5.1 Needs Assessment
Candidates conduct needs assessments to determine school-wide, faculty, grade-level, and subject area strengths and weaknesses to inform the content and delivery of technology-based professional learning programs. (PSC 5.1/ISTE 4a)
Artifacts: ITEC 7410 Technology Usage Survey, Individual Teacher Technology Assessment, Technology Needs Survey, and Technology Adopter Survey
For this standard I chose to submit several artifacts to show understanding and mastery of this standard. One of the artifacts chosen was created this summer during our data class and the remaining artifacts were created during the ITEC 7460 course. Throughout this course we spent several modules on creating and understanding the rational for needs assessments. The needs assessments were created to get a better understanding of the needs, abilities, and vision concerning technology in our buildings.
This summer during my ITEC 7305: Data Analysis and School Improvement course I created an initial technology usage survey for my staff. After conducting this survey I learned a great deal about the perception of our school and their understanding in how technology is used in our building. For example, several of the participants could not identify our schools vision for technology. Many of the staff stated that they would like to receive ongoing, differentiated training to support their technology needs. Recently during my ITEC 7460 course I had to create a technology needs assessment and a technology adopter survey. I gave these surveys to my collaborative teacher to complete. With this information I was able to determine her perspective and access to technology and peer coaching along with individual training needs. I took her survey results along with my interview notes to inform and guide our coaching sessions. During our coaching sessions I tried to address several of her concerns with mandated system requirements and incorporating technology resources into her curriculum to provide differentiated learning opportunities for her students.
For this artifact I learned a great deal about myself as a technology coach and how to interpret the data provided from the surveys. I learned a great deal about my co-workers perspective on technology. Looking back on this standard I would change how I created the initial survey and I would also make sure that all of my surveys are anonymous. I noticed that with the first survey my teachers were very honest, but for the second survey they seemed reserve. I have to wonder if by having them add their name made some become shy about their answers.
I have shared the results from the surveys with our technology committee at my school. I hope that this committee will continue to help plan differentiated professional development opportunities, classroom modeling, and continue supporting our staff to incorporate technology seamlessly into their curriculums.
This summer during my ITEC 7305: Data Analysis and School Improvement course I created an initial technology usage survey for my staff. After conducting this survey I learned a great deal about the perception of our school and their understanding in how technology is used in our building. For example, several of the participants could not identify our schools vision for technology. Many of the staff stated that they would like to receive ongoing, differentiated training to support their technology needs. Recently during my ITEC 7460 course I had to create a technology needs assessment and a technology adopter survey. I gave these surveys to my collaborative teacher to complete. With this information I was able to determine her perspective and access to technology and peer coaching along with individual training needs. I took her survey results along with my interview notes to inform and guide our coaching sessions. During our coaching sessions I tried to address several of her concerns with mandated system requirements and incorporating technology resources into her curriculum to provide differentiated learning opportunities for her students.
For this artifact I learned a great deal about myself as a technology coach and how to interpret the data provided from the surveys. I learned a great deal about my co-workers perspective on technology. Looking back on this standard I would change how I created the initial survey and I would also make sure that all of my surveys are anonymous. I noticed that with the first survey my teachers were very honest, but for the second survey they seemed reserve. I have to wonder if by having them add their name made some become shy about their answers.
I have shared the results from the surveys with our technology committee at my school. I hope that this committee will continue to help plan differentiated professional development opportunities, classroom modeling, and continue supporting our staff to incorporate technology seamlessly into their curriculums.