Evaluation+of+technology+skills

2. How can you be sure staff have a minimal level of skills? (Pam O'Connell)
= = =Technology Assessment Tools for Teachers=
 * Tools for assessing technology skills in teachers (adapted from Barbara Bray)** [[image:Picture_11.png]]
 * **Surveys-** checklists, fill in the blank, database
 * **Self-assessments**- rubrics, surveys,database
 * **Inventories**-lists, database
 * **Observations**- classroom visits
 * **Interviews**-informal meetings

Sources of Technology Assessment Tools for Teachers
[|Assessent tools for technology]

[|Assessing Teachers Technology Skills]

[|enGauge:A Framework for Effective Technology Use]



If you //have// please complete the following:
 * Technology Skills Assessment**
 * 1.** I //have | do not have// a computer at home.

I use that computer 3 often 2 once in awhile 1 hardly ever 0 never _ My home computer is/are _ __IBM (clone)__ _ Mac _ __Apple__ _ Other: The model: __The operating system is Windows (__) DOS (__) Mac (__) Other: If you //have// please complete the following: I use that computer 3 often, 2 once in awhile, 1 hardly ever, 0 never _ My home computer is/are _ __IBM (clone)__ _ Mac _ __Apple__ _ Other: The model: __The operating system is Windows (__) DOS (__) Mac (__) Other: formal courses personal informal study valued colleagues) other: Comment or explanation: _ __**4.** I would would not be interested in serving on an technology selection committee. 5. I would | would not be interested in serving on a building-level technology selection committee. 7. I would | would not be interested in presenting or co-presenting technology workshops for my grade level, building, department. Circle/check all that apply.__ _ Computers/computers in the classroom _ __Using video/CD in the classroom__ _ Using interactive video in the classroom _ __Using e-mail, the WWW, the Internet__ _ Building thinking skills through technology _ __Using "office" applications__ _ Using desktop publishing _ __HyperCard, HyperStudio, Link Way__ _ Software/hardware exhibitions _ __Community technology fair__ _ Other:
 * 2.** I have | do not have access to a computer at school.
 * 3.** I learned everything that I know about technology //(circle all that apply)// from:
 * 6.** I would would not be interested in presenting or co-presenting technology workshops,

Technology //[|Skills]// | [|//Interests// | //Needs//] Assessment Respond with //3 high//, //2 medium//, //1 low//, and //0 no// in the blank to the left of the statement.
 * I. Personal skills or proficiency levels**

_ __**1** Create a document on a word processor__ _ **2** Print a word processor document _ __**3** Search a database for specific information__ _ **4** Print selected information from a database _ __**5** Create a database__ _ **7** Merge form letter with database _ __**8** Create a spreadsheet__ _ **9** Write a formula in a spreadsheet _ __**10** Create newsletter with desktop publishing__ _ **11** Use graphics software to create pictures _ __**12** Use a scanner to import graphics, photos and/or text__ _ **13** Import clipart into text or desktop publishing _ __**14** Modify ready-to-use clipart__ _ **15** Troubleshoot malfunctioning computer _ __**16** Troubleshoot malfunctioning printer__ _ **17** Format a floppy disk _ __**18** Copy a file__ _ **19** Delete files _ __**20** Install a program on a fixed (hard) disk__ _ **21** Access information on a CD-ROM _ __**22** Run software from a CD-ROM__ _ **23** Identify quality instructional software _ __**24** Run/view a video tape on a VCR or DVD__ _ **25** Manually tape a TV program off air/cable _ __**26** Video tape off air/cable using timer__ _ **27** Use a camcorder to tape an event _ __**28** Edit a single video tape__ _ **29** Edit multiple tapes into a new product _ __**30** Use interactive video in the classroom__ _ **31** Create a Link Way or HyperCard HyperStudio presentation or stack _ __**32** Use images from camcorder or digital camera in computer applications__ _ **33** Using "presention" software to create a lesson or lecture _ __**34** Use an electronic gradebook__ _ **35** Use a computer-based portfolio assessment system _ __**36** Use a laser video disk to show information__ _ **37** Use a computer to control a laser disk _ __**38** Access/send e-mail__ _ **39** Attach application files to e-mail _ __**40** Browse the World Wide Web__ _ **41** Find specific information on the WWW _ __**42** Create a page on the WWW__ _ **43** Use Gopher/Archie/Veronica/WAIS etc.to search the Internet _ __**44** Upload/download files to/from the Internet
 * __6__** __Use a formula in a database__


 * II. Interest and Need Levels**__

_ **45** My interest in learning more about technology in general. _ __**46** Before school__ _ **47** After school _ __**48** Mon-Thurs Evenings (6:30 - 8:30 pm)__ _ **49** Mon- Thurs Evenings (7:00 - 9:00 pm) _ __**50** Saturday Mornings (9:00 - 12:00 am)__ _ **51** Saturday Afternoons (1:00 - 4:00 pm) _ __**52** Summer (mid-June)__ _ **53** Summer (late June, early July) _ __**54** Summer (late July, early August)__ _ **55** Summer (mid-late August) _ __**56** Summer Mornings -- 9:00 am-noon__ _ **57** Summer Afternoons--1:00-4:00 pm _ __**58** Summer Evenings -- 6:30-8:30 pm__ _ **59** Summer Evenings -- 7:00-9:00 pm

//The technology areas in which I have interest in learning are as follows://

_ __**60** Create a document on a word processor__ _ **61** Print a word processor document _ __**62** Search a database for specific information__ _ **63** Print selected information from a database _ __**64** Create a database__ _ **65** Use a formula in a database _ __**66** Merge form letter with database__ _ **67** Create a spreadsheet _ __**68** Write a formula in a spreadsheet__ _ **69** Create newsletter with desktop publishing _ __**70** Use graphics software to create pictures__ _ **71** Use a scanner to import graphics, photos and/or text _ __**72** Import clipart into text or desktop publishing__ _ **73** Modify ready-to-use clipart _ __**74** Troubleshoot malfunctioning computer__ _ **75** Troubleshoot malfunctioning printer _ __**76** Format a floppy disk__ _ **77** Copy a file _ __**78** Delete files__ _ **79** Install a program on a fixed (hard) disk _ __**80** Access information on a CD-ROM__ _ **81** ...run software from a CD-ROM _ __**82** Identify quality instructional software__ _ **83** Run/view a video tape on a VCR _ __**84** Manually tape a TV program off air/cable__ _ **85** Video tape off air/cable using timer _ __**86** Use a camcorder to tape an event__ _ **87** Edit a single video tape _ __**88** Edit multiple tapes into a new product__ _ **89** Use interactive video in the classroom _ __**90** Create a Link Way or HyperCard HyperStudio presentation or stack__ _ **91** Use images from camcorder or digital camera in computer applications _ __**92** Using "presention" software to create a lesson or lecture__ _ **93** Use an electronic gradebook _ __**94** Use a computer-based portfolio assessment system__ _ **95** Use a laser video disk to show information _ __**96** Use a computer to control a laser disk__ _ **97** Access/send e-mail _ __**98** Attach application files to e-mail__ _ **99** Browse the World Wide Web _ __**100** Find specific information on the WWW__ _ **101** Create a page on the WWW _ __**102** Use Gopher/Archie/Veronica/WAIS etc. to search the Internet__ _ **103** Upload/download files to/from the Internet


 * III. Comments, suggestions:** _

**NETS for Teachers**
Building on the NETS for Students, the ISTE NETS for Teachers (NETS•T), which focus on preservice teacher education, define the fundamental concepts, knowledge, skills, and attitudes for applying technology in educational settings. All candidates seeking certification or endorsements in teacher preparation should meet these educational technology standards. It is the responsibility of faculty across the university and at cooperating schools to provide opportunities for teacher candidates to meet these standards. The six standards areas with performance indicators listed below are designed to be general enough to be customized to fit state, university, or district guidelines and yet specific enough to define the scope of the topic. Performance indicators for each standard provide specific outcomes to be measured when developing a set of assessment tools. The standards and the performance indicators also provide guidelines for teachers currently in the classroom.
 * Educational Technology Standards and Performance Indicators for All Teachers**

//Teachers demonstrate a sound understanding of technology operations and concepts. Teachers:// Ø demonstrate introductory knowledge, skills, and understanding of concepts related to technology (as described in the ISTE National Education Technology Standards for Students) Ø demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies.
 * 1 TECHNOLOGY OPERATIONS AND CONCEPTS.**

//Teachers plan and design effective learning environments and experiences supported by technology. Teachers:// Ø design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners. Ø apply current research on teaching and learning with technology when planning learning environments and experiences. Ø identify and locate technology resources and evaluate them for accuracy and suitability. Ø plan for the management of technology resources within the context of learning activities. Ø plan strategies to manage student learning in a technology-enhanced environment.
 * 2 PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES.**

//Teachers implement curriculum plans that include methods and strategies for applying technology to maximize student learning. Teachers:// Ø facilitate technology-enhanced experiences that address content standards and student technology standards. Ø use technology to support learner-centered strategies that address the diverse needs of students. Ø apply technology to develop students' higher order skills and creativity. Ø manage student learning activities in a technology-enhanced environment.
 * 3 TEACHING, LEARNING, AND THE CURRICULUM.**

//Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies. Teachers:// Ø apply technology in assessing student learning of subject matter using a variety of assessment techniques. Ø use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning. Ø apply multiple methods of evaluation to determine students' appropriate use of technology resources for learning, communication, and productivity.
 * 4 ASSESSMENT AND EVALUATION.**

//Teachers use technology to enhance their productivity and professional practice. Teachers:// Ø use technology resources to engage in ongoing professional development and lifelong learning. Ø continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning. Ø apply technology to increase productivity. Ø use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning.
 * 5 PRODUCTIVITY AND PROFESSIONAL PRACTICE.**

//Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and apply those principles in practice. Teachers:// Ø model and teach legal and ethical practice related to technology use. Ø apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities. Ø identify and use technology resources that affirm diversity Ø promote safe and healthy use of technology resources. Ø facilitate equitable access to technology resources for all students.
 * 6 SOCIAL, ETHICAL, LEGAL, AND HUMAN ISSUES.**

Copyrighted by Learning Point Associates
 * NETS for Teachers: Acheivement Rubric** (Draft March 18, 2005)
 * This rubric takes the six standards and breaks it down into substandards with skills for levels of novice, basic, proficient, and advanced. This tool may be the best way to assess the skills of teachers by providing different skill levels of each standard. The following is an example of the first standard, novice level-advanced level. The complete rubric pdf is at the top under sources of technology assessments for teacher skills.
 * **Standard 1** A. Demonstrate knowledge,skills, and understanding of concepts related to technology (as described in the ISTE National Educational Technology Standards for Students).
 * Novice A1. Teachers **identify functions of the computer describing access, control, and use** of classroom computer hardware including input devices (e.g., keyboard,track-pad, and mouse), output devices (e.g., monitors and printers), and internal and external storage options (e.g., hard drive, floppy drive, portable drive, compact disks).
 * Basic A1. Teachers **identify and use** common peripheral devices found in the classroom (e.g., printer, monitor, scanner, digital camera, video projector) and **describe how to locate information** on uses, care, and basic maintenance of these classroom technology resources.
 * Proficient A1. Teachers **compare and evaluate hardware components and software resources** used to provide access to local area networked curriculum materials, Web resources, and multimedia resources (e.g.,computer system, printers, monitors, video projectors, external drives, scanners, digital cameras, speakers, browsers, plug-ins, media players, movie, photo, and music utilities).
 * Advanced A1. Teachers **know how to connect and use** common peripherals, **identify and describe** uses, advantages, and challenges for advanced resources (e.g., digital probes, artificial intelligence, virtual reality, simulations) and advanced network resources (e.g., compressed video, video server, video conferencing software, and Web casting).
 * Novice A2. Teachers **describe general uses of** computerbased curriculum materials; applications programs (e.g., word processor, drawing program, presentation software, e-mail); online reference materials; Internet browser; and school administrative reporting software.
 * Basic A2. Teachers **describe teacher and student uses** for application software; network-based curriculum resources; spreadsheets, database, and e-mail application software; and common utilities software.
 * Proficient A2. Teachers **identify, describe, and solve** simple hardware, software, and networking problems that occur during everyday use and know how to clearly **communicate** more serious technical difficulties, need for support, or technical assistance to appropriate technical staff.
 * AdvancedA2. Teachers **know how to access and use** help desks, online help, and user documentation to recognize common hardware or software and network problems.
 * Novice A3. Teachers **identify** graphical user interface (GUI) **functions represented by menus, symbols, and icons** commonly used to navigate and control computer- and Internet-based curriculum software; and identify drawing, editing, menu selection, or other options within a program.
 * Basic A3. Teachers **identify and apply** GUI menu options to select, create, edit, manage and maintain computer files on a hard drive, floppy disk, or networked location.
 * Proficient A3. Teachers **recognize, manage, and maintain** computer files in a variety of different media and formats on a hard drive, network, and Web location.
 * Advanced A3. Teachers **select advanced utilities** (e.g., compression, antivirus, **spam blocker**) based on specific system needs.

NET Profiles for Technology Literate Teachers [[file:NETS_T-Profiles.doc]]

 * General Preparation
 * Professional Preparation
 * Student Teaching/Internship
 * First-Year Teaching

= = =A Theory of InformationTechnology Driven Change in Schools=

1. The adoption of almost any new technology will create winners and losers within a school. 2. Loers may see a decline in status, income, and/or comfort. Winners may see the opposite. The decline or increase may not be large but may loom large in the minds of those experiencing the change. 3. If the potential big losers from a new technology can block adoption of the technology they probably will. 4. If the potential big winners from a new technology can force adoption of the technology they probably will. 5. Ideally a utilitarian approach, which compares the overall costs and benefits to all members of the community, will drive adoption decisions. 6. Organizational change is likely to occur much more easily if all members of the organization feel that benefits resulting from change will be equitably shared by all participants. 7. Organizational change is likely to occur in a top-down fashion (dictates) in organizations where change benefits flow inequitably to the few. 8. Determining overall costs and benefits of adopting any new technology can be extremely difficult if not impossible. 9. Therefore, there is great interest in gathering as much information as possible about new developments in technology use. 10. Information technology directors tend to be voracious gathers of information about both new information technology and the use of new technology in other schools. 11. Hearing from and visiting schools that are early adopters of a new technology are one major way that information is gathered. 12. However, it is often difficult to arrange such visits except through the people who are the advocates of the technology, and those speaking out about the new technology's impact are often advocates as well. 13. Therefore it is incumbent for IT directors to get to know each other quite well, both to facilitate the sharing of information, and to be able to filter information based upon knowledge of the source. 14. Those governing a school tend to be very attuned to developments in competing schools. There is often a desire not to get too out-of-sync with technology use in these reference group schools. 15. Schools may attempt to gain a competitive advantage by jumping ahead of competitors with their use of technology. This may lead to other schools in the reference group matching the technology investment (and trying to learn from the pioneer's mistakes) or it may lead to competing schools denigrating and downplaying the new technology use. ("We do things the tried and true traditional way.") 16. Adoption of information technology is likely to go much more rapidly if it is presented as building on an existing strength rather than fixing an existing weakness. http://schoolcomputing.wikia.com/wiki/Education_IT_and_Change

//“To be effective, technology certification for educators needs to be part of formal education policy and a required element of school and teacher evaluations. . . . Educators need a system of technology training and certification.”// Council on Basic Education, 1998.