Technology applications Inventory/ SETDA Teacher Survey

After taking the Technology Applications Inventory, I have a clearer picture of my abilities in this technology age. This inventory is a self-assessment of my knowledge and skills in implementing the Technology Applications TEKS. Areas assessed were foundations, information acquisition, solving problems, and communication.

In the domain of foundations I scored strong in my knowledge of the basics. I was able to answer yes to 72% of the questions. I answered no to creating and saving files used across platforms; delineating between the various digital file formats (.wav, .mid, .au, .doc, etc); knowing the difference between analog and digital technology; capturing digital files; and digital keyboarding standards.

In the Information acquisition domain I scored only 60% with yes answers. I answered no to knowing the difference between and appropriate use of vector graphic files and bit-mapped graphic files; I do not know how to evaluate electronic information for accuracy and validity; I'm not sure how to resolve information conflicts; and I don't know how to identify source, location, media type, relevancy, and content validity.

In the Domain of solving problem with technology tools spreadsheets, multi-media tools, interactive environments, use of technical guides, research and comparison of data, and tracking trends to produce a product were elements that I lacked an understanding in. My yes score was 66%.

In the domain of communication I scored 75% with database usage, project management tools, using technology specifications, and electronic evaluation tools are my areas of need.

I thought that I was pretty adept at using technology, but I found, through this assessment, that I still have much to learn. I am able to keep up, but I lack the knowledge to share essential skills with my students.

I chose to participate in the SETDA Teacher survey. My emphasis was elementary level fifth grade curriculum. There was not a section designated for gifted/talented instruction so I chose a grade level to assess. I found that no data is being collected to determine if technology is impacting student achievement, technology literacy, or engagement. Although technology is being used daily throughout the core subjects, data concerning this use is not collected.

The students at my school from Pre-K through fifth grade use technology at least once a day. The upper grades use technology consistently throughout their core subjects on a daily basis. My teachers collaborate well, and follow state as well as district standards as they prepare lesson plans and learning experiences.

My students are able to use word processing, data analysis, email and web browsers, presentation software, graphic peripherals, electronic information sources and technologies specific to core areas. They are specifically taught to use these technologies in all but data analysis and graphic peripherals. My students have also been taught and assesed concerning ethical, lega and societal issues and the fundamentals of technology systems.

Our district uses best practices research to set up curriculum expectations. Teachers are exposed to innovations and best practices on an ongoing basis. I feel confident in my basic computer skills except in the area of electronic information sources, spreadsheets, and database construction although I can utilize both databases and spreadsheets with no problem.

Students at my school have not used elecvtronic portfolios nor have they submitted to journals, newspapers, etc.

Technology equipment is poor or barely adequate. We have computer labs that the students access for 30 minutes daily, but the classrooms lack the proper amount of computers to make learning experiences equitable. We have 1 or two computers per classrooms of 30-35 students. We do not participate in distance learning and I do not receive the instructional support to help me integrate technology.

I have adequate access to technology outside of the school, but my students do not. Ours is a low socio-economic school and ability for them to have access to technology is very poor or barely adequate. The opportunities for extensions beyond the school day are slim. Schools in our district are not equal in their access to technology, some have far less and others have far more access as well as variety of uses.

Our district has a written technology plan, but most staff members are not familiar with it. The district follows the state plan and standards for literacy and 21st century skills. We use best practices, but staff development is splotchy. More time for practice and implementation is needed. There are not incentives in place to encourage implementation, however, our principal is very supportive and tries to provide us with the equipment that we need except for adequate computers in the classrooms. We are expected to create and maintain a webpage, keep in touch with parents through e-mails, and pass a 24 hour technology competency checklist.

I discovered that there is far more to being technology literate than I thought. I also found that we are doing a fairly good job of preparing our students in the basics of technology usage. They have the skills that can be scaffolded into more in-depth experiences in the middle school environment.