|
Student Achievement
|
Question
|
How has technology
positively impacted student achievement?
|
Basic Indicator
|
Use of technology
positively impacts and fosters the student’s motivation to engage in
learning practices that lead to new ways of thinking, understanding,
constructing knowledge, communicating results, and acquiring basic skills
|
Level 4
|
Technology is used
routinely and seamlessly as a tool for learning.
Technology positively impacts and fosters the student’s
motivation to engage in learning practices that lead to new ways of
thinking, understanding, constructing knowledge, communicating results,
and acquiring basic skills. Technology
is used to inspire critical thinking and the solving of problems relevant
to real-life skills with recognition of the tradeoffs inherent in the
application of technology in society.
Student work parallels the way in which professionals in the work
force use technology.
Students exercise a
high degree of personal judgment in the choice and application of
technology to their learning. Teachers
support this choice by designing and facilitating a student-centered
learning environment which makes use of a wide variety to technology
tools.
|
Level
4 Evidence
|
Technology is used in
all of the ways documented in the previous levels.
In addition, the
choice of technology tools used in learning is primarily student directed.
Students make appropriate choices with regard to when and where to use
technology. For example…
·
The student exercises
personal judgment in the maximum and most appropriate use of technology to
assist problem solving, reasoning, and thinking.
·
Students demonstrate
critical thinking and media literacy skills in the use of technology as a
research tool.
|
Level 3
|
Students regularly use
technology within their learning activities. Fluent use of technology
positively impacts and fosters the student’s motivation to engage in
learning practices that lead to new ways of thinking, understanding,
constructing knowledge, communicating results, and acquiring basic skills.
Use of technology is
equally student directed as it is teacher directed.
Students exercise some degree
of personal choice and judgment in their use and application of technology
to learning.
|
Level
3 Evidence
|
As for Level 2, but
considerably more advanced uses of technology are demonstrated.
For example...
·
Students use technology
tools to solve problems which require the organization and analysis of
data (i.e., a graphing
calculator, spreadsheet, database, etc.)
·
Students use software to
create presentations to communicate effectively (i.e. PowerPoint slide
shows, etc.)
·
Students use email to
contact experts and communicate with peers about a specific area of
interest in order to expand knowledge.
|
Level 2
|
Students use some
technology nearly every day in relation to learning activities.
The primary emphasis of technology use is still in the acquisition
of basic skills, but there is evidence that the student is beginning to
use technology to engage in learning practices that lead to new ways of
thinking, understanding, constructing knowledge and communicating results.
The vast majority of
student technology use is teacher-directed, with students assigned to use
particular technology tools, applications, or resources as part of their
academic work.
|
Level
2 Evidence
|
As with Level 1,
except technology use becomes more routine and regular.
More advanced uses begin. For
example…
·
Students use a word
processor or appropriate software to enhance the organization of products,
and to improve quality (i.e., cut-paste, spell check, grammar checking,
etc)
·
Students use technology to
solve problems (i.e., a graphing calculator, spreadsheet, database, etc.)
·
Students use technology to
improve problem solving, reasoning, and thinking.
·
Students use application
programs to discover concepts and relationships, especially in science,
math, and social studies.
·
Students use the Internet
(download and copy, know useful web sites, and use search engines) and
appropriate technologies, such as CD-ROM encyclopedias, as research tools.
|
Level 1
|
The student’s initial
use of technology supports the acquisition of
basic skills and increased productivity.
All uses of technology
are teacher-directed. Teachers
weave the use of some technology tools and devices into student lessons
and activities.
|
Level
1 Evidence
|
·
Students use calculators,
CD ROM-based tutorials, tutorial, and application programs to practice and
acquire basic skills and to increase the depth of understanding of
particular subject area curriculum.
·
Students use word
processors to write (i.e., cut-paste, spell check, grammar checking, etc)
and produce products.
·
Students demonstrate the
knowledge of basic application/productivity software such as spreadsheets,
databases, and presentation tools.
·
Students begin to explore
the Internet and become acquainted with email.
|
Question
|
Is
the educator fluent with technology and does s/he effectively use
technology to the learning advantage of his/her students?
|
Basic Indicator
|
The faculty and staff
are proficient, knowledgeable, and current with available technology and
translate that knowledge into relevant learning opportunities for students
|
Teachers create
learning opportunities and physical environments that allow students to
assume more independent roles in their own learning through their use of
technology.
|
Educators use
technology to advance their own professional practice and collegial
interactions.
|
Administrators model
the effective use of technology, develop and support systemic change
processes to maximize support for learning, and facilitate appropriate
professional development processes.
|
Level 4
|
Teachers are fluent in
the use of, and regularly use a variety of technologies to create
knowledge and relevant learning opportunities for students.
Teachers serve as models for the effective, productive, and ethical
use of technology.
|
On a daily basis,
teachers use and design a variety of learning strategies which incorporate
technology. The physical
environment of the classroom has been organized by the teacher to be
conducive to the use of technology. Teachers
actively encourage students, and serve as models for
the independent use of technology tools in learning activities.
|
Teachers use
technology on a daily basis for administrative and productivity purposes.
Technology is used regularly for professional development and
communication both within and outside of the district.
|
The majority of the
communication between district administrators and staff is
electronic. Technology use is modeled and effectively and continually
supported at the administrative level.
Staff are supported in their on-going and systemic efforts at
technology staff development.
|
Level
4 Evidence
|
·
Teachers make virtually
daily use of on-line
resources, productivity tools (like word processors, spreadsheets, desktop
publishers, multimedia tools, presentation software, organizational
software), instructional software, and communication tools.
·
Classroom teachers always
use building technology specialists and lab teachers as resources
and take direct responsibility for insuring that students learn and use
technology effectively.
·
When appropriate, classroom
teachers coordinate with technology specialists and lab teachers to insure
that student uses of technology are integrated with the core curriculum.
·
Teachers model effective,
productive, and ethical uses of tech.
|
As below in Level 3
except teacher behaviors are demonstrated on a virtually daily
basis. Additionally:
·
Teachers have created the
expectation that technology tools and resources will be appropriately used
within student learning activities and in the production of student
“products.”
·
Students choose and use
technology tools under their own volition (direction) with minimal input
and direction from their teacher.
|
As below in Level 3,
except teacher behaviors are demonstrated on a virtually daily basis.
Additionally:
·
Virtually all teachers have
made technology use a routine part of their professional and academic
interactions with co-workers, parents, and resources outside of the
district.
·
Technology staff development is on-going and makes use of district teachers
who model effective technology uses for their peers.
|
·
95% of communication is
electronic.
·
Presentation software and
devices are used effectively to communicate administrative information to
staff and the community.
·
District administrators
support use of technology both fiscally and physically.
·
Administrators offer
recognition to staff for the creative use of technology.
·
Technology is employed for
the professional growth and development of the school and district
administrator.
·
The technology plan for
each school is monitored. The building administrator takes responsibility
for insuring that the plan is implemented.
·
A high proportion
(virtually all) teaching staff take frequent advantage of technology staff
development initiatives.
·
Administrators recognize
and model the ethical use of technology.
|
Level 3
|
Teachers frequently
use technology to create knowledge and relevant learning opportunities for
students. The classroom
teacher insures that student uses of technology align with core,
non-technology, curriculum objectives by integrating the use of technology
tools and resources into many student activities.
|
Teachers frequently
use and design a variety of learning strategies which incorporate
technology. These strategies
are rather equally split between teacher-directed and student-centered
(independent) uses of technology resources.
The physical
environment of the classroom has been organized by the teacher to be
mostly conducive to the use of technology.
|
Teachers frequently
– at least once a week -- use technology for administrative and
productivity purposes. Technology
is frequently used for professional development and communication.
Teachers are generally
aware of the technology tools and resources available to them and most
make efforts to use these tools.
|
A large percentage
(approximately 75%) of the communication between district administrators
and staff is electronic. The
administrator is aware of what constitutes effective technology use and
often models such use.
The building administrator often demonstrates support for
building-based technology efforts, including staff development.
|
Level
3 Evidence
|
·
Teachers frequently use
on-line resources, productivity tools (like word processors, spreadsheets,
desktop publishers, multimedia tools, presentation software,
organizational software), instructional software, and communication tools.
·
Teachers frequently and
regularly coordinate with technology specialists and lab teachers to
insure that student uses of technology are integrated with the core
curriculum.
·
Classroom teachers
generally use building technology specialists and lab teachers as resources
and take direct responsibility for insuring that students learn and use
technology effectively.
·
Teachers frequently model
effective, productive, and ethical uses of technology.
|
·
Teachers frequently (at
least weekly) employ teaching strategies and employ learning activities
which incorporate technology tools and resources.
·
Teachers develop and employ
learning strategies which require students to make choices regarding the
appropriate use of technology.
·
The classroom environment
is conducive to student accessing technology.
·
Teachers encourage students
to use technology in a
variety of individual, small,
and whole group settings.
·
Teachers frequently
recognize and model ethical use of technology.
|
·
The majority of teachers
use technology to maintain student records (IEP, attendance, classroom
database, grades).
·
Teachers frequently
participate in technology professional growth and development.
·
Teachers frequently
communicate using technology (e.g., parent newsletters, invitations,
brochures) and use technology as a productivity tool (word processing,
spreadsheets, presentations, organizational tools)
·
Teachers frequently
use technology to monitor student achievement.
·
Teachers frequently use
technology to access, process, and communicate research.
·
Teachers frequently use the
Internet for professional purposes.
·
Most teachers recognize and
model ethical use of technology
|
·
75% of communication is
electronic.
·
Presentation software and
devices are often used to communicate administrative information to staff
and the community.
·
District administrators
support use of technology both fiscally and physically.
·
Administrators offer
recognition to staff for the creative use of technology.
·
Technology is frequently
employed for the professional growth and development of the school and
district administrator.
·
The technology plan for
each school is monitored. The building administrator takes responsibility
for insuring that the plan is implemented.
·
Administrators frequently recognize and model the ethical use of
technology.
|
Level 2
|
Teachers occasionally
use technology to
create knowledge and relevant learning opportunities for students. The classroom teacher makes an effort to insure that
student uses of technology align with core, non-technology, curriculum
objectives.
|
Teachers occasionally
use learning strategies which incorporate technology.
The physical environment of the classroom does not
appear to be well organized with consideration to the use of
technology, nevertheless, there is evidence that students do use
technology resources within the classroom.
|
Teachers occasionally
use technology for administrative and productivity purposes.
Technology is occasionally used for professional development and
communication.
|
Occasionally (50% of
the time), communication between district administrators and staff is
electronic. The administrator
expresses concern that his/her staff understand the principles of
effective technology use.
|
Level
2 Evidence
|
·
Teachers occasionally use
on-line resources, productivity tools (like word processors, spreadsheets,
desktop publishers, multimedia tools, presentation software,
organizational software), instructional software, and communication tools.
·
Teachers occasionally
coordinate with technology specialists and lab teachers to insure that
student uses of technology are integrated with the core curriculum.
·
Teachers model effective,
productive, and ethical uses of technology.
|
·
Teachers occasionally
(several times a term) employ teaching strategies which incorporate
technology.
·
Teachers occasionally
develop learning activities which incorporate appropriate technology tools
and resources.
·
The classroom environment
is somewhat conducive to student accessing technology.
·
Teachers occasionally make
decisions on when students should appropriately use technology in
individual, small, and whole group settings.
·
Teachers occasionally
recognize and model ethical use of technology.
|
·
Few teachers use technology
to maintain student records (IEP, attendance, classroom database, grades).
Most of the teachers do not use such tools.
·
Teachers occasionally
participate in technology professional growth and development.
·
Teachers occasionally
communicate using technology (e.g., parent newsletters, invitations,
brochures)
·
Teachers occasionally use
technology to monitor student achievement.
·
Teachers occasionally use
technology to access, process, and communicate research.
·
Teachers occasionally use
technology as a productivity tool (word processing, spreadsheets,
presentations, organizational tools)
·
Teachers occasionally use
the Internet for professional purposes.
·
Few teachers recognize and
model ethical use of technology
|
·
No more than 50% of
communication is electronic.
·
District administrators
often, but without consistency, support use of technology both fiscally
and physically.
·
Technology is occasionally
employed for the professional growth and development of the school and
district administrator.
·
The technology plan for
each school is monitored. Responsibility for implementation of the plan is
unclear.
·
Administrators
occasionally recognize and model the ethical use of technology.
|
Level 1
|
Teachers rarely use
technology to create knowledge and relevant learning opportunities for
students.
|
Teachers rarely use
learning strategies which incorporate technology.
The physical environment of the classroom does not
appear to be organized with consideration to the use of technology.
|
Teachers rarely
use technology for administrative and productivity purposes.
Technology is seldom if ever used for professional development and
communication. The majority
of teachers are unaware of the range of technology tools available to them
and the ways that these tools might be used to support teaching and
learning.
|
Rarely if ever is
electronic communication employed between district administrators and
staff. The administrator is
only generally concerned that his/her staff understand the principles of
effective technology use. Little
effort is expended to insure that staff are implementing technology within
their teaching and learning environments.
|
Level
1 Evidence
|
·
Classroom teachers rely
upon technology specialists and lab teachers to formulate and guide
student uses of technology.
·
The classroom teacher makes
little or no effort to insure that student technology use relates to core
non-technology curriculum objectives.
·
Teachers rarely use on-line
resources, productivity tools (like word processors, spreadsheets, desktop
publishers, multimedia tools, presentation software, organizational
software), instructional software, and communication tools.
·
Teachers rarely recognize
and model ethical use of technology
|
·
Teachers rarely use
teaching strategies which incorporate technology.
·
Teachers rarely develop
learning activities which incorporate technology.
·
Appropriate technology is
rarely used for a given instructional activity.
·
The classroom environment
is not conducive to student accessing technology.
·
Teachers rarely make
decisions on when students should appropriately use technology in
individual, small, and whole group settings.
·
Teachers rarely recognize
and model ethical use of technology.
|
·
Teachers rarely use
technology to maintain student records (IEP, attendance, classroom
database, grades).
·
Teachers rarely participate
in technology professional growth and development
·
Teachers rarely communicate
using technology (e.g., parent newsletters, invitations, brochures)
·
Teachers rarely use
technology to monitor student achievement.
·
Teachers rarely use
technology to access, process, and communicate research.
·
Teachers rarely use
technology as a productivity tool (word processing, spreadsheets,
presentations, organizational tools)
·
Teachers rarely use the
Internet for professional purposes.
·
Teachers rarely recognize
and model ethical use of technology
|
·
Little communication
between administrator and staff is electronic.
·
District administrators
seldom demonstrate their support of the use technology
·
Technology is seldom
employed for the professional growth and development of the school and
district administrator.
·
Administrators seldom
recognize and model the ethical use of technology.
|
|
Allocation of
Resources
|
Question
|
Has
the district allocated technology resources so as to best support all
teachers and students?
|
Basic Indicator
|
All teachers and
learners throughout the district have sufficient access to
technology-based productivity tools, on-line services, media-based
instructional materials, primary sources of data, and adequate support for
using these resources so as to enrich and extend their learning goals.
|
Level 4
|
The network
infrastructure as planned in the district technology plan is fully in
place. This infrastructure reaches every teacher and student in his/her
place of work and learning. All
teachers and students report having access to a wide selection of
productivity tools integrated throughout the curriculum.
In all cases, students with special needs have access to assistive
and adaptive technology to facilitate their particular learning situation.
An adequate phone system is in place so that each classroom has
immediate access to parents and administrators.
|
Level
4 Evidence
|
·
The district’s network
infrastructure is fully in place and reaches each student and teacher in
his/her place of work and learning.
·
A telephone – with
outside access – is installed in every classroom and teacher workspace.
·
A full-time computer
resource teacher is on-site to assist in research, collaborating,
designing, and implementing instruction.
·
Distance learning
(video-conferencing) is available to all students and teachers.
·
Teachers and students
(including special needs) have access to a wide variety of productivity
software tools and curriculum-specific applications.
All software uses have been “mapped” onto the district
curriculum and state curriculum frameworks.
·
All software has been
properly licensed and exists as school, district, or state-funded
resources.
|
Level 3
|
The majority of the
network infrastructure as planned in the district technology plan is in
place. This infrastructure
reaches most (75%)
teachers and students in their place of work.
Those not directly reached have easy access to a shared
workstation. A majority of
the teachers and students report having access to a wide selection of
productivity tools integrated in most areas of the curriculum. In most
cases, students with special needs have access to assistive and adaptive
technology to facilitate their particular learning situation. A phone system is in place in most classrooms so
that there is immediate access to parents and administrators.
|
Level
3 Evidence
|
·
The district’s network
infrastructure is mostly in place and reaches approximately 75% of
student and teachers in their place of work and learning.
·
A telephone – with
outside access – is installed in approximately 75% of classrooms and
teacher workspaces.
·
A TRT is available to
assist in research, collaborating, designing, and implementing
instruction, and some schools have full-time TRTs.
·
Distance learning
(video-conferencing) is available to most students and teachers.
·
Teachers and students
(including special needs) have access to a wide variety of productivity
software tools and curriculum-specific applications.
Most software uses have been “mapped” onto the district
curriculum and state curriculum frameworks.
·
All software has been
properly licensed and exists as school, district, or state-funded
resources.
|
Level 2
|
Much of (about 50%)
the network infrastructure as planned in the district technology plan is
in place. This infrastructure
reaches approximately half of teachers and students in their place of
work. Many teachers and
students report having access to a wide selection of productivity tools
integrated in certain key areas of the curriculum, although there are many
areas which do not have technology mappings.
Also, a number of teachers report that they are not aware of the
availability of appropriate technology resources for their curriculum
areas or teaching needs. In many cases, students with special needs have
access to assistive and adaptive technology to facilitate their particular
learning situation. The
classroom-level telephone system is either non-existent or incomplete.
Outside phone calls are not permitted from most classrooms.
|
Level
2 Evidence
|
·
The district’s network
infrastructure is reaches approximately 50% of
student and teachers in their place of work and learning.
·
A computer resource teacher
is available to assist in research, collaborating, designing, and
implementing instruction, although this teacher is not full-time in each
building and has to travel around several schools.
·
Teachers and students have
access to productivity software tools and curriculum-specific
applications. Some
software uses have been “mapped” onto the district curriculum and
state curriculum frameworks, but several key curriculum areas/grade levels
have not done such mapping and close to half of all teachers report
uncertainty as to what technology is most appropriate to their curriculum.
·
Certain key software
applications have been properly purchased and licensed, but a number of
teachers still report using “copies” and software purchased with their
personal funds.
|
Level 1
|
Only about 25%
the network infrastructure as planned in the district technology plan is
in place. This infrastructure
reaches relatively few teachers and students in their place of work, so
most teachers and students must use labs or common areas (e.g., LMC) to
access technology. Many
teachers and students report having insufficient access to a wide
selection of productivity tools integrated in the curriculum. Also, a majority of teachers in particular schools,
departments, and/or grade levels report that they are not aware of the
availability of appropriate technology resources for their teaching needs.
There is no implemented plan to provide students with special needs access
to assistive and adaptive technology to facilitate their particular
learning situation. Outside
phone calls are not permitted from most classrooms.
|
Level
1 Evidence
|
·
About 25% of the
district’s network infrastructure is in place according to plan and
reaches a relative minority of student and teachers in their place of work
and learning. Most students
and teachers must access networked workstations in labs or common areas.
·
The district has hired some
computer resource teachers although their distribution is not uniform
across the district with some schools and/or grade levels having no
specialist assistance.
·
There is no procedure in
place – other than that created by individual teachers for their own use
– for mapping technology tools and applications onto the curriculum.
·
The district intends to
purchase licenses for key software applications, but there is little
evidence that such uniformity exists.
|
|
|
|
Questions
|
Notes
|
1.
What’s the best thing one of your teachers did with technology in
his or her classroom last week?
|
|
2.
How is professional development used in your school to help
teachers address the teacher technology standard?
|
|
3.
Is professional development designed specifically for individual
needs or for the staff as a whole?
|
|
4.
How has technology made a difference in teaching and classroom
management in your school?
|
|
5.
Is technology used in your school to help close achievement gaps?
If so, how?
|
|
6.
How do you support the use of technology in the classroom?
|
|
7.
What percent of your teacher use technology for each of the
following?
a.
Collaboration
b.
Communication
c.
Research
d.
Integration
|
|
8.
What percent of your students use technology to complete class work
and assignments?
|
|
9.
How does the principal evaluate teachers’ use of technology in
teaching?
|
|
10.
How do you ensure that teachers are integrating technology into
instruction?
|
|
11.
If we removed all the technology tomorrow, what would you miss the
most?
|
|
12.
What would your teachers miss the most?
|
|
13.
What would your students miss the most?
|
|
14.
Do all students in your school get to use technology the same
amount?
|
|
15.
How is software selected for your school?
|
|
16.
How many of your teachers have classroom web pages?
How are they used?
|
|
17.
What are the 3 greatest challenges you face in helping your
students use technology more effectively?
|
|
18.
What are the 3 greatest resources or opportunities in the school
and district that help your students use technology more effectively?
|
|
19.
How is technology incorporated into the school’s consolidated
plan?
|
|