technology profile report salisbury township school district · pdf filetechnology profile...

Apple Professional Development Copyright © Apple, Inc. 2011 All rights reserved. 1

Technology ProfileReport

Salisbury Township School District


Technology ProfileReportSalisbury Township School District

Sections 3: Executive Summary 4: Overview 7: Recommendations

8: Report 15: General Practices

17: Curriculum and Instruction 19: Assessment 21: Communication and Collaboration

23: Media 25: Productivity 27: Research

30: Summary Data 35: Survey Participants Demographics 36: Teacher Technology Access

41: Professional Learning Preferences 46: Technology Support - School 51: Technology Support - District


Technology ProfileExecutive SummarySalisbury Township School District

Technology Profile

Report Date November 9, 2011School or DistrictSalisbury Township School DistrictNumber of Participants 102Data Collection Dates 09/1/11 to 10/7/11Apple Professional Development Manager Gerry SmithSchool/District Contact Randy Ziegenfuss, Director of Technology

Technology ProfileThe report documents findings from the online self-assessment survey that educators completed regarding their technology infusion practices for teaching and learning in seven dimensions of classroom application: General Technology Practices, Curriculum and Instruction, Assessment, Communication and Collaboration, Use of Media, Productivity, and Research. The survey uses five proficiency levels along the continuum of the Evolution of Thought and Practice (ETAP): Entry, Adoption, Adaptation, Appropriation and Innovation.

Key Findings

The key findings present a summary of technology infusion practices along the continuum of ETAP. These finding are based on data collected through the online self-assessment survey taken by 102 educators from September 1, 2011 to October 7, 2011.

Survey findings showed that educators have made steady progress along the continuum of ETAP in their use of technology across the seven dimensions of classroom application. The most significant improvement was observed in the use of technology to plan and conduct research, gather, evaluate, use information and digital resources to transform the learning environment. 71.1% broke conventional molds of teaching and learning practices in their use of technology to promote digital literacy beyond the two initial stages of ETAP.

Significant progress was also noted in the use of technology to increase personal and professional productivity. 56.9% reported adopting new levels of sophistication and interaction in their use of technology to accomplish daily academic tasks.

Survey data showed that the least gains were made in the teachers’ efforts to use technology to break down the growing demands for media literacy. 57.7% reported integration practices of media resources to encourage the creation of original multimedia products beyond the Adoption stage of ETAP.



Dimensions of Classroom Application

General Practices18.8% are learning fundamental technology infusion strategies and methodologies. 60% reported using digital tools and resources to address standard tasks and curriculum related problems. 17.7% are using technology to foster a learning environment that encourages active inquiry while addressing students’ individual learning styles. 3.3% are using technology as a catalyst to support the acquisition of higher order thinking skills and to provide challenging learning opportunities for all students. Curriculum and Instruction7.7% are learning fundamental skills related to the pedagogical use of new technologies for teaching and learning across the curriculum. 33.3% are integrating technology into traditional classroom practice to increase student engagement and motivation.46.6% reported the creation of interdisciplinary work that incorporates the use of various technologies and tools available, while 12.2% revealed that they design learning experiences that incorporate the use of technology to support instruction, understanding, inquiry, and problem solving across the curriculum.

AssessmentInfusion practices regarding the use of technology for assessment of 5.5% were reported at the Entry stage. 45.5% are using technology for assessment of traditional assignments. 41.1% reported using various technology assessment tools and resources to support and enhance student learning. Survey data shows that 7.7% are using technology to monitor student performance, accountability, assessment and evaluation aiming to improve strategies to support changes in teaching practices.



Communication and CollaborationSurvey data showed that 22.2% of survey participants have not achieved a level of competence to create learning environments that extend the possibilities of one-way media communication to ones that require interactive learning. 50% of surveyed educators stated using conventional digital media to communicate and to work collaboratively in order to engage students in traditional tasks. 23.3% foster a learning environment where students are able to use a variety of digital media tools to communicate and collaborate more effectively, to access and process information, and to work productively using the expertise of each participant to achieve specific learning goals. 4.4% have established a learning environment where students share ideas, and information by connecting theory and pedagogy through curriculum rich academic activities. MediaSurvey responses showed that 26.6% lack knowledge to use media resources to provide students with both cognitive and affective experiences to connect learning with real-world events. Of those who participated in the survey, 14.4% foster a learning environment that provides students with learning opportunities where they can create original media products, while 53.3% use it to complement traditional tasks. 5.5% have acquired visual literacy skills, and use both conventional and digital media in ways that advance thinking, decision making, communicating and learning.

Productivity14.4% are learning basic competencies to enhance personal and professional productivity skills. 27.7% use technology to automate routine and repetitive tasks to increase productivity. 31.1% are using productivity tools and computer software to increase student productivity and engagement. 24.4% provide students with opportunities to explore “real world” problems related to the curriculum using digital tools and resources. 2.2% promote, support, and model creative and innovative thinking and inventiveness.



ResearchSurvey responses of 4.4% showed that participants are using the Internet to acquire basic skills such as search strategies to retrieve information, use electronic resources, and online databases. 24.4% use the Internet to access cross curricular activities to teach standard materials, while 45.5% use it to enrich classroom activities by giving students an in-depth look at information directly related to the subject of study. Of those who responded to the survey, 13.7% reported using research as a study aid. Almost 10% (9.8%) use the Internet as an essential tool to promote digital literacy, as well as critical thinking skills to conduct research, gather, evaluate and use information and digital resources to learn computer and Internet skills needed in todays global society.



RecommendationsIt is recommended that Salisbury Township School District considers a professional development model focused on building capacity and sustainability that includes the development of extended opportunities for professional development over time. Purposeful ongoing professional development helps teachers feel confident in trying new modes of instruction and embracing the changes associated with the introduction of technology in their teaching and learning environment.

Consider the following:• Offer professional development opportunities where the staff can

achieve a level of technology literacy where they are able to identify, embrace, and disseminate effective implementation strategies.

• Deliver training sessions where educators can gain an understanding of effective uses of collaborative technologies to extend learning beyond the classroom walls through the implementation of effective digital media environments.

• Provide opportunities where educators learn about the use of digital media to communicate information and ideas effectively to multiple audiences using a variety of media and formats.

• Design a just-in-time support and training for educators who experience technology barriers as they continue to advance further along the Evolution of Thought and Practice in their technology implementation efforts.

Technology infusion is most successful at improving academic achievement when educators are trained in how to use integration strategies across the curriculum. Thoughtful planning, implementation of action steps, and reflection on sustainability at all levels will help Salisbury Township School District continue to improve academic achievement, and to prepare students for life in the global economy.



According to the National Staff Development Council’s, February 2009 report, Professional Learning in the Learning Profession: A Status Report on Teacher Development in the United States and Abroad:

Improving professional learning for educators is a crucial step in transforming schools and improving academic achievement. To meet federal requirements and public expectations for school and student performance, the nation needs to bolster teacher skills and knowledge to ensure that every teacher is able to teach increasingly diverse learners, knowledgeable about student learning, competent in complex core academic content, and skillful at the craft of teaching. To accomplish this, schools—with the support of school systems and state departments of education— need to ensure that professional learning is planned and organized to engage all teachers regularly and to benefit all students. This requires high-quality, sustained professional learning throughout the school year.

In order to help schools meet these challenges, Apple Professional Development proposes training sessions with an emphasis on 21st Century Learning, as well as, opportunities to learn more about how the use of 21st century digital tools to transform teaching and learning.

Apple Professional Development offers workshops that provide best practice technology skills and strategies for the classroom. We can help you achieve your academic goals.

Learn more at Apple.com/education.

Final WordReview the dimensions that show an Entry proficiency level and identify the issues that may be hindering the teachers’ efforts to successfully move beyond the initial stages of ETAP. Provide educators with continuous follow up opportunities to demonstrate learning, and offer support throughout the various implementation stages. All of these items, accompanied by ongoing administrative encouragement and support can contribute to the success of educators at Salisbury Township School District in their technology implementation endeavors.

http://www.apple.com/education/professional-development/

http://www.apple.com/education/professional-development/


Technology ProfileReport



About the Technology Profile ReportThe report contains summary data from the Apple Technology Profile, plus analysis and recommendations for next steps to support teachers in their technology infusion practices. In addition, the report provides data about the technology available to teachers either personally or at school, their preferences for professional development delivery, and their views on technology support at both school and district levels. Survey responses are unique to each institution, and the response rate is solely the responsibility of the institution.

Background – Apple Classrooms of Tomorrow and ETAPThe Evolution of Thought and Practice (ETAP) is one of the most remarkable outcomes of Apple’s research and development project known as Apple Classrooms of Tomorrow (ACOT). ACOT studied learning, assessment, teaching, teacher development, school design, the social aspects of education, and the use of new technologies in more than 100 elementary and secondary classrooms throughout the country and internationally. ACOT also emphasized virtual educational collaboration around the world via the Internet.

ACOT’s research demonstrated that the introduction of technology into classrooms can significantly increase the potential for student learning, especially when it is used to support teacher collaboration, information access, authentic student expression, and representation of their thinking.

ACOT Findings–StagesThe ACOT study found teacher’s instructional practices went through a five stage evolution as they learned to infuse technology into their curriculum: Entry, Adoption, Adaptation, Appropriation, and Innovation.



EntryDuring this stage, teachers become accustomed to a transformed classroom--in a physical sense--as computers and other technologies are placed in the classroom. Teachers find themselves dealing with first-year teacher problems-- discipline, resource management, organization, and personal frustration. They may still rely heavily on familiar tools such as the chalkboard, textbooks, workbooks, and hand-outs. They primarily use instructor-led practices to deliver academic content. Communication is primarily through email, telephone, face-to-face, and text notes. They consider themselves “traditional” when asked about using communication and social networking tools. These teachers are more reluctant to embrace digital media, and may find digital tools “complex” and “too much trouble” to use with students. Technology is not yet an essential tool within their classroom for thinking, problem solving, and demonstration of learning. Internet research tends to be approached with trepidation.

Adoption: In this stage, teachers become less concerned about to “work” with technology and more concerned about how to use technology in instructional. While traditional teaching methods–skill reinforcement, text orientation, whole-group lectures, and seat work–teachers begin to allow technology to support student work in their classroom. Basic word processing and some digital media are used daily in their classrooms to monitor and evaluate individual student academic performance. Teachers begin to fee more comfortable using online content and research, and providing their students communication tools and collaboration, such as email and instant messaging (IM). They also begin to more regularly use presentation software in teaching academic content. and standard productivity tools such as calculators, spreadsheets, graphing programs, and databases.

Adaptation: At this stage, the technology becomes seamlessly integrated into traditional classroom practices. Traditional pedagogy may still predominate, but is supplemented 30-40% of the time with the use of word processors, databases, graphics, and instructional software. The increased productivity resulting from the use of software tools allows time for the curriculum to be enhanced by additional exploratory activities using the technology. They recognize and reward students’ multiple forms of expression, use a variety of technology tools to accomplish specific educational tasks, and design more creative and dynamic learning environments. The use of the Internet, instant messaging (IM), and online forums as resources for communication and collaboration are common practices. They often seek web discussions to swap ideas and get advice from more experienced peers. They use forums to provide students an extra avenue for class discussions, and adopt methods that enhance their students’ learning experience. They regularly teacher with visual and auditory digital content, and encourage their students to use digital media resources to develop multimedia projects, produce podcasts, and create stories. By designing projects that require students to analyze, synthesize, and evaluate information, and then apply their new learning to “real world” situations, these teachers enhance the students’ experiences.



Appropriation: At this stage, teachers achieve greater personal mastery and confidence with the technology. Teachers' roles begin to shift and new, innovative instructional strategies begin to emerge. Teachers begin to reflect on their use of technology in their teaching practices, to question old patterns. Teachers use post professional content to their own blogs and to social networking sites of professional interest. Their students are regularly engaged in collaborative learning activities involving interdisciplinary projects, and individually-paced instruction become common practice. They encourage their students to create products that require higher level thinking skills to collect, analyze, and interpret data using spreadsheets and databases to demonstrate their understanding of concepts

Teachers are confident and students are trusted with managing aspects of their own learning program. The teachers and students use cutting edge technology tools to accomplish these projects and further individual learning. Teachers post curriculum materials online to help students use digital resources, develop key concepts, and promote higher-level thinking skills. They recognize and reward multiple forms of expression, and teach daily with digital resources. Their classroom assignments require the application of cognitive and digital tools to skills applied to solve “real-world” problems. Teachers’ regularly use peer teaching and collaboration in their practice. They have established online virtual learning environments that serve as a communication system where teachers and students interact with one another, and when appropriate, they publish their work using a variety of mediums to further engage with others on topics of educational interest. Teachers use multimedia rich curriculum to address learning standards, which allows them to empower their students to produce original multimedia works in all of the standard subject areas. Students are encouraged to use multimedia resources to create projects and publish online to reach a wide range of audiences.




Innovation: In this stage, the technology tools become transparent. Teachers demonstrate a willingness to experiment with practices, and acquire a wide repertoire of instructional strategies using technology. Teachers view learning as a more active, creative, and socially interactive process than before. A constructivist perspective develops and teachers assume new roles in the classroom. A range of assessments, such as digital portfolios or multi-media products, are combined with traditional methods of evaluation. Their students apply the skills they have learned in class to “real-world” problems using the same technology tools that are used in business and research. Reference materials are posted online to provide students access to academic resources available in various media forms to support a variety of learning modalities and learning styles. Teachers have students who are managing their own learning, designing, and publishing their own portfolios, publishing web sites, and podcasts. They offer their students the opportunity to learn in a non-traditional environment, where they engage in metacognitive activities and complex investigations using a variety of technical tools and resources. They design and incorporate media elements into the curriculum to convey messages using multi-sensory resources.

Teachers at this stage collaborate with their students to design new ways to use word processors, spreadsheets and databases to explore information in the curriculum. Their students are often consulted by others at school for their ingenuity and resourcefulness. Their students collaborate across cultural and language barriers using videoconferencing, instant messaging, podcasts, wikis and blogs. Teachers performing at this stage encourage students to publish their work in a variety of formats, including web sites, podcasts, and video documentaries. Their work serves as model or samples and are often reviewed by other students, parents, and the community because of their educational value.



Report SectionsThe Technology Profile presents the faculty’s technology infusion practices within these seven dimensions:

• General Practices • Curriculum and Instruction• Assessment• Communication and Collaboration• Media Use• Productivity• Research

Each section includes a dimension description and a graph showing the percentage of the faculty at each ETAP stage within that particular dimension.

Participant Schools

Elementary Schools # of Participants

Harry S. Truman Elementary 19

Western Salisbury Elementary 14

Middle School # of Participants

Salisbury Middle School 28

High School # of Participants

Salisbury High School 41


General PracticesThe General Practices section shows the level of technology infusion practices of faculty at Salisbury Township School District. The survey asked about instructional use of technology within the curriculum as demonstrated by what students use and do, the overall environment created in the classroom for technology use, and how teachers use technology in their lives personally and professionally.

0%

25%

50%

75%

100%

Entry Adoption Adaptation Appropriation Innovation0%3.3%

17.7%

60.0%

18.8%

General Practices

% o

f Edu

cato

rs

ETAP Stage



General Practices

0%

25%

50%

75%

100%

Entry Adoption Adaptation Appropriation Innovation0%5.2%15.7%

50.0%28.9%

0%0%21.7%

69.5%

8.7%

% o

f Edu

cato

rs

ETAP Stage

Salisbury Middle School Salisbury High School


0%

25%

50%

75%

100%

Entry Adoption Adaptation Appropriation Innovation0%0%

38.4%61.5%

0% 0%6.2%0%

68.7%

25.0%

% o

f Edu

cato

rs

ETAP Stage

Harry S. Truman Elementary Westen Salisbury Elementary


Curriculum and InstructionThe Curriculum and Instruction section shows the level of instructional use of technology across the curriculum use by faculty at Salisbury Township School District. The survey asked about the various technology applications used in the across all classrooms and subjects, such as databases, spreadsheets, and the production and use of learning objects, such as podcasts and presentation slides.

0%

25%

50%

75%

100%

Entry Adoption Adaptation Appropriation Innovation0%

12.2%

46.6%

33.3%

7.7%

Curriculum and Instruction

% o

f Edu

cato

rs

ETAP Stage



Curriculum and Instruction

0%

25%

50%

75%

100%


18.4%42.1%31.5%

7.8% 0%13.0%

52.1%

21.7%13.0%

% o

f Edu

cato

rs

ETAP Stage



0%

25%

50%

75%

100%


61.5%38.4%

0% 0%6.2%

37.5%50.0%

6.2%

% o

f Edu

cato

rs

ETAP Stage



AssessmentThe Assessment section shows the levels of technology used for both formative and summative learning assessment by faculty at Salisbury Township School District. The survey asked about the various practices used in the classroom to plan projects and activities, such as calendars and graphic organizers, monitor and support the evaluation of student progress, such as digital portfolios, and evaluate projects and activities to demonstrate understanding of content, such as publishing podcasts or websites.

0%

25%

50%

75%

100%


7.7%

41.1%45.5%

5.5%

Assessment

% o

f Edu

cato

rs

ETAP Stage



Assessment

0%

25%

50%

75%

100%

Entry Adoption Adaptation Appropriation Innovation0%10.5%

31.5%50.0%

7.8% 0%8.7%

52.1%34.7%

4.3%

% o

f Edu

cato

rs

ETAP Stage



0%

25%

50%

75%

100%


61.5%38.4%

0% 0%6.2%31.2%

56.2%

6.2%

% o

f Edu

cato

rs

ETAP Stage



Communication and CollaborationThe Communication and Collaboration section shows the levels of technology used by faculty at Salisbury Township School District to collaborate with others, and to communicate information and ideas effectively to multiple audiences using a variety of media and formats. The survey asked about the various ways original work and ideas are shared online and/or offline with appropriate audiences, the ways information about the classroom and learning is shared with students and their families, and how teachers are publishing and connecting their own professional learning with peer communities both online and/or offline, locally and worldwide.

0%

25%

50%

75%

100%


4.4%

23.3%

50.0%

22.2%

Communication and Collaboration

% o

f Edu

cato

rs

ETAP Stage



Communication and Collaboration

0%

25%

50%

75%

100%

Entry Adoption Adaptation Appropriation Innovation0%7.8%15.7%

47.3%28.9%

0%0%

34.7%56.5%

8.7%

% o

f Edu

cato

rs

ETAP Stage



0%

25%

50%

75%

100%


38.4%46.1%

15.3%0%6.2%12.5%

50.0%31.2%%

of E

duca

tors

ETAP Stage



MediaThe Media section shows the levels of media technology used by faculty at Salisbury Township School District. The survey asked about student media use to interpret information, analyze data/information, and/or create presentation software. The survey asked about opportunities for students to create original media products, such as audio podcasts and videos, and if media use policies and guidelines support student work and are included when assessing products.

0%

25%

50%

75%

100%


5.5%14.4%

53.3%

26.6%

Media

% o

f Edu

cato

rs

ETAP Stage



Media

0%

25%

50%

75%

100%


13.1%10.5%

52.6%

23.6%0%0%

17.3%

56.5%

26.0%% o

f Edu

cato

rs

ETAP Stage



0%

25%

50%

75%

100%


23.0%

53.8%

23.0%0%0%

12.5%

50.0%37.5%%

of E

duca

tors

ETAP Stage



ProductivityThe Productivity section shows the levels of technology used by faculty at Salisbury Township School District to boost academic productivity and enhance curricula. The survey asked about use of visualization tools to show understanding, such as concept maps and data relationships. Additionally, the survey asked about opportunities to work collaboratively with parents on their child’s education plans.

0%

25%

50%

75%

100%

Entry Adoption Adaptation Appropriation Innovation2.2%

24.4%31.1%27.7%

14.4%

Productivity

% o

f Edu

cato

rs

ETAP Stage



Productivity

0%

25%

50%

75%

100%


28.9%15.7%

31.5%21.0%0%

21.7%30.4%30.4%17.3%

% o

f Edu

cato

rs

ETAP Stage



0%

25%

50%

75%

100%


38.4%53.8%

7.6%0% 6.2%6.2%

50.0%31.2%

6.2%

% o

f Edu

cato

rs

ETAP Stage



ResearchThe Research section shows the levels of technology used by faculty at Salisbury Township School District to research, gather, organize, manage and analyze information and data. The survey asked use of advanced online search tools and databases, such as census and election data sites. The survey also asked if teachers work collaboratively to ensure students have consistent and appropriate development of Web research skills.

0%

25%

50%

75%

100%


23.3%

45.5%

24.4%

4.4%

Research

% o

f Edu

cato

rs

ETAP Stages



Research

0%

25%

50%

75%

100%


21.0%47.3%

23.6%2.6% 0%

26.0%47.8%

21.7%4.3%

% o

f Edu

cato

rs

ETAP Stage



0%

25%

50%

75%

100%


38.4%38.4%23.0%

0% 0%12.5%

43.7%31.2%

12.5%

% o

f Edu

cato

rs

ETAP Stage



Technology ProfileAdditional Data



Technology ProfileSummary DataSalisbury Township School District

0

15

30

45

60

Entry Adoption Adaptation Appropriation Innovation

2

21

41

22

42

22

2825

13

5

13

48

24

4

21

45

20

7

3741

5

11

42

30

73

16

54

17


% o

f Edu

cato

rs

ETAP Stage

General Practices Curriculum & Instruction AssessmentCommunication and Collaboration Media ProductivityResearch



0

3.75

7.5

11.25

15


2

7

5

211

8

5

12

8

6

12

8

5

1

5

9

1 1

6

8

1 1

11

4

Harry S. Truman Elementary

% o

f Edu

cato

rs

ETAP Stage




0

2

4

6

8


55

3

5

7

1

3

7

3

5

6

2

8

5

8

5 5

8

Western Salisbury Elementary

% o

f Edu

cato

rs

ETAP Stage




0

5

10

15

20


6

11

5

1

5

77

4 4

13

6

8

13

2 2

12

8

1

3

12

5

3

5

16

2

Salisbury Middle School

% o

f Edu

cato

rs

ETAP Stage




0

5

10

15

20


2

8

18

9

1 1

11

6

12

8

54

20

9

3

6

18

11

4

12

19

3

7

16

12

32

6

19

11

Salisbury High School

% o

f Edu

cato

rs

ETAP Stage




0

10

20

30

13

26

23

9

17

3

87

13

10


# o

f Res

pons

es

Subject Area Taught

MathOtherScienceSocial StudiesTechnology EducationLanguage ArtsSpecial EducationPhysical EducationArt and/or MusicAll SubjectsForeign LanguageMedia Specialist


Technology Access for Salisbury Township School District


Technology Tool Don’t have Personally own District or school provided

iPhone or other smart phone 50.2% 47.1% 1%

iPod or iPod touch 50% 37.3% 12.7%

iPad 57.8% 12.7% 29.4%

Notebook computer 18.6% 18.6% 62.7%

Digital camera (other than phone) 9.8% 73.5% 16.7%

Desktop computer 20.6% 69.6% 9.8%

GPS device 31.4% 67.6% 1%


Technology Access for Harry S. Truman



iPhone or other smart phone 31.6% 68.4% -

iPod or iPod touch 42.1% 31.6% 26.3%

iPad 26.3% 5.3% 68.4%




GPS device 26.3% 73.7% -


Technology Access for Western Salisbury Elementary




iPod or iPod touch 28.6% 28.6% 42.9%

iPad 21.4% 7.1% 71.4%




GPS device 57.1% 42.9% -


Technology Access for Salisbury Middle School



iPhone or other smart phone 46.4% 50% 3.6%


iPad 64.3% 17.9% 17.9%

Notebook computer 17.9% 7.1% 75%



GPS device 17.9% 82.1% -


Technology Access for Salisbury High School





iPad 80.5% 14.6% 4.9%

Notebook computer 22% 19.5% 58.5%



GPS device 34.1% 63.4% 2.4%


Professional Learning Preferences for Salisbury Township School District


Type of PD delivery 1=Low 2 3 4 5=High

Face-to-face courses/workshops 5.2% 4.1% 14.4% 18.6% 57.7%

Online courses/workshops 18.6% 16.6% 27.8% 19.6% 15.5%

Hybrid courses/workshops (both online and face-to-face components) 14.4% 12.4% 33% 22.7% 17.5%

Informal offline (reading journals, discussions with colleagues, book clubs) 14.4% 24.7% 24.7% 21.6% 14.4%

Informal online (web searches, reading blogs/wikis of other educators, participating in online communities pertinent to your teaching)

21.6% 18.6% 28.9% 18.6% 12.4%

Peer coaching and mentoring 7.2% 10.3% 27.8% 26.8% 27.8%

Experts/specialists coaching/mentoring 7.2% 13.4% 23.7% 30.9% 24.7%

Student coaching/mentoring 10.3% 14.4% 33% 29.9% 12.4%


Professional Learning Preferences for Harry S. Truman



Face-to-face courses/workshops - - 22.2% 33.3% 44.4%

Online courses/workshops 16.7% 16.6% 27.8% 11.1% 27.8%

Hybrid courses/workshops (both online and face-to-face components) 11.1% 16.7% 22.2% 27.8% 22.2%

Informal offline (reading journals, discussions with colleagues, book clubs) 5.6% 11.1% 22.2% 50% 11.1%


16.7% 16.7% 11.1% 33.3% 22.2%

Peer coaching and mentoring _ 11.1% 22.2% 27.8% 38.9%

Experts/specialists coaching/mentoring _ 22.2% 16.7% 27.8% 33.3%

Student coaching/mentoring 11.1% 11.1% 22.2% 33.3% 22.2%


Professional Learning Preferences for Western Salisbury Elementary



Face-to-face courses/workshops - - 7.7% 23.1% 69.2%

Online courses/workshops 23.1% - 30.8% 38.5% 7.7%

Hybrid courses/workshops (both online and face-to-face components) 7.7% 7.7% 46.2% 23.1% 15.4%

Informal offline (reading journals, discussions with colleagues, book clubs) 7.7% 15.4% 46.2% 23.1% 7.7%


23.1% 7.7% 38.5% 30.8% -


Experts/specialists coaching/mentoring 7.7% 23.1% 7.7% 38.5% 23.1%



Professional Learning Preferences for Salisbury Middle School



Face-to-face courses/workshops 8% - 12% 20% 60%

Online courses/workshops 12% 28% 24% 28% 8%

Hybrid courses/workshops (both online and face-to-face components) 8% 4% 56% 24% 8%

Informal offline (reading journals, discussions with colleagues, book clubs) 16% 36% 20% 12% 16%


16% 32% 28% 12% 12%

Peer coaching and mentoring - 16% 32% 32% 20%

Experts/specialists coaching/mentoring - 12% 40% 32% 16%

Student coaching/mentoring - 20% 48% 24% 8%


Professional Learning Preferences for Salisbury High School



Face-to-face courses/workshops 7.3% 9.8% 14.6% 9.8% 58.5%

Online courses/workshops 22% 19.5% 29.3% 12.2% 17.1%

Hybrid courses/workshops (both online and face-to-face components) 22% 17.1% 19.5% 19.5% 22%

Informal offline (reading journals, discussions with colleagues, book clubs) 19.5% 26.8% 22% 14.6% 17.1%


26.8% 14.6% 34.1% 12.2% 12.2%


Experts/specialists coaching/mentoring 14.6% 7.3% 22% 29.3% 26.8%



School Technology Support



When thinking of my school, I think/feel: 1=Strongly Disagree 2 3 4 5=Strongly

Agree

School-wide student assessment strategies use digital resources and technology. 2.2% 16.9% 44.9% 19.1% 16.9%

School leadership supports me in my classroom technology use.

- 3.4% 21.3% 23.6% 51.7%

School leadership supports regular communication and collaborative opportunities to discuss classroom technology use.

2.2% 7.9% 25.8% 31.5% 32.6%

Teachers in my school support each other in effective technology use. 1.1% 3.4% 14.5% 41.5% 39.3%

Our school leaders support risk-taking in using technology for teaching and learning. 1.1% 1.1% 13.5% 37.1% 47.2%

Our school has sufficient technology for student use. 4.5%% _ 13.5% 24.6% 57.3%

Our school has good technology and digital resources. 1.1% 1.1% 16.9% 25.8% 55.15

Our school network infrastructure is reliable. 1.1% 6.7% 24.7% 46.1% 21.3%



Harry S. Truman



Agree

School-wide student assessment strategies use digital resources and technology. - 12.5% 56.3% 6.3% 25%


- 18.8% 18.8% 25% 37.5%


- 18.8% 37.5% 12.5% 31.3%

Teachers in my school support each other in effective technology use. - _ 12.5% 43.8% 43.8%

Our school leaders support risk-taking in using technology for teaching and learning. - _ 6.3% 50% 43.8%

Our school has sufficient technology for student use. 18.8% _ 25% 25% 31.3%

Our school has good technology and digital resources. - _ 48.8% 25% 31.3%

Our school network infrastructure is reliable. - 6.3% 43.8% 31.3% 18.8%






Agree

School-wide student assessment strategies use digital resources and technology. 8.3% 8.3% 50% 8.3% 25%


- - 16.7% 41.7% 41.7%


- 8.3% 16.7% 58.3% 16.7%

Teachers in my school support each other in effective technology use. - - - 41.7% 58.3%

Our school leaders support risk-taking in using technology for teaching and learning. - 8.3% 8.3% 33.3% 50%

Our school has sufficient technology for student use. 8.3% - 25% 33.3% 33.3%

Our school has good technology and digital resources. 8.3% 8.3% 16.7% 16.7% 50%







Agree

School-wide student assessment strategies use digital resources and technology. - 8.7% 52% 30.4% 8.7%


- - 26.1% 26.1% 47.8%


- 4.3% 26.1% 39.1% 30.4%

Teachers in my school support each other in effective technology use. - 4.3% 30.4% 39.1% 26.1%

Our school leaders support risk-taking in using technology for teaching and learning. - - 30.4% 26.1% 43.5%

Our school has sufficient technology for student use. - - 13% 26.1% 60.9%

Our school has good technology and digital resources. - - 13% 38.4% 52.2%

Our school network infrastructure is reliable. 4.3% 8.7% 21.7% 47.8% 17.4%






Agree

School-wide student assessment strategies use digital resources and technology. 2.6% 26.3% 34.2% 21.1% 15.8%


- - 21.1% 15.8% 63.2%


5.3% 5.3% 23.7% 26.3% 39.5%

Teachers in my school support each other in effective technology use. 2.6% 5.3% 10.5% 42.1% 39.5%

Our school leaders support risk-taking in using technology for teaching and learning. 2.6% - 7.9% 39.5% 50%

Our school has sufficient technology for student use. - - 5.3% 21.1% 73.7%

Our school has good technology and digital resources. - - 7.9% 23.7% 68.4%



District Technology Support



When thinking of my district, I think/feel: 1=Strongly Disagree 2 3 4 5=Strongly

Agree

The district provides long-term/sustained professional development for integrating technology into teaching and learning.

5.6% 19.1% 31.5% 22.5% 21.3%

The district encourages schools to learn from each other about best practices for the use of technology in teaching and learning.

4.5% 14.6% 29.2% 25.8% 25.8%

The district provides adequate resources for maintaining, renewing and using technology.

2.2% 18.0% 22.5% 36% 21.3%

The district has a clearly articulated vision for teaching, learning and technology that is shared among schools and with the community.

2.2% 6.7% 25.8% 29.2% 36%

The district does a good job supporting a technology integrated curriculum. 4.5% 6.7% 31.5% 28.1% 29.2%



Harry S. Truman



Agree


- 43.8% 25% 12.5% 18.8%


6.3% 12.5% 25% 25% 31.3%


- 25% 25% 37.5% 12.5%


- 6.3% 31.3% 31.3% 31.3%

The district does a good job supporting a technology integrated curriculum. - 6.3% 43.8% 18.8% 31.3%






Agree


8.3% 16.7% 25% 25% 25%


- 16.7% 33.3% 25% 25%


8.3% 25% 8.3% 33.3% 25%


- 16.7% 25% 33.3% 25%

The district does a good job supporting a technology integrated curriculum. - 25% 25% 33.3% 16.7%






Agree


- 17.4% 26.1% 34.8% 21.7%


4.3% 17.4% 30.4% 26.1% 21.7%


- 17.4% 17.4% 34.8% 30.4%


- 13% 21.7% 30.4% 34.8%

The district does a good job supporting a technology integrated curriculum. - 4.3% 34.8% 30.4% 30.4%






Agree


10.5% 10.5% 39.5% 18.4% 21.1%


5.3% 13.2% 28.9% 26.3% 26.3%


2.6% 13.2% 28.9% 36.8% 18.4%


5.3% - 26.3% 26.3% 42.1%

The district does a good job supporting a technology integrated curriculum. 10.5% 2.6% 26.3% 28.9% 31.6%

technology profile report salisbury township school district · pdf filetechnology profile...

Documents