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Faculty Self Assessment... Kentucky Teacher Technology Standard |
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Please indicate your present skill level from 1 (low, no experience) to 5 (high, much experience) for each statement.
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Proficiency Indicator 1: Operates a multimedia computer and peripherals to install and use a variety of software. q Turns computer on and off properly. q Opens, closes, saves and organizes files/applications. q Is able to make simple hardware connections to computer, monitor and peripherals (printer, scanner, etc.). q Can make software installs for plug ins such as Adobe Reader. q Understands and utilizes essential computer management such as scandisk, virus protection, and password issues. Keeps virus data files current. q Can install new peripherals including software drivers. q Uses file management and other basic system tools for troubleshooting. q Utilizes knowledge of file formats and file storage mediums. q Can install/set up dial in services. q Is able to recommend upgrades and system additions as solutions for persistent problems and perform appropriate installs. q Makes use of technologies specific to his/her assigned teaching area. Selects, recommends, and installs the appropriate devices.
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Proficiency
Indicator 2: Uses terminology related to computers and technology
appropriately in written and verbal communication. q Is able to adequately describe technology needs in non-technical terms to order/acquire assistance. q Understands and uses terminology that is universally understood as it relates to commonly used hardware and software. q Communicates clearly technology needs and goals to colleagues, sales representatives or other groups clearly articulating problems or needs. q Conveys terminology to students in appropriate activities building their understanding of technology and its uses. q Instructional activities and materials use appropriate terminology.
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Proficiency
Indicator 3: Demonstrates knowledge of the use of technology in
business, industry and society. q Can identify and locate available technology support services with the community. q Can collaborate with businesses or business partners online to strengthen institutional links to employers. q Can access web resources such as Ask an Expert to gain information or to solve problems. q Uses industry standard publications and masters applications used widely by business, industry and society (e.g., desktop publishing). q Researches and uses multimedia in classroom instruction that portrays collaboration between students and real world experts. q Requires students to analyze the potential instructional use and effectiveness of a variety of multimedia resources. q Designs/publishes materials or tools for information technology that initiates or strengthens collaboration between schools, businesses, industries, and the community.
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Proficiency
Indicator 4: Demonstrates basic knowledge of computer/peripheral parts
and attends to simple connections and installations. q Develops routine maintenance procedures that prevent problems. q Is able to make simple hardware connections to computer, monitor and peripherals (printer, scanner, etc.). q Can make software installs for plug ins such as Adobe Reader. q Understands and utilizes essential computer management such as scandisk, virus protection, and password issues. q Establishes simple procedures for troubleshooting before resorting to institutional help structures. q Uses technical manuals to determine specifications/ procedures. q Can install new peripherals including software drivers. q Uses file management and other basic system tools for troubleshooting. q Utilizes knowledge of file formats and file storage mediums.
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Proficiency
Indicator 5: Creates multimedia presentations using scanners, digital
cameras, and video cameras. q Uses Word to create simple presentations including clipart or very simple graphics. q Uses Word or PowerPoint to create linear presentations/ overheads. q Employs a variety of input, import devices to incorporate multimedia materials into presentations (scanners, digital and video cameras, clipart, web graphics.) q Uses video, audio, still photos, art, text, graphics, etc. in multimedia linear and nonlinear presentations. q Uses graphic editing tools. q Connects and uses projection devices. q Integrates use of multimedia into learning plans for students. Uses a variety of software and tools to develop and present engaging, interactive presentations. Encourages student use of multimedia to complete assignments and learning activities. q Understands graphic file formats and can make conversion if necessary. q Integrates multimedia into instruction using a variety of applications. Requires student use of multimedia to support learning.
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Proficiency
Indicator 6: Uses the computer to do word processing, create databases
and spreadsheets, access electronic mail and the Internet, make presentations, and use other emerging technologies to enhance
professional productivity and support instruction. q Organizes files in a systematic manner to enable easy location and retrieval. q Can utilize printer options such as landscape, portrait, multiple copies, etc. q Uses basic word processing competencies. q Uses intermediate word processing competencies. q Uses tables and merges in word processing documents. q Is aware of spreadsheet functions and can create simple worksheets to make basic calculations, store names, phone numbers, addresses, etc. Can save/access files from multiple sources. q Utilizes more complex functions of spreadsheets including the ability to incorporate multiple workbooks into the file and perform more complex tasks including use of formulas, etc. q Integrates spreadsheets and word processing. q Can create a simple database. q Utilizes send and receive mail functions. q Uses/creates personal groups and uses listservs. q Utilizes file attachments and shared folders. q Can utilize web mail and dial in capabilities q Can use the web to perform basic tasks such as checking the ATCOM schedule, checking the availability of courses at ACTS, etc. q Can make simple web searches to locate information and evaluate the information. q Understands and uses efficient search strategies (Boolean logic, etc.) q Uses bookmarks/favorites to organize resources. q Uses basic web authoring tools. q Creates and models lessons for classroom learning that demonstrate an understanding of word processing, spreadsheets, databases, email and web-based resources. q Requires students to utilize word processing, spreadsheets, databases, email, and web-based resources to complete assignments and to examine and “recreate” lessons incorporating technologies into the lessons to increase effectiveness. q Conducts appropriate investigations into on-line information that supports the curriculum. q Designs ways to apply information technology effectively in the classroom and publishes these resources.
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Proficiency
Indicator 7: Uses computers and other technologies such as interactive
instruction, audio/video conferencing, and other distance learning applications to enhance professional productivity and support
instruction. q Participates in existing online collaboration with colleagues and experts. q Explores group network environments such as desktop video conferencing, KTLN or other online communications. q Joins an online group, list or threaded discussion. q Uses technology as a means of collaboration and professional information gathering. q Initiates online conversations with students and colleagues. q Holds online office hours. q Allows students the opportunity to utilize distance learning mediums to complete classroom assignments. q Regularly establishes collaborative projects that are global in nature. Online collaboration is an integral feature of the classroom and an essential professional communication medium. q Online collaboration is varied and includes many available mediums. q Uses distance learning options to reduce face time. q Use of collaboration tools is required of students.
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Proficiency
Indicator 8: Requests and uses appropriate assistive and adaptive
devices for students with special needs. q Is able to describe and locate appropriate adaptive devices for students, staff or faculty.
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Proficiency
Indicator 9: Designs lessons that use technology to address diverse
students needs and learning styles. q Uses more than one technology tool in the classroom. Assignments allow students opportunities for choice. q Uses multiple technologies and software to address students learning needs. q Researches the benefits of a variety of technology tools. q Encourages students to explore a variety of software to complete learning activities/ assignments. q Assists students as they create lessons and develop a portfolio of activities utilizing multiple software tools to address diverse student learning needs.
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Proficiency
Indicator 10: Practices equitable and legal use of computers and
technology in professional activities. q Knows and abides by the differences in licensed, shareware, and freeware materials. q Is able to determine copyrighted material and to make determinations of copyright and fair use situations. q Understands and abides by acceptable use policies.
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Proficiency
Indicator 11: Facilitates the lifelong learning of self and others
through the use of technology. q Participates in professional development activities and encourages colleagues and students. Networks online with peers to share information as needed to foster professional growth. q Views professional growth as an ongoing process and assumes personal responsibility for moving forward. q Can download, install, evaluate software and find instructional applications for the new resources. q Uses technology as a primary means of collaboration and professional information gathering. q Constantly seeks new ways to teach using technology tools and insists that students examine and evaluate tools always looking for a better way to improve learning/ productivity. q Assumes responsibility for updating curriculum, assisting colleagues and students. q Requires that students learn new technology skills and apply it to their instructional activities and assignments.
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Proficiency
Indicator 12: Explores, uses, and evaluates technology resources:
software, applications, and related documentation. q Uses print sources to research hardware and software. q Can identify the experts to assist with technology evaluation and acquisition. q Uses online sources to research hardware and software. Can make comparisons and contrasts of items q Examines technology resources and evaluates their use to accomplish specific tasks/ instructional goals. Selects/creates as well as uses an evaluation instrument. q Presents lessons that encourage students to examine software and hardware that is unfamiliar to them and to learn evaluation techniques. Students are encouraged to use tools such as online journals to document successes and struggles. q Seeks and experiments with emerging software and technology in order to meet student needs. q Requires students to research and evaluate technology resources for instructional use.
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Proficiency
Indicator 13: Applies research-based instructional practices that use
computers and other technology. q Teachers utilize listservs, forums, email groups, professional publications and other online resources to gather information on best practices using instructional technologies. q Can recognize local models of research-based instructional practices using technology tools. q Teachers incorporate research-based practices into their curriculum. They require students to research and read current literature and access instructional technology experts to complete assignments and activities. q Students are required to use technology to address real issues and participate in problem-solving situations preferably involving real classrooms.
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Proficiency
Indicator 14: Uses computers and other technology for individual, small
group, and large group learning activities. q Teacher organizes several technology tools for use by students in existing or newly structured activities. q Teacher uses online projects. q The teacher routinely encourages students to identify and utilize appropriate technology tools to complete assignments. q Teacher authors web materials for student use. They are competent in the design and layout of web pages using software such as FrontPage. q Identifies and uses appropriate software/net-based resources for student activities, group work, communicating information, and solving problems. q Incorporates the varied teaching strategies required to maximize learning based on Gardner’s Multiple Intelligences and the characteristics of engaged learning. q Technology is interwoven into many learning situations. q Encourages students to utilize a variety of materials and methods to complete classroom activities/ assignments and exercise problem-solving skills. q Teacher creates innovative, engaging authentic learning activities that are tied to state and national standards. q The teacher supports multiple student learning activities/projects utilizing technology tools to create a learning community. q Instructional activities are highly interactive and are oriented toward constructivist pedagogy. q The teacher requires students to utilize appropriate technology tools to complete projects/ assignments. q Students are required to author web materials.
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Proficiency
Indicator 15: Uses technology to support multiple assessments of student
learning. q Teacher allows for student collaboration as an integral part of several activities in the classroom. Students work collaboratively as well as independently. q Teachers create learning environments that allow students to communicate online to enable the teacher to assess student progress. q Identifies and uses appropriate software/net-based resources for student activities, group work, communicating information, and solving problems. q Incorporates the varied teaching strategies required to maximize learning based on Gardner’s Multiple Intelligences and the characteristics of engaged learning. q Encourages students to utilize a variety of materials and methods to complete classroom activities/ assignments. q Evaluates student work in a variety of ways (e.g. individual reports, participation in online discussions, group multimedia presentations, etc.) q Students must create portfolios containing varied examples of their work. q Develops and implements innovations into one or more courses to reduce seat time/ provide the majority of instruction via on line courses. q Assessment tasks required of students include products that have value to the student, the teacher, and to other authentic audiences.
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Proficiency
Indicator 16: Instructs and supervises students in the ethical, and
legal use of technology. q Identifies and communicates ethical and legal expectations for students in instructional activities. q Models and implements ethical practices relating to technology use in the classroom. q Encourages students to research and identify expectations for students, adults, etc. for ethical use of technology and information. q Requires students to model ethical practices relating to use of technology and information in all assignments and activities. Require that students adhere to acceptable use policies and model legal and ethical standards.
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This Web site compiled, designed and maintained by The Kentucky Academy of Technology Education at Murray State University in Murray, KY. For questions or comments please contact the webmaster This page last updated 11/08/01 02:32 PM
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