individual teacher technology...
TRANSCRIPT
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Running Head: INDIVIDUAL TEACHER TECHNOLOGY ASSESSMENT 1
Individual Teacher Technology Assessment
Janelle Couch
PL & Tech Innovation – ITEC 7460
Spring 2017
Mr. Michael Rotjan
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Individual Teacher Technology Assessment
Ms. Bolton, a high school science teacher in Cobb County School District,
responded to two surveys derived to determine teacher’s comfort, ability, and change in
respect to technology use in the classroom. The purpose of the surveys was to determine
how well she is able to adapt to new technology or classroom practices along with
determining her level of comfort and technology use in her current classroom. Ms. Bolton
has been teaching for over ten years and recently made the transition from a title one
middle school to her current high school. Her students have access to computer laps in
the school, along with most students having their own devices or cell phones. While her
school and classroom aren’t considered 1:1, nearly all of the students have their own
personal device. Additionally, Ms. Bolton has a teacher computer, two desktops in her
classroom that are devoted to student use, along with an interactive board, document
camera, and personal iPad that she uses in the classroom.
Levels of Technology Use and Change
On the Levels of Technology Integration survey Ms. Bolton describes her use of
technology as daily, where she is using the computer for grades and attendance and then
uses Smart Notebook software where most of her lessons are created and used on the
Smartboard. The students in her class usually use technology about once a week unless
they are completing a specific project. Ms. Bolton wants to go more paperless in her
classroom. After interviewing her and hearing her concerns, she knows she will not be
able to go completely paperless since all of her students don’t always have devices on a
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daily basis, but would like to start making effort into getting parts of her classroom or
specific lessons paperless. She wants to start by getting herself organized and getting rid
of the binders and folders. Then she wants to bring the technology to her students and
start to get them to turn in materials online (M. Bolton, personal communication,
February 2017). Ms. Bolton believes she is able to create lessons with technology but can
always use ideas and improve to be able to create more engaging lessons for her high
school students. Having this positive attitude about wanting to learn from others makes
her a great candidate for coaching. She is willing and open to learn.
When asked if she has the necessary digital resources she stated that to effectively
move to paperless classroom, she would have to secure computers or devices for all of
her students in the classroom. Having a class set of computers would do, but because that
is not an option, she will have to adapt to what she has. While technology is not used in
every lesson, she stated that she is making more of an effort to learn and utilize the
technology resources that she is seeing other teachers use including Edmodo, Office 365
and Smart Notebook. She stated that having her students all on Edmodo, she believes that
she will be able to have them start turning in their work online. Ms. Bolton believes that
there are definitely obstacles in her way to using more technology in the classroom,
mainly the accessibility to devices, but also getting her more comfortable and well versed
in the websites and online tools. The Level of Technology Integration that best describes
Ms. Bolton is Level 1 Awareness where the instructional focus is directly from the
teacher. While her level of technology use with the students is low she is beginning to
move towards Level 2 Exploration where students use of the technology is at a recall and
reproduction level as in review games or drill and skill (LoTi, 2015).
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The second survey that Ms. Bolton was asked to complete asked varied questions
about her comfort and willingness to adopt new technologies and innovations. While she
stated that she often waits for others to try something new before she does, she sometimes
seeks out new technologies on her own. During change Ms. Bolton often leans on others
to get through it. In the interview with Ms. Bolton she stated “while I am not the most
comfortable with change I like to lean on others and feel comfort when they have use the
new thing first” (M. Bolton, 2017). She also prefers to stick with what she knows and use
the tools that she is comfortable with. Ms. Bolton wouldn’t consider herself to be the
outspoken leader in the school or her grade level, but she also isn’t the last one to try
something new. She feels very comfortable being in the middle of the pack. Having
access to a technology trainer from the county will give Ms. Bolton, and others at her
school, access to new technology ideas and the time and effort needed to gain confidence
to use them in their classrooms. As a result of the survey and interview, Ms. Bolton
would be considered a late-majority adopter. Like a domino effect, once the first groups
of teachers start something new, the later adopters will come in once the majority has
already tried the technology or innovation in their classrooms (Orr, 2013).
Technology Perspective, Needs and Coaching
Due to the lack of resources in the school and her students not consistently having
technology in classroom, Ms. Bolton feels like she will have to be creative to try to go
paperless in her classroom. With coaching strategies and lesson ideas, I feel that Ms.
Bolton will be able to accomplish her goals and begin to go paperless. Along with lack of
devices, there needs to be more time and training to get her comfortable with the tools
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and technology in the classroom. After meeting with Ms. Bolton it is clear that she would
like to begin a coaching relationship to gain knowledge to implement technology in her
classroom and better her students experience with science. Having a teacher like Ms.
Bolton that is open to new ideas and working with someone to better herself in the
classroom makes her a great candidate to be coached.
A peer coaching approach will be utilized in this situation. Being able to work
with her and model how to use different technology tools with her and her students will
be very beneficial for her and other teachers that she is able to then share the knowledge
with. To start to become paperless in the classroom Ms. Bolton wants to utilize Office
365 and OneNote. We will begin by organizing her classroom and lesson materials into a
OneNote Notebook. This will allow her to keep all of her papers, files, and resources in
one place. Once lessons are built in OneNote she will be able to utilize this in the
classroom with her students. We will build a lesson that will be delivered to the students
using the OneNote. I will be able to model in the classroom the lesson with the use of the
OneNote notebook. Following the lesson, we will have a reflection meeting to discuss
what she saw and strategies to use in the future. Ms. Bolton will then take the next lesson
using the OneNote notebook and teach from it while I am there for support. Again, we
will have a reflection meeting. This is the time where we will determine if she needs
additional support or feels the confidence to continue on her own.
The students will be trained on OneNote also, as Ms. Bolton wants to shift her
class to a paperless setting, where OneNote can be used. Depending on the response in
the classroom, Ms. Bolton can also use Edmodo to help her become paperless. Once Ms.
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Bolton has been teaching with the OneNote notebook, I will visit her again to ensure that
she is still successful with the classroom lessons and to give her any additional tips to
engage students with the science standards. Knowing the teachers in the school, I foresee
the anticipated success of this in her classroom to spread to others teachers, which will
allow me to begin other coaching relationships or have Ms. Bolton take on a leadership
role and share her knowledge of the experience with others.
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References
Bolton. M. (2017). Personal Communication via Technology.
LoTi. (2015). Framework Resource. Level of Teaching Innovation Framework. Retrieved
from http://loticonnection.cachefly.net/global_documents/LoTi_Framework_
Sniff_Test.pdf
Orr. E. (2003). Diffusion of Innovations, by Everett Rogers 1995. Retrieved from
http://web.stanford.edu/class/symbsys205/Diffusion%20of%20Innovations.htm
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Appendix
LoTi Survey
1. How often do you use technology in the classroom?
2. Which of the following occurred in your classroom in the past week? (select all that
apply)
-teacher completed attendance and email on computer
-teacher gave a PowerPoint presentation during a lesson
-students completed games online (skill and drill)
-students completed educational tutorials
-students used tools like word, excel, PowerPoint
-students evaluated work online
-teacher attempted a technology lesson in class, but it may not have been
completely successful
-teacher designed and implemented technology lesson (ex. using padlet, socrative,
etc)
-students experienced real world connection during a lesson
-used Skype or collaborated with a class outside of the school
-technology lessons are used daily with students
-students have full access of computers, cameras, scanners, etc for education
3. Which statement best describes your classroom's digital infrastructure?
-no access to digital resources
-teacher workstation only
-classroom laptop/mobile device station
-access to laptop/mobile device cart
-one-to-one laptop/mobiles
-BYOD (bring your own device)
4. I have the necessary capabilities and skills to integrate digital resources successfully
into my classroom instruction.
-strongly agree
-agree
-no opinion
-disagree
-strongly disagree
5. How often are your students using digital resources during the instructional day?
-never
-at least once a year
-at least once a month
-at least once a week
-at least once a day
-multiple times a day
6. How often are you (the teacher) using digital resources during the instructional day?
-never
-at least once a year
-at least once a month
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-at least once a week
-at least once a day
-multiple times a day
7. I feel comfortable creating and implementing technology lessons in my classroom.
-strongly agree
-agree
-no opinion
-disagree
-strongly disagree
8. I am able to maximize student learning best when I complement my whole group
approach with learning stations/centers, cooperative grouping, and/or individualized
instruction.
-strongly agree
-agree
-no opinion
-disagree
-strongly disagree
9. I am treated as a respected educational professional on my campus.
-strongly agree
-agree
-no opinion
-disagree
-strongly disagree
10. My students often have a hard time following classroom rules and I experience
behavior issues when doing technology lessons.
-strongly agree
-agree
-no opinion
-disagree
-strongly disagree
Adopter/Change Survey
1. After hearing about a new technology do you…
-immediately research it and use it
-discuss it with a colleague and get them to use it
-wait for others to use it
-wait till someone asks you to use it
2. How well do you cope with change?
-it doesn’t affect me
-I deal with it well
-with help from others I make it work
-it bothers me
-Please don’t make me change anything
3. How often do you seek out new technology or teaching strategies?
-all of the time
-sometimes
-never
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4. How comfortable are you trying something new?
-very comfortable
-neutral
-not comfortable at all
5. Do you prefer to…
-seek out new technology
-stick with what you know
6. When asked to use a new Web 2.0 tool, how do you react?
-Refuse to use it
-Shy away and wait for most other teachers to try it first to see how it works
-Agree to try it after hearing about it at lunch that others are using it
-After thinking about it, decide to try it out
-Jump on the chance to try something new
7. How often do you take the lead in the school setting?
-all of the time
-often
-sometimes
-rarely
-never
8. Are you the last person to try something new?
-always
-sometimes
-never
9. When it comes technology, what best describes you?
-I am skeptical of new technologies and use them only when I have to
-I am usually one of the last people I know to use new technologies
-I usually use new technologies when most people I know do
-I like new technologies and use them before most people I know
-I love new technologies and am among the first to experiment with and use them
10. When it comes to using technology in your teaching, would you say you are keeping
up or being left behind?
-Keeping up
-Falling behind
-Don't know
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Individual Teacher Technology Assessment Teacher Responses LoTi Survey
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Adopter/Change Survey
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