State______________________________
School System______________________
School_____________________________
Completed By:
(Circle all that apply)
a. District Staff School Staff
b. Administrator(s) Coordinator(s)
Teacher(s) Media Staff
Other:____________________
c. Entire Faculty Tech Team
School Improvement Team
Other: ____________________
School Contact
Person: _______________
Phone:
E-mail:
Reporting For (circle):
Fall 1999 Spring 2000
SEIR*TEC Coordinator_________________________
Completion Date__________________________
SEIRuTEC
TECHNOLOGY INTEGRATION PROGRESS GAUGE
The SouthEast and Islands Regional Technology in Education Consortium is providing this instrument to the staff of the Intensive Site schools to help them determine their current status in five areas or domains impacting technology integration. The five domains are 1) Student Engagement, 2) Teacher Engagement, 3) Availability and Accessibility of Appropriate Resources, 4) Organizational Support, and 5) Community Involvement.
The intent of this instrument is to provide a simple tool to help school leaders (a) reflect on activities to date vis à vis effective practices in technology integration, (b) think about what needs to be done in order to impact teaching and learning through the use of technology resources, and (c) consider strategies for maximizing the impact of technology. The instrument is not to be used as an evaluation tool or an instrument to determine a “grade.” SEIR*TEC will not attempt to collapse individual Intensive Site profiles into a single figure, such as an average or grade. Similarly, there will be no attempt to rank Intensive Site schools according to the profile data. Instead this instrument is to be used as a tool to develop a school profile of technology integration and impact at periodic times during the Intensive Site Project.
The instrument consists of the five domains presented in a table format. The domains (labeled I, II, etc.) are described by two or more indicators. Each indicator has four levels of implementation. The four levels are:
1. Minimal: Little or no evidence of implementation.
2. Beginning: Implementation is occurring and evidence exists of capacity-building strategies in place.
3. Intermediate: Plans exist and activities have begun for scaling up to a higher or sustainable level.
4. Advanced: Strategies and activities are institutionalized and evidence exists that changes made will be sustained.
Preparation:
1. Discuss the purpose of the instrument with district and/or school contacts.
2. Determine which school team or school staff will complete this instrument. Those selected should have responsibility for technology integration at the school.
3. Provide the group an overview of the instrument and the instructions for completing the form. Emphasize that this is a tool for reflection and marking current status of technology integration.
4. Establish a process for completing the instrument. (e.g., individually first, then as a group; as a total group; parts by individuals, then consensus by the group)
5. Retain one copy of the instrument for final reporting.
Completion:
1. Read the indicators for each domain and determine which of the four levels of implementation of each indicator best describes your school at this point in time.
2. Circle the number corresponding to that level of implementation. Do not circle more than one number or mark a halfway point. Select the level that best represents your current level. Interpret “few,” “some,” “many,” and “most” as follows
a. few = less than 25% of the indicated group
b. some = 25% to 75% of the indicated group
c. many = more than 75% of the indicated group
d. most = almost all of the indicated group
1. In the Comments/Supporting Information block, add information to describe the status of your project and list the sources for your decision. The responses in the Comments/Supporting Information block will be useful on subsequent completions of the Gauge in order to establish progress.
2. Use the three empty tables at the end of this instrument to add indicators that help describe other technology-related activities at your school. Completion of these empty tables is optional but may be necessary to provide a complete profile of technology integration and impact at your Intensive Site school.
Reporting:
1. Prepare a final copy based on the decisions by the group.
2. Verify the contact and completion information at the top of page 1.
3. Make copies and distribute as follows:
a. Original to SEIR*TEC Director
b. Copy to Intensive Site school contact and/or district contact
c. Copy for SEIR*TEC Intensive Site Partner
d. Copy for SEIR*TEC Intensive Site Coordinator
Glossary
Community - Group including school members as well as public and private individuals, businesses, and /or agencies in the area served by the school.
Higher level learning - Student activities involving one or more of the following: peer collaboration, integration of higher order thinking skills, self-directed tasks, multidisciplinary assignments, authentic learning opportunities (based on real-world events or tasks).
Domains and Indicators
There is evidence that:
A. Students are involved in higher order thinking skills activities supported by technology.
|
1 |
2 |
3 |
4 |
|
Few, if any, students are involved in learning activities requiring peer collaboration and interaction, technology applications, or higher order thinking skills.
|
Some students are participating in technology-based learning activities requiring peer collaboration and interaction as well as higher order thinking skills. A few students are sharing their technology skills in collaborative groups.
|
Many students are involved in authentic, technology-based learning activities requiring peer collaboration and interaction as well as higher order thinking skills to solve real problems. |
Most students are involved in self-directed, authentic, technology-based learning activities that are multidisciplinary and require peer collaboration and interaction as well as higher order thinking skills to solve real problems. New products and understandings are evolving. |
|
Comments/Supporting Information:
|
|||
B. Students are meeting the school’s expectations for levels of technology use.
|
1 |
2 |
3 |
4 |
|
A few students are achieving levels of appropriate, initial technology use in learning activities, as defined by the school or school/district technology plan for their grade and the stage of implementation of the plan. Some students are exploring more advanced uses of technology. |
Some students are engaged in activities to build the technology use skills expected for their grade and the stage of implementation of the school/district plan. Many students are achieving the expected levels and some students are developing skills in more advanced uses of technology. |
Many students are applying the technology use skills and have documented mastery of the school expectations for their grade and the stage of implementation of the school/district plan. Many students are exploring more advanced uses of technology and some are demonstrating mastery. |
Most students have met the school’s expectations for technology use for their grade and for the stage of implementation of the school/district plan. Most are using regularly the skills mastered and are continuing to develop skills in more advanced uses of technology. |
|
Comments/Supporting Information:
|
|||
There is evidence that:
A. Teachers design and implement technology-based learning experiences that promote higher
level learning for students and authentic assessment.
|
1 |
2 |
3 |
4 |
|
Few or no teachers design and implement student activities that require peer collaboration or integration or use of higher order thinking skills. They are using technology mainly for demonstrations with minimum adaptations and little integration into their ongoing program. Most teachers plan and teach in isolation.
|
Some teachers design and implement student learning activities requiring peer collaboration and interaction as well as use of higher order thinking skills. Groups of teachers are collaborating on use of specific technologies and resources and some are implementing the ideas individually or as a team. Some teachers are using technology for assessment. |
Many teachers design and implement authentic learning activities requiring peer collaboration and interaction as well as use of higher order thinking skills to solve real problems. Many teachers are planning and teaching collaboratively, using specific technologies and resources. Some teachers are designing authentic assessment tools using technology resources.
|
Most teachers design and implement technology-based, self-directed, multidisciplinary, authentic learning opportunities requiring peer collaboration and interaction as well as use of higher order thinking skills. Many use technology resources to plan and teach collaboratively and to design authentic assessment tools. |
|
Comments/Supporting Information:
|
|||
B. Teachers demonstrate the expected level of technology use. (Levels from ACOT Study.)
Entry: Teachers are inexperienced and, possibly, inefficient in the use of technology. Many have misgivings regarding technology innovation, and frustration is common.
Adoption: Teachers begin to incorporate technology into existing teaching practice, primarily to teach about technology and as a means of delivering traditional instruction.
Adaptation: Teachers are integrating technology into the traditional teaching day. Classroom practices are still primarily traditional, but use of the computer as a tool is pervasive. Productivity and increased performance on traditional measurements are used as indicators of success.
Appropriation: Teachers use technology in everything they do, to the point that the use of the technology in the lives of teachers and students is almost transparent.
Invention: Teachers are experimenting with new roles and new instructional strategies. The entire classroom is transformed and students are more engaged in learning and more self-directed.
|
1 |
2 |
3 |
4 |
|
Almost all of the teachers are engaged in activities typical of the entry stage. A few, if any, are beginning to model actions typical of the adoption stage.
|
A majority of the teachers has reached the adoption stage. Some teachers are beginning to discuss how to adapt the technology to teaching and learning with a few beginning to try customized versions of existing resources. |
A majority of the teachers is engaged in the activities typical of the adaptation stage. Some of the teachers are beginning to combine technology resources and instructional strategies using technology in all learning activities. |
A majority of the teachers is engaged in activities typical of the appropriation stage. A few teachers have begun exploring areas associated with the invention stage.
|
|
Comments/Supporting Information:
|
|||
C. Teachers integrate technology into all subject areas, using resources that map technology to curriculum.
|
1 |
2 |
3 |
4 |
|
Few teachers are aware of technology resources that support specific topics or lessons. There is no correlation or mapping of the existing resources to the curriculum. Few or no teachers are integrating technology into subject areas.
|
Teachers have access to a school inventory of available technology tools and resources. Mapping the technology resources to the curriculum has begun. Some teachers are piloting technology integration strategies and lessons. |
Mapping the technology resources to the curriculum has been completed. Many teachers have been introduced to the guides that map technology to all subject areas. Some teachers have begun using them in their day-to-day instruction. Many teachers have begun limited technology integration lessons. |
Most teachers are integrating technology into all subject areas, using the guides that map existing technology resources to the curriculum. |
|
Comments/Supporting Information:
|
|||
III. Availability and Accessibility of Appropriate Resources
There is evidence that:
A. Technology resources are available and are being used to support a variety of student and teacher experiences.
|
1 |
2 |
3 |
4 |
|
Few teachers and staff know what technology resources are available and how to operate them. Few technology resources exist. They have not been inventoried recently nor checked for operational status.
|
Some teachers and staff are learning to operate specific technology equipment. Some technology resources have been checked and inventoried by location and primary use. |
Many teachers have received information on the technology resources available. Some teachers have used selected resources for instructional activities. |
Most teachers are using a wide variety of the available technology resources. |
|
Comments/Supporting Information:
|
|||
B. Technology has been allocated in such a way as to support its constructive use in the teaching and learning environment.
|
1 |
2 |
3 |
4 |
|
No plan exists to allocate technology resources to maximize the impact on teaching and learning. Location of existing technology resources is based on past use, initial program purchase, or personal request. Few, if any, teachers have expressed an interest in a change in the allocation of the technology resources.
|
Some discussions have occurred to design an allocation and replacement schedule to support constructive use of technology in the classroom, labs, and media center. For example, a school technology team is studying the current allocation of technology resources and the related allocation policies. |
A plan is being implemented to allocate the existing technology resources for maximum use and impact on student learning. Work is in progress to design an allocation schedule for future purchases and routine upgrades. Individuals are identified to be responsible for maintaining this allocation process. |
The technology resources in the school are available for just-in-time learning experiences, whether through a checkout standalone mode or by a networking environment. School staff has input on allocation of existing and new technology resources. |
|
Comments/Supporting Information:
|
|||
C. School individuals have equitable access to technology.
|
1 |
2 |
3 |
4 |
|
Limited access to the technology resources is available to the school staff during school hours and from school locations. Discussions may be occurring on extending access, from off-school sites and beyond the school day.
|
A group of school staff is testing access to school technology by checkout and by telecommunications after school hours and from homes. The school is developing policies on access to school technology by staff and students. |
A policy exists for use of school technology by staff and students and has been shared. Guidelines on equitable use are being developed. As a result of the pilot testing, an expanded number of staff and students are now using school technology resources. |
Technology resources are accessible to the school staff and students on an equitable basis and from off-site locations and beyond school hours. Access is based on policies in the school technology plan. Staff members are making routine use of the resources. |
|
Comments/Supporting Information:
|
|||
There is evidence that:
A. Organizational structure exists for support of all aspects of technology integration.
|
1 |
2 |
3 |
4 |
|
Within the school and the district, there is little to no organizational structure to support technology use or set direction for technology integration.
|
The need for support of technology integration has been recognized and school staff members have been assigned to provide minimal support. A group has formed to identify what type of support is needed for technology integration. |
Individuals are identified to provide hardware and instructional support to staff. The school is addressing reports on or requests for support needed for successful technology integration. |
School and district leaders have designated personnel and approved a process for supporting technology integration via training, maintenance, technical assistance, purchasing consultation, and instructional modeling. Periodic input on the support needed is gathered. |
|
Comments/Supporting Information:
|
|||
B. Organizational capacity fosters transformations in school leadership to support technology and the changes it brings to teaching roles and methodologies.
|
1 |
2 |
3 |
4 |
|
No policies exist at the school or district level that encourage school leaders to use technology. Few opportunities occur for school leaders to gain technology skills or to witness use of technology in the instructional program at model schools or conferences.
|
School leaders are beginning to use technology for work and to participate in meetings and sessions on technology use in changing teaching and learning in the classroom. Discussions have occurred about developing policies on the use of and support for technology by school leaders. |
Many school leaders are using technology routinely for their work and are supporting requests from teachers to gain technology skills or participate in events focusing on technology integration. The school is developing policies that will foster use by and support from school leaders for technology and change. |
Policies exist and opportunities occur regularly from the district and/or regional level that encourage school leaders to be users of technology and to support technology in the instructional program. As a result, most school leaders routinely use technology themselves, initiate reviews of technology use, and encourage use by staff. |
|
Comments/Supporting Information:
|
|||
C. Policies exist that support the equitable availability and use of technology.
|
1 |
2 |
3 |
4 |
|
Neither school nor district policies exist on equitable availability and use of technology.
|
School and/or district policies have been developed for equitable availability and use of existing technology. Random strategies are being implemented to ensure equity. |
A school plan for implementing technology to ensure equitable availability and use for teaching and learning is in place. Successful strategies for equity are being identified. |
Schools are following district policies on equitable availability and use of technology. Technology activities based on equitable availability and use are incorporated into school improvement plans and staff professional development plans. |
|
Comments/Supporting Information:
|
|||
D. Effective and ongoing staff development opportunities exist to support capacity building for using technology to improve teaching and learning.
|
1 |
2 |
3 |
4 |
|
Although technology-based staff development topics have been identified, only a few, unrelated technology-based staff development activities have occurred.
|
Some technology-based staff development sessions have occurred and initial activities resulting from the sessions have been tried in classrooms. Teachers have begun seeking ways to integrate technology. |
A staff development plan, including evaluation of student and staff needs, exists for using technology to improve teaching and learning. Some teachers are collaborating on best practices in using technology in teaching and learning. Teachers are being evaluated on their effective use of technology as a result of training sessions attended. |
School and district administrators support continuous staff development opportunities for improving teaching and learning, with seamless technology uses. A committee exits to provide long-range planning on technology-based staff development and sharing of best practices. Use of technology effectively is an integral part of the teacher evaluation process. |
|
Comments/Supporting Information:
|
|||
E. Teachers and administrators use technology as an information management tool.
|
1 |
2 |
3 |
4 |
|
Although teachers and administrators are aware of information management tools, few, if any, staff members are using such tools.
|
Some school staff members have access to and have received training to use information management tools. |
Many school staff members use information management tools for daily classroom tasks and for submitting reports and documents. Some staff members are seeking new tools and additional uses for existing tools. |
Most school staff members prepare and submit reports and documents using information management tools as required by administrators. Many school staff members provide regular input on new tools needed. |
|
Comments/Supporting Information:
|
|||
V. Community Involvement
There is evidence that:
A. Community supports the school’s integration of technology in teaching and learning.
|
1 |
2 |
3 |
4 |
|
Plans may have been developed but not implemented to inform the community of the school’s efforts to integrate technology.
|
Some segments of the community are knowledgeable of the school’s efforts to integrate technology into teaching and learning. |
Many community groups have plans in place and have begun activities to enhance the current technology integration activities of the school. Community members are meeting with school groups to plan technology integration activities. |
Most community groups support technology integration into the school’s teaching and learning environment by maintaining a consistent presence in school activities. Ongoing school committees are required to include community members. |
|
Comments/Supporting Information:
|
|||
B. Community shares in the use of the school’s technology.
|
1 |
2 |
3 |
4 |
|
Few or no plans exist for the community to use the school’s technology. |
Some school and community members are developing policies and strategies for community members to use the school’s technology; e.g., for after-hours adult literacy training or e-mailing with teachers. |
Several community groups are beginning to use the school’s technology according to approved policies and guidelines. |
The school and community members actively promote community groups’ use of the school’s technology.
|
|
Comments/Supporting Information:
|
|||
Additional indicators:
A. .
|
1 |
2 |
3 |
4 |
|
|
|
|
|
|
Comments/Supporting Information:
|
|||
B. .
|
1 |
2 |
3 |
4 |
|
|
|
|
|
|
Comments/Supporting Information:
|
|||
C. .
|
1 |
2 |
3 |
4 |
|
|
|
|
|
|
Comments/Supporting Information:
|
|||