan, M. & Page, Kathy. (May, 2006) Learning and Leading with Technology. Collaborative Apprenticeship: A New Role for the Technology Coordinator in Teachers’ Professional Development. ISTE (International Society for Technology in Education. 10-13.
Effective educational technology integration training requires that teachers acquire these technology integration skills not in isolated inservices, but within the context of their daily teaching practices. Glazer and Page discuss their professional development model called Collaborative Apprenticeship in which school technology resource personnel provide ongoing consultation to groups of teachers to help them integrate technology into their instructional practices within their natural school setting. Teachers experienced in technology integration serve as mentors for their peers. Technology is progressively infused as peer-teachers learn to design and implement technology-rich lessons through modeling, collaboration, and coaching. This model came about from their experience with after-school workshops and one-on-one support experiences with teachers who, over time, grew increasingly dependent on the technology resource teacher. To counter this, they developed this delivery of professional development designed to lead teachers to technology mastery and in turn, to serve as mentors to others.
Collaborative Apprenticeship has teachers move through four developmental phases: Introductory, Developmental, Proficient, and Mastery. Technology resource personnel provide consultation to groups led by experienced teacher-mentors throughout the four phases. This teacher-training-teachers approach is done in small groups, three teachers to one mentor, and emphasizes hands-on experiences and collaborative teacher interactions. The technology resource person works with mentors and teacher groups more in a supportive/facilitator role than as the primary instructor, thus avoiding teachers’ becoming dependent on them. Glazer and Page offer four criteria of readiness to consider for implementing Collaborative Apprenticeship: common planning time; teachers’ commitment to integrating technology into their instruction; teachers’ technology experience; and use of meeting agenda driven by teachers’ needs and interests.
Reflection
The quest for new ways to integrate invigorating and effective technologies into the classroom has become a personal interest and goal in my professional development, inspiring me to pursue a degree in the field of educational technology. The concept of Collaborative Apprenticeship is similar in design to the Collaborative-Consultation model modeled in special education for several years. The Collaborative-Consultation model of support and professional development proved very effective largely because of its mutuality of respect and shared leadership among teachers. The model presented by Glazer and Page seems to draw on these as well, teachers working, learning, and sharing together with the possible outcome that they will all be masters at some point. This is a very effective methodology for professional development that leads not only to technological competency but fosters dignity and efficacy in teachers. The ongoing nature of the process is also an excellent component of the model, allowing for teachers to progress at his/her own pace.
Evaluationof the School District of Waukesha Information and Technology Literacy Plan
Effective January 1, 2005-June 30, 2009
The district’s current 67 page technology plan begins with a general Vision Statement, followed by a short list of technology belief statements. Student demographics, district background information, history of technology, and history of the Library Media Program are also detailed in the introductory portion of the district’s plan.
In using the Wisconsin DPI Information (Library Media) & Technology Approval plan to review our district’s technology plan, it became apparent that the committee who fabricated our plan was well versed in standard technology implementation language. In other words, our district plan reads well and even appears to exceed the outlined standards on many levels. In actuality, the language is so ambiguous and generic; a district would have to demonstrate complete ineptitude to not meet the standards.
While I observed several inconsistencies in the following action plans, I will list only 1 to save time:
Staff Proficiency
One of the objectives in the Staff Proficiency Action Plan calls for 100% of SDW teachers to show growth on the Waukesha Teacher Proficiency Benchmarks by 2008. What is meant by growth? How is it measured? Now that teachers in my building are required to take student attendance via Zangle and record grades via WebGrader, they have no choice but to demonstrate growth in technology.
Effective Teaching & Learning Practices
One of the objectives in the Effective Teaching & Learning Practices Action Plan indicated that the amount of time and number of staff TRT and LMC collaboration will increase by 2008. Sadly, TRT positions in our school district were eliminated during the budget slaughtering of 2007-08. Further, LMC aide positions were eliminated and LMC specialist positions were drastically reduced.
Access to Information Resources & Technology Tools
This action plan seemed to demonstrate the greatest number of inconsistencies, short-comings, and failures. A district objective is that by 2008 the response rate will decrease. Many teachers are still waiting for 2006-07 work orders to be addressed.
Editorial
When we were told three weeks ago to locate a copy of our district’s current technology plan, not faculty person in my building had a clue as to where to find it. Most teachers were not even aware that a technology plan existed. I was able to obtain a hard copy of this plan directly from the District’s Technology Chairperson only because I know her personally. A starting point for ALL schools would be to make sure there is a hard copy in every main office, Library/Media Center, and Computer Lab. Parents and teachers should also have access to this document via the school’s website.
In my sixteen years of teaching in the SDW, I have observed and experienced many of the successes of our district’s technology plan. We have much to be proud of. At the same time, we have a long way to go. In my opinion, his can only be achieved when our district leaders acknowledge that the technology department is in need of a drastic transformation.
Administrative Software Evaluation Instrument
The attached software evaluation instrument is a tool I developed during the CEDu 510 course after researching a multitude of instructional courseware evaluation tools. This comprehensive tool was carefully designed so that teachers, administrators, students, and parents could effectively and efficiently evaluate a variety of software/courseware programs in an efficient manner.
The Courseware Evaluation Instrument is organized into ten broad categories including:
General Information
Hardware/System Requirements
Category of Courseware
Technical & Cost effectiveness
Program Contents
Audience Appeal & Suitability
Ease of Use
Practice, Assessment, and Feedback
Supplemental Materials
Overall Evaluative Comments
Each of these broad categories is further broken down into subcategories and detail specific questions or prompts. This particular instrument includes a variety of response formats including fill in the blank, checkmark system, Likert Rating Scale, and short answer. Most desirable about this specific instrument is its user friendly format and its reference to ISTE National Educational Technology Standards for Students and Wisconsin State Standards for Information and Technology Literacy. This tool is certainly comprehensive for evaluating educational software; conversely, it falls short when evaluating administrative software.
To improve this instrument so that it is more applicable to administrative software I would, first, need to include administrative courseware as a category in the Category of Courseware section of this tool. I also see a need to include response/question items more specific to administrative software. This could be easily achieved by expanding each of the categories to include questions related to administrative software and/or revising the tool to include an entirely separate section for administrative software.
I found this activity to be extremely beneficial in my own professional development in that it further illustrated the point that as technology constantly changes, we also need to change (improve/modify) the ways in which we evaluate it. At one point I believed my software evaluation to be an extremely comprehensive, well-designed, and effective tool. After this week’s instruction, I realize that I need to revise this instrument to include administrative software. In doing so, I can make this tool even more powerful not only in the evaluation of classroom software, but also administrative software. If, at the end of this process, student learning, teacher/administrative productivity, and home-school communication is optimized -we have achieved our goal in the technology evaluation process.
The chapter reviews data management systems, electronic spreadsheets, and office automation software as the three major types of computer technology used by educational administrators. Most important of the three applications, a data base management system is a package of computer programs used to create, maintain, and access the collection of files and records in the data base. Typically for school districts, a database would include student, personnel, curricula, financial, and facilities files. A table called a data element dictionary is used to identify the content and coding schemes of the data base within a data management system. The table requires continual management to keep the files updated and accessible. Because an important feature of database software to administrators is the ability to generate customized reports, selecting from the many systems available is a critical decision. Consideration of the data structure, or how data elements are interrelated within the system, is a major criterion. The more popular of structures is the relational database which views all data stored as tables or matrices in which each data element has access to others. This allows for creating specific, customized reports tailored for users’ needs.
An electronic spreadsheet is an electronic matrix of rows and columns that automatically performs arithmetic operations on each cell that were previously done manually. A major advantage of electronic spreadsheets is that a change in one cell will effect in all other related cells. This is an important feature in planning and modeling. Common applications of electronic spreadsheets can be described in the same broad categories as data bases. Through creation of aggregate data files, spreadsheet software can access data from a district’s database and thus create an almost unlimited number of reports. In addition, the graphic capabilities of electronic spreadsheet programs allow information to be portrayed in a variety of pictorial ways (e.g., pie charts and bar graphs) for presentation purposes. Office automation applications, once primarily word processing, have evolved to merge with database systems. This enhanced communication easily transferred into electronic mailing and the electronic communication networks that districts have implemented (e.g., bulletin boards) for staff, students, and community members. In addition, other technologies have emerged to facilitate office operations such as desktop publishing, digital storage, and electronic calendars.
In addition to the three major applications above are specialized applications that can help districts with their administrative functions and responsibilities. These include accessing the global digital community and software packages for such tasks as statistical analysis, test-scoring, automated telephone service, and energy management. Collectively, the technology used in educational administration are critical in making informed decisions, decisions that are based on if not determined by the analysis of data these technologies make so readily available.
Week 3 Assignment
Second Article Review #3
Liu, X., Macmillan, R., & Timmons, V. (1998). Assessing the Impact of Computer Integration on Students [Electronic version]. Journal of Research on Computing in Education, 31(2), 189-203.
In this investigation, Liu, X., MacMillan, R., & Timmons, V. (1998) identified computer integration as a complex instructional system in which student learning is impacted by teachers, school administrative and technical support, computer hardware and software resources, and the computer lab and classroom settings. The purpose of this study was to investigate the impact of computer integration on students in terms of academic achievement and attitude toward academic subjects and computers, as well as their perceptions regarding the impact of computer integration. The independent variable for this investigation was the integration of computers into the curriculum and the dependent variables were student performance, student attitude, and student perception. The seven-month study was conducted in a high school with approximately 12,000 students in eastern Canada. Eight high school teachers from four core subject areas volunteered to participate. All teachers had at least ten years of classroom experience and their computer skills varied from novice to advanced. The number of student participants was not reported in this study.
Each of the teachers was asked to choose two classes at the same grade level and designate one as the integration class and the other as the control class. The integration classes received regular computer-integrated learning activities using a variety of hardware, software, and online applications. The control classes received instruction via traditional methods such as lectures, discussions, and projects. Participating teachers received summer inservice training, consulted daily with a computer support teacher, and met with university researchers about every two months. Regularly scheduled achievement exams were administered to both groups on the same day at three points during the study. A validated “attitude toward computers” survey was administered to the integration classes in September. The researchers also developed a two-part survey which they administered at the end of the study. The first part was the same instrument administered in September, and the second dealt with the students’ perceptions of the impact computers had on their learning. Additionally, three students from each integration class were interviewed with semi-structured questions probing how computers helped them learn and if computers impacted them negatively. Interviews of the eight teachers were also conducted to get their perceptions of the impact of computer integration on students.
Results from the study indicated no significant differences in student achievement between experimental and control classes. Likewise, regarding the impact of computer integration on student attitudes toward computers. Results from student interviews showed that not all students felt computers helped improve their grades. Most students thought that computer integration had a positive impact on their interest in learning. Students’ responses were generally positive about the impact computer integration had on their attitude toward computers. Results of teacher interviews indicated that while the impact of computers on students’ grades was unclear, students’ interest in computers increased. These conclusions support that technology integration requires systematic change including teachers, administrators, processes, practices, policies, power and philosophy (as cited in Papert, 1987). The researchers further suggest that the impact of computer integration on achievement and attitude may require time in order to appear with statistical significance, more than the seven month period of their study.
Reflection
My personal experiences with technology integration in the classroom have yielded similar results. What I found to be of great interest in completing an action research project (2004) was that the integration of technology had a positive impact on students' attitude and achievement only when they received directed instruction and reteaching in the use of specific technology tools. While this study included only a small sample and was conducted within a self-contained special education classroom, my years of observation and experience lead me to believe that the same would apply to students in regular education classrooms. While today's children are considered to be digital natives, I think many teachers (especially at the seconda level) wrongly assume that all children have the pre-requisite skills necessary to use technology tools effectively. A computer in every classroom and Internet acces at home does not guarantee increased achievement and attitude toward technology.
As an educator who has long had an interest in the successful integration of technology in the classroom I incorporate, into my individuallized curriculum, lessons that build on students' present levels of performance related to technology skills. This has had a positive impact on their performance in their self-contained classroom as well as within the general education environments. Not only has their achievenement improved, but also their attitude toward completing assignments and in helping others to utilize technology. This is a huge accomplishment given that students with learning disbilities generally lack the confidence to participate in acedemic activities, let alone lead others!
Fortunately, I have the privelage to work in a middle school which is considered a district leader in technology. Our teachers are top notch when it comes to helping children. Our principles live by the principle "Children First". We have had the support of our administrators and parents to pilot technology programs which are now used district-wide. Many educators in our buidling utilize technology regularly and those who haven't are beginning to show interest. The process of integrating technology has been long and frustrating at times, but it has been a great learning experience for me. I look forward to leading larger efforts in terms of integrating technology.
Week 2 Assignment
Chapter 3 Summary: Technocentric Education
As technology use expands in today’s school systems, so too have a multitude of issues related to its integration. With the abundance of technology utilization in today’s schools, it is imperative that technology planners and educators demand a more cautious and deliberate approach in how it is implemented. Unfortunately, complex equity issues concerning gender, minority, and other socioeconomic factors have emerged, impacting this progression. At the very least, there is a call for immediate attention by school administrators, technology planners, and educators to demonstrate awareness of these issues. Even more importantly, is the need for sensitivity and caution during the early planning stages so as to not add to the inequity.
It is the responsibility of today’s administrators to cultivate teachers’ skills so as to acquire and utilize the power of technology. When well-trained teachers skillfully integrate technology with the district’s curriculum and learning activities, the learning opportunities for all children is maximized. As a basic standard, technology should be viewed as a tool that can be integrated across curricular areas rather than a subject of curriculum in and of itself.
Researchers continue to debate the appropriate age to introduce children to technology. Some support earlier integration, whereas others argue that there is no rush. In today’s schools, technology use is more prevalent at middle and high school levels with 33% more computer equipment per student compared to elementary schools.
Over the last thirty years, technology has proven to be especially effective for special education populations. At one time, students with disabilities could not demonstrate their learning through conventional means. These students were segregated from their normally achieving peers, in self-contained settings, for much of their school careers. Today, as assistive technology continues in its improvement and advancement, students with disabilities can actively participate in the general education curriculum alongside their normally achieving peers. New assistive technologies are being utilized to provide the links to learning that otherwise might not have been available. Selecting technology tools is a complex, expensive and time-consuming process, but the benefits are priceless not only for students with special needs, but for all students!
Nice summary of the chapter - Louis
Article Review # 3
Farrell, R. & Gring, S. (1993). Technology Strategically Planned: A Dismal or Bright Future? [Electronic version]. T.H.E. Journal, 21(4), 119-22.
Farrell and Gring claim technology education is at juncture of continuing the status quo or heading in a new direction leading to a future in which technology is an integral part of learning and teaching. To embark successfully in this direction, Farrell and Gring say, requires long-range planning that takes into account the instructional mission and programming of a school district. Before sharing their five-step model implemented in a K-12 public school district in southeast Pennsylvania, Farrell and Gring offer some assumptions about technology. These include some caveats about technology: it is not a panacea; it is not a substitute, but a tool for learning and teaching; there is no one best technology; and, often technology has been on the periphery of schools’ instructional programs and unconnected to schools’ long-range improvement plans. They refer to Mojkowski’s strategic plan approach to technology implementation as a framework for a strategic plan that will lead schools in a new direction. Their five-step model begins with the gathering and analyzing of data from which emerges goals from a shared vision. The planning committee then screens the goals for measurability and appropriateness after which the goals are ranked in priority and merged into the strategy for implementation. The plan Farrell and Gring present is organized around several fundamental questions: Where are we now? Where do we want to go? How are we going to get there? How will we know when we are there? The last step of the strategic plan involves implementation and evaluation of progress toward the goals. Farrell and Gring conclude with a brief anecdotal account of their experiences and some additional tips to help others interested in making technology and integral part of learning and teaching in their district.
REFLECTION
The strategic plan for implementing technology that Farrell and Gring present appears a valuable resource for re-tooling or starting up technology integration for schools and districts. Farrell and Gring provide a step-by-step process to follow at a level that matches constituents’ needs and/or resources. One tip to underscore for the benefit of all stakeholders is gaining knowledge about the community’s resources and what is affordable in practical terms. As Farrell and Gring point out the focus is more likely to stay on the quality of the plan if it is a financial possibility and not stressing or beyond the community’s resources
Article Review # 2
McAdams, Richard P. (1997). A Systems Approach to School Reform [Electronic version]. Phi Delta Kappan, 79(2), 138-147.
McAdams hypothesizes that the best chance of significantly reforming public schools in America is a systems approach. This approach takes into consideration the interplay of five factors influencing the operational realities of today’s complex and complicated educational institutions. McAdams claims that efforts over the past 40 years have proven ineffective in creating sustained, substantive reforms in the majority of school districts because the interrelationships of these five factors have not been adequately analyzed and addressed.
From leadership theorists, McAdams distills that superintendents need to understand and exercise leadership qualities that will inspire trust and respect from staff. According to McAdams, rare are those who can bring together personal and position leadership qualities that manifests in effective collaboration toward change. Secondly, local politics and the micromanagement typical of school boards has served to inhibit superintendents’ plans for reform. The short tenure of board members, typically four years, obviously restricts efforts to develop and implement long-range plans which require time for trust-building, shared vision, and commitment to occur. Educational reform efforts are also assuaged by state and national politics that are driven by conflicting special interests, changing priorities and initiatives, and administrative regulations. The organizational characteristics of the public school itself, a system in which policy and practice is influenced by those inside and outside the agency, is a fourth factor that hinders reform. When viewed as semi-autonomous units and in the context of site-based managed entities, reform that occurs in individual schools is limited to that building, frustrating those who seek district or statewide change. Resistance to change can also come from the organization’s basic component, individual teachers. Lastly, from change theory, McAdams discusses how the change process, which requires lengthy time, impedes the implementation of reform. In fact, reform initiatives have been abandoned early on because results were not realized quickly and comfortably.
REFLECTION
The five factors McAdams discusses have relevance not only in the context of large-scale school reform but to effecting change in the area technology education. Nevertheless, McAdams does not give us new insights or strategies of how to go about accomplishing school reform, large or small. Whether top-down or initiated by those in the trenches, change, meaningful and sustaining change, comes about slowly. It seems the nature of the beast, as is the conflict between special interest groups, the politicking at local, state, and national levels, and the personality rubs between teachers, each impacting on the development and implementation of initiatives, positively or negatively, to extents often unpredictable. Of certainty, a clearer, deeper understanding of change theory seems one factor that can only help stakeholders endure the change process and realize the desired outcome(s).
Week 1 Assignment
Article Review # 1
Christensen, C., Aaron, S., & Clark, W. (2005). Can Schools Improve? [Electronic version]. Phi Delta Kappan, 545-550.
The United States spends more money on public education than any other country in the world; however, the problems in today’s schools are rampant. Almost anyone can identify problems that publc schools encounter and almost anyone can offer solutions. Historically, however, educational change has been extremely slow. Why haven’t school systems changed more?
Some researchers attribute this failure to the lack of of available resources and dedicated smart teachers in today’s classrooms. Others argue that there are too many complacent teachers in who are unwilling to act in today’s classrooms. Christensen, Aaron, and Clark dismiss these reasons and contend that while the people working in our public schools can change, the institutions do not change because they can’t. They assert that capabilities determine what an organization can and cannot do. It has been commonly practiced to look at an organization’s resources to see what it is capable of doing rather than looking at the processes the organization follows. The authors state that processes are the primary driver of capabilities. Simply adding more resources is not the cure for flawed processes.
In this article, processes in education refer to teaching, accrediting, hiring and discharging, choosing curriculum, managing classrooms, conducting profressional development, allocating resources, and implementing mandated reforms at the local, state, and federal levels. Resources refer to, but are not limited to, people, equipment, technology, and funding. Resources can be hired, fired, bought, and sold. Adding more resources has been a dominant strategy of school reform efforts. The authors suggest that this approach alone often leads to disappointing results. As expenditures on public education continue to rise, chronic underperformance persists.
Today’s society demands that all children receive a high-quality education. The authors repeatedly state that our current system is not designed to meet this challenge and is incapable of changing itself. If schools are incapable of reinventing themselves because they can’t create new capabilities how do we improve education?
Their solution- a fundamental and systemic change starting from scratch. Their research suggests the best way out of the education dilemma is to create new and entirely separate organizations that have freedom and flexibility to mange their resources and develop their own processes. They do not propose to eradicate the current system, rather support the schools that work. They suggest that educators must allow for the development of new educational models and that policy makers and politicians must advocate for autonomy and flexibility.
Reflection
This article offered a somewhat pessimistic and close-minded view of educational systems. The shortcomings and failures in public education have been well-documented and highly publicized. This is not the same for the accomplishments and successes in education. Haven’t there been just as many accomplishments as failures?
In all large organizations change is difficult, but not impossible. For many of my colleagues, change is welcomed and embraced. This is a trait unique to my building and I am fortunate to be a member of that system. Change begins with a vision and a desire for improvement. Most teachers want that, but are in need of the leadership to carry that vision out. Time is critical. It is a resource in high demand.
I acknowledge that schools are in need of improvement. At the same time, I recognize our accomplishments we and celebrate the successes. Within the field of special education alone, we have made great strides toward systemic improvement. This has involved change, radical change at times. We thrive on change knowing that the end result is improved learning outcomes for all children. Isn’t that what the best teachers want?
Chapter 1 Textbook Summary
Several key concepts regarding successful technology integration in schools were outlined in the first chapter, Introduction to Technology and Planning. These include, but are not limited to vision, involvement, access to resources and facilities, shared communication, meticulous planning, staff development, thoughtful evaluation and feedback. In order for educators to realize the power and promise that technology holds for today’s schools it is necessary to have a solid foundation in place. The author mentions that involvement is critical; today’s educators must take control and harness the power of technology. To do so, schools must secure a commitment of those who will influence its success, and run with it. This is where the students of CEDu 527 come into the picture.
What was most meaningful to this reader was the discussion regarding the importance and meaning of teaching. The author states that teaching, at the very least, is about information, child development, and so on. At the very essence, however, teaching is about inspiring. The very best of teachers clearly acknowledge and live by this pledge. As a result of this education, children will come away with the desire to learn more about themselves, others, and the world in which they live. This paragraph resonated strongly within me because it reminded me of why I do what I do. Sixteen years ago I entered the field of education with the purpose of inspiring not only children to learn and dream, but also all of those around me. I feel as though I have always had a unique ability to influence others in a positive way. In pursuing a Master's Degree in Instructional Technology, it is my hope to become an effective technology leader in my building and beyond.
Chapter 2 Textboook Summary
Chapter 2, Basic Concepts of Planning, discusses several theories and concepts related to educational planning for technology. Planning is an extremely complex process. While no one definition for this term was identified, common elements of a definition were discussed. In the education venue, planning involves people thinking about and developing strategies to prepare their schools for the future.
An important concept highlighted in chapter two is that schools are social systems and are part of a larger social system. Through social processes (Social Processes Model), students, teachers, administrators, and communities interact with one another. Within this model, four common elements of successful planning were identified: Comprehensiveness, Collaboration, Commitment, and Continuity. What was most important, in my opinion, was the element of commitment. This includes not only teachers, but also students, administrators, parents, and other community representatives.
Critical to the Model for Planning for Technology includes external environmental scanning and data gathering. Simply put, engaging in activities to provide information on technological trends and developments outside of an organization (community, state, and society). Given the dynamic and changing nature of technology, this is a necessary component. Very critical to meeting the objectives of this model is the process of evaluation.
Technology Needs Assessment 1
This entire website offered excellent and comprehensive resources related to the integration of educational technology. Areas assessed in this survey include teacher technology proficiencies, use of specific technologies at school, and perceptions of technology's impact on teaching and learning. Additional short answer and yes/no questions are added to gain a deeper understanding of a teacher's awareness of her students, school, and so on. What I most appreciated about this needs assessment was its ease of use.
This is definitely a website worth adding to your favorites! The Teaching and Learning with Technology-Teacher Survey listed below was comprehensive and extremely user friendly (http://www.sun-associates.com)
Sun Associates offers technical assistance and program evaluation services to educational organizations such as schools, districts, and states. This corporation works in all areas of educational reform, specializing in helping organizations successfully integrate and evaluate the impact of instructional technology.Sun Associates provides expert guidance and strategic assistance necessary for educators, administrators, students, and parents to create the best environment for teaching and learning.
Youville Public Schools
Teaching and Learning with Technology -- Teacher Survey
Dear Youville Teacher:
The following survey is part of the district's effort to assess how computer and information technology is currently used to support teaching and learning across the district. We realize that there are many different points of view and opinions related to how the district should implement its technology plan, and this survey is one way in which we will be gathering information on those varied opinions and experiences. In addition to this survey, we will also be visiting each school, observing teachers and students, and conducting teacher/administrator interviews.
In the following survey, we want to discover your current comfort level with regard to various instructional technology tools and techniques. We also want to learn about how you currently perceive of the value of technology as a tool for improving student performance and achievement. Therefore, these questions ask about your beliefs and attitudes related to technology integration, and a bit about your current technology skills. Many of the questions are multiple choice, but we also have provided a space at the end of the survey for you to enter as much text as you might wish. Please feel free to use this text space to add any additional comments (positive or negative) you might wish.
We will analyze this survey's data in aggregate to determine an overall picture of teacher skills in this district. We will not track the responses from individual respondents, and therefore all of your responses will be anonymous.
Thank you in advance for your time!
At which school do you work:
Please select the role group that most closely matches your current position:
Please let us know approximately how long you have been teaching:
Please Note -- For the purposes of this survey, "technology" is defined to be information technology such as computers (desktop, laptop, handheld), networks, software, and the various devices (e.g., InFocus projectors, assistive/adaptive devices, etc.) attached to computers. We specifically are not including non-computer technologies such as overhead projectors and VCRs.
Teacher Technology Proficiencies
For each of the following 8 questions, please choose what you believe to be your level of proficiency from the pull down menu to the right of the question. Please choose your proficiency level even if you do not currently have access to the technology (equipment, software, etc.) being discussed.
1. I am able to use a word processor to develop written professional work (e.g., memos, worksheets, communications with parents). I know how to edit and spell-check documents as needed. I can format documents.
2. I am able to use software such as PowerPoint or Hyperstudio to create presentations. I can add text, graphics, video, audio, or hyperlinks to presentations.
3. I am able to use a spreadsheet for several purposes. I know how to make calculations. I can use basic functions (e.g., sum or average). I can use a spreadsheet to make a graph, chart, or table.
4. I am able to use my FirstClass email account to send and receive email. I can send and receive email attachments (files). I can send emails to multiple addresses. I can forward email.
5. I am able to make use of WWW search engines (e.g., Google) to find online information and resources. I can use advanced searching features (e.g., boolean operators such as "and" or "not"). I am familiar with specific educational web sites (e.g., MarcoPolo) and I can bookmark my favorite sites.
6. I am able to create web pages using web-authoring software or an online web page building service.
7. I am able to use devices such as digital cameras and scanners to capture, save, and manipulate digital images. I can transfer digital images into a variety of software applications (e.g., word processors, presentation software).
8. I am able to use a laptop as a professional tool. I am able to connect a laptop to the Internet.
Use of Specific Technologies At School
For each of the following 19 questions, please indicate the approximate frequency with which you use and/or assign the use of the following technologies. We only want you to consider those technologies that you and your students use at school. Again, please only consider technology use at school and not technology that you or your students might use at home.
9. I use word processing to create or plan classroom activities
10. I use presentation software to organize or present curriculum information for students
11. I use spreadsheets to store and analyze student information
12. I use the Internet to locate and/or download professional resources (e.g., lesson plans, curriculum ideas, etc.)
13. I will have my student use drill-and-practice software or software-based tutorials to build basic skills
14. I will have my students work in small groups to complete activities that require the use of technology
15. I will have my students use technology to complete work products or performance tasks that demonstrate mastery of specific content standards
16. I will have my students use word processing at multiple stages of the writing process
17. I will have my students use word processing to edit each others work
18. I will have my students complete assignments using presentation software (e.g., PowerPoint, KidPix, Hyperstudio)
19. I will have my students use a spreadsheet to organize and analyze data, create graphs, or create things such as budgets
20. I will have my students use the Internet to complete a research project or assignment
21. I will integrate online activities such as WebQuests or virtual field trips into classroom activities
22. I will have my students post information to a web page as part of a classroom activity or project
23. I will have my students use multimedia devices such as digital cameras or scanners as part of classroom activities
24. I will have my students use laptop computers (not AlphaSmarts, but full computers) during classroom activities or projects
25. I will review with my students the rules for acceptable use of technology as well as strategies to avoid plagiarism
26. I will use technology (i.e., email or a class web page) to communicate with students and/or parents about homework assignments, classroom events, etc.)
27. I will meet with colleagues to talk about issues of teaching and learning related specifically to technology integration
Your Perceptions of Technology's Impact on Teaching and Learning
The following statements are intended to gauge your opinions about how technology impacts students and their work either at school, at home (or both). Please check all of the following statements with which you agree. Leave blank any with which you do not agree.
At School
At
Home
28. My students use technology to develop mastery of basic skills (reading, writing, mathematics, etc.)
29. My students use technology to become more critical thinkers
30. My students use technology to access, integrate, and analyze information relevant to interdisciplinary problems
31. My students use technology as a tool for self-directed learning
32. My students use technology to solve relevant, real-life, problems
33. My students use technology to discover concepts and prove relationships
34. My students use technology tools in ways that parallel and model the way that technology is used in the world of work
35. My students use a high degree of personal judgment when choosing and applying technology tools in their learning activities
Please respond to the following yes/no and short answer questions:
Yes
No
36. I expect my students to use a variety of online, curriculum-specific, resources in their work (you may name specific resources in the "Additional Comments" space at the end of this survey)
37. I know what it means to "differentiate" instruction.
38. I employ differentiated instruction strategies routinely in my curriculum design work
39. I am able to identify the particular curriculum framework standards being addressed by technology-infused activities/units I teach
40. I am familiar with the Youville Instructional Technology Learning Expectations for my students' grade level
41. I feel personally responsible for guiding my students in the use of appropriate technology tools and strategies within their learning activities
Please complete the following sentences...
42. I know that my students are highly engaged in their learning experiences when I see:
43. One thing that I would like to see changed in terms of how technology in implemented in my school is:
Additional Comments
Use this section to add clarification to any question, or to add any thoughts you might have on any aspect (positive or negative) of how instructional technology impacts your teaching and your students' learning. Once again, please be assured that your comments are confidential.
When you are finished with this survey, click on this button tothe survey for processing. Please click only once.
When your survey is accepted by the system, you will be taken to a confirmation page. This may take a moment, so please be patient.
If you want to delete all of your answers and start again, click here
Questions 1-27 have been adapted from the Co-nect Faculty Technology Integration Survey. Copyright 2004, Co-nect Inc. Used by permission.
Survey Form Updated 12/9/04
Technology Needs Assessment #2
This checklist is one that I would be interested in utilizing with our staff. I have many teachers who ask me to run after school sessions for them in using PowerPoint, Excel, Word basics and so on. It would be nice to know exactly where these teachers are functioning so as to group them accordingly.
I know that our building has a technology committee, their function has been limited to purchasing technology items for the building.
The following survey was quite useful in that it was comprehensive in identifying individual needs and assets. Once this datea is gathered, the school will be better able to move towward workable solutions leading to overall improvement in the technology plan. This checklist was retrieved from the follwing URL (http://www.texasttcc.net/teacherchecklist.html) on September 16, 2007.
Am I ready to apply for Teacher Technology Competencies Certification?
Teacher Checklist
Am I familiar with the computer operating system? Can I:
Navigate the desktop?
Save and retrieve files?
Identify and appropriately use text, graphic, image, video, and audio files?
Connect to and print from a network?
Connect to and search the internet?
Use e-mail?
Am I familiar with word processing and desktop publishing? Can I:
Create a new document from a blank page or a template?
Use Save, Save As (different name, location, or format) and Save as Web Page?
Locate and open an existing document?
Apply font formats (bold, italic, and underline)?
Select and change font and font size?
Use the Spellchecker?
Use the Thesaurus?
Align text in paragraphs (center, left, right, and justified)?
Add bullets and numbering?
Set character, line, and paragraph spacing options?
Use indentation options (left, right, first line, and hanging indent)?
Use Tabs command (center, decimal, left, and right)?
Set page orientation?
Set margins?
Create and use newspaper columns?
Create, edit and apply styles?
Use the drawing toolbar?
Insert graphics into a document (WordArt, clip art, and images)?
Create and modify headers and footers?
Merge main document and data source to create form letter?
Print a document?
Use technical writing strategies and effective use of graphics and page design to communicate effectively?
Am I familiar with spreadsheets and charting? Can I:
Enter text, dates, and numbers?
Edit cell content?
Apply font styles (typeface, size, color, and styles)?
Apply number formats (currency, percent, dates, and commas)?
Modify row and column size?
Modify alignment of cell content?
Adjust decimal places?
Merge cells?
Insert and delete rows and columns?
Enter and revise formulas in a cell and use the formula bar?
Use basic functions (AVERAGE, SUM, COUNT, MIN, and MAX)?
Create and modify a chart?
Insert, move, and delete an object (graphic)?
Match the chart style to the data when creating and labeling charts?
Create a variety of spreadsheet layouts containing descriptive labels and page settings?
Preview and print worksheets and workbooks?
Am I familiar with databases and reporting? Can I:
Plan, create, and edit databases by defining fields, entering data, and designing layouts appropriate for reporting?
Enter records using a form?
Delete records?
Find a record?
Sort records?
Create a calculated field?
Demonstrate the use of a variety of layouts in a database, including horizontal and vertical layouts, to communicate information appropriately?
Am I familiar with multimedia and presentations? Can I:
Create a linear or nonlinear presentation?
Create and delete slides?
Enter text on a slide?
Add a picture from Clip Art or a file ?
Scale and size an object including clip art?
Insert hyperlink?
Add a sound from Clip Art or a file
Add a video?
Add slide transitions?
Save the presentation?
Print the presentation in various formats?
Am I familiar with the Internet? Do I have research and telecommunications skills? Do I know:
The Terminology of the Internet?
Proper Network Etiquette?
The Acceptable Use Policy of my district?
The Guidelines for the legal and ethical use of technology resources and digital information?
How to cite sources of digital information using established methods?
Appropriate electronic search strategies in the acquisition of information, including keyword and Boolean search strategies?
Strategies for capturing and using digital files?
How to resolve information conflicts and validate information by accessing, researching, and comparing data from multiple sources?
The difference between an intranet and the Internet?
How to find and use interactive virtual environments, appropriate to grade level, such as virtual reality or simulations?
How to participate in electronic communities as a learner, initiator, and contributor?
How to complete tasks using technological collaboration such as sharing information through on-line communications?
How to publish to the Web and guidelines for school Web pages?
The differences between Distance Learning and Online Learning?
How to identify and use technology resources to keep current with technology education?
Do I understand the impact of technology on society and future careers? Am I familiar with the technology issues of:
Internet Safety and Value to Education
Computer Hacking
Computer Piracy
Intentional Virus Setting
Invasion of Privacy
Digital Divide: Student access to technology
Lifelong Learning
Effect of technology on future careers
Equity :gender, ethnicity, language, disabilities
Am I able to evaluate Web sites, student projects, and products effectively? Can I:
Determine and employ methods to evaluate electronic information for accuracy and validity
Evaluate appropriately students' projects and portfolios using formal and informal assessment methods?
Determine and employ technology specifications to evaluate projects for design, content delivery, purpose, relevance, and audience and demonstrate that process and product can be evaluated using established criteria or rubrics
Design and implement procedures to track trends, set time lines, and review and evaluate products using technology tools
Select representative products to be collected and stored in an electronic evaluation tool.
Am I able to integrate technology into instructional planning and design? Do I know how to:
Select and use software for a defined task according to quality, appropriateness, effectiveness, and efficiency
Use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning
Create project-based learning activities that integrate the Technology Applications TEKS into the curriculum using a range of instructional strategies for individuals and small/whole groups
Plan, select, and implement instruction that allows students to use technology applications in problem-solving and decision-making situations
Teach students how to locate, retrieve, and retain content-related information from a range of texts and technologies
Use technology tools to perform administrative tasks such as taking attendance, maintaining grade books, and facilitating communication
This was truly an amazing resource for those of use who are new to the concept of technology planning beyond our own classroom. I have inserted the entire article, and developed tables for your readability. This inalthough it is available as a PDF on the website. I tried to attach the PDF document, but ran into some glitches.
Educational Web Portals: Guidelines for Selection and Use
By Jennifer Burke
What is an educational Web portal?
Why should school administrators be concerned?
This publication is intended to help school leaders, school district administrators, and other decision-makers assess the quality, usefulness and reliability of commercially provided educational Web portals designed for schools.
Every day companies claim to be "the new center of the classroom community" or "everything for K-12 education." School administrators need to ask key questions before they select commercial Web portals. Each commercial Web portal provides different resources and services, which may include lesson plans, instructional materials, e-mail services, discussion forums, filtering services, current news and classroom activities.
Administrators need to assess their schools’ needs for a portal and what features will be most useful for teachers, students and parents, and then determine whether resources and services offered by the vendor are appropriate to the schools’ instructional needs and goals. Administrators need to assess the quality and appropriateness both of the portal as a whole and of each part of it. Some commercial portal companies claim that what they offer is "free" to schools.
Implementing a portal that will be used by students, teachers and parents requires careful planning based on the needs of the entire school. Producers of online materials often make direct sales presentations to school and district personnel and conduct demonstrations at regional and national technology conferences. Presenters sometimes imply that the Web portal is free to schools, but the hidden cost may be targeted advertising, some of which may be intended to build brand loyalty among portal users. Administrators should weigh all options carefully when selecting portals through which students and teachers access instructional materials on the Internet.
"[A Web portal is] a Web site or service that offers a broad array of resources and services, suchas e-mail, forums, search engines and online shopping malls. The first Web portals were onlineservices, such as AOL, that provided access to the Web, but by now most of the traditional search engines have transformed themselves into Web portals to attract and keep a larger audience."
"[Portals] serve as entryways to the Internet. … In their earlier incarnations, they functioned strictly as search sites — hot spots such as AltaVista, Excite, Lycos and Yahoo! — that brought organization to theWeb’s chaos. But now all the search engines and a few other ambitious sites are piling on new features at
breakneck speed. They’re jockeying to be the site you set as your browser’s default home page, use as an entry
point to other Web destinations, and return to day after day."
"The New Megasites: All-In-One Web Supersites," Matt Lake, PC Magazine, August 1998,www.pcworld.com/reviews/article.asp?aid=7202
School administrators need to consider several questions related to the management of portals:
Are teachers already trained to use the resources available from this Web portal provider?
Will the portal company provide necessary training for teachers?
What initial implementation and ongoing costs will the school district and schools have to pay for this Web portal?
What will the provider charge schools for access in subsequent years?
How is the subscription price assessed? If the portal is "free" to schools, how is it funded?
Does the portal provider have an easy-to-understand privacy policy and a way to address infractions by users?
Will the Web portal be available for students to access from home?
Is technical assistance provided to users through various options, including e-mail, telephone and online "chats"?
Are there alternatives to commercial Web portals that could provide similar online materials?
What is the likelihood that this company will continue to provide services to schools over the next three to five years?
What provisions are offered to subscribers in the event that the portal no longer is available?
Technical information — How does it work?
Considerations
Yes
No
Comments
Technical requirements are defined clearly so that the
school can access and use the portal.
Classrooms have adequate, reliable Internet connections to use online resources.
If the product requires the installation of proprietary software, this software will work seamlessly with school
or district networks.
The portal does not interfere with online instruction from other providers.
The local area network’s or wide area network’s security system (firewall) is compatible with the portal and any
links to outside sources.
Images and text on the portal load in a reasonable time.
The portal uses easily recognizable icons, menus and directional symbols that encourage independent use.
Links within the portal allow easy navigation through the site.
The site uses standard multimedia formats.
Users easily can print or download text or graphics.
The portal follows good graphic-design principles.
Screen displays are uncluttered and concise.
All graphics have captions, labels or legends.
The text size is readable and appropriate for the intended audience.
The presentation of information stimulates imagination and curiosity and allows interaction.
Product advertising, if any, is not intrusive and does not conflict with school policy.
Graphics and art are functional and appropriate for the material presented; they are not just decorative.
Information is presented through a mix of text, motion, still images and sound.
The portal can be accessed by physically challenged students or is "Bobby-approved" by the Center for Applied
Special Technology.*
These guidelines should be applied to each Web portal esource under consideration to determine how well it meets school needs.
Content — What materials are available?
Considerations
Yes
No
Comments
Content material provided by the portal company supports and is aligned with the school district’s curriculum and instructional program.
Information is error-free, bias-free, current and timely and is presented objectively.
The progression of topics within the portal and with external links is logical and relevant.
The progression of topics within the portal and with external links is logical and relevant.
Links to outside sites are relevant, authentic, up-to-date and appropriate.
Concepts and vocabulary used are relevant to students’ abilities (but may be differentiated by age or intended audience).
Images and graphics are bias-free.
Text throughout the site uses correct grammar, spelling and sentence structure.
Designers and researchers who provide content for the site are experienced and reputable in their fields.
Contact information for the portal company is provided, and users are encouraged to suggest improvements.
Interaction through the portal is compatible with the physical and intellectual maturity of the intended audience.
Topical information adequately covers the subject for the intended audience.
The portal offers information that is not readily available from other sources or offers unique ways of accessing the materials.
Materials on the portal are tailored for various users (students, parents, teachers) who have different needs and abilities
New Courseware Evaluation Form.pdf
New Courseware Evaluation Form.doc
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