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)
Artifact
Reflection
The Individual Teacher Technology Assessment (ITTA) was completed during ITEC 7460 as a professional learning experience in which I partnered with a colleague to assess and improve upon technology use in her classroom. Although the mentoring was conducted individually, I collaborated with other students in the ITEC program to build the Needs Assessment Survey to address levels of technology use, as well as an Adopter Survey to better understand the colleague’s adopter category. The ITTA consists of survey results and a narrative that describes the process of conducting the needs assessment.
This artifact demonstrates my ability to conduct a needs assessment to determine school-wide, faculty, grade-level, and subject area strengths and weaknesses. The needs assessment consisted of a Levels of Technology Use Survey that included questions related to student use of technology inside and outside of the classroom, and an Adopter Survey that requested information concerning views and perspectives of emergent technology, including willingness to implement.
This artifact demonstrates my ability to use the needs assessment to inform the content and delivery of the technology-based professional learning program. Based upon the needs assessment, I was able to determine the technology level of use and willingness to change for the teacher being assessed. In analyzing her perspective of technology, I was able to inform her practices regarding content and delivery, which included coaching of the use of Simplicity TV and Recordex and use of online journals in OneNote. This was accomplished through bi-weekly meetings to establish goals, in-class coaching, and completion of an After-Action form to debrief.
From completing this artifact, I learned how to assess a colleague’s views and goals concerning technology adoption and implementation, and how to describe my analysis and support of her goals through creation of a professional learning plan. To improve the process involved in creating this artifact, I would further analyze her responses in response to LoTi framework, and spend more time discussing the intended impact of technology integration on student achievement.
This artifact impacted faculty development in that I was able to work-on-one with a colleague in my field of art education to support her understanding and implementation of technology, as well as creation of lesson plans that reflect technology use. This impact can be assessed through actual technology use that reflects what was described in the plan, and through surveys or questionnaires that assess student engagement and achievement.
The Individual Teacher Technology Assessment (ITTA) was completed during ITEC 7460 as a professional learning experience in which I partnered with a colleague to assess and improve upon technology use in her classroom. Although the mentoring was conducted individually, I collaborated with other students in the ITEC program to build the Needs Assessment Survey to address levels of technology use, as well as an Adopter Survey to better understand the colleague’s adopter category. The ITTA consists of survey results and a narrative that describes the process of conducting the needs assessment.
This artifact demonstrates my ability to conduct a needs assessment to determine school-wide, faculty, grade-level, and subject area strengths and weaknesses. The needs assessment consisted of a Levels of Technology Use Survey that included questions related to student use of technology inside and outside of the classroom, and an Adopter Survey that requested information concerning views and perspectives of emergent technology, including willingness to implement.
This artifact demonstrates my ability to use the needs assessment to inform the content and delivery of the technology-based professional learning program. Based upon the needs assessment, I was able to determine the technology level of use and willingness to change for the teacher being assessed. In analyzing her perspective of technology, I was able to inform her practices regarding content and delivery, which included coaching of the use of Simplicity TV and Recordex and use of online journals in OneNote. This was accomplished through bi-weekly meetings to establish goals, in-class coaching, and completion of an After-Action form to debrief.
From completing this artifact, I learned how to assess a colleague’s views and goals concerning technology adoption and implementation, and how to describe my analysis and support of her goals through creation of a professional learning plan. To improve the process involved in creating this artifact, I would further analyze her responses in response to LoTi framework, and spend more time discussing the intended impact of technology integration on student achievement.
This artifact impacted faculty development in that I was able to work-on-one with a colleague in my field of art education to support her understanding and implementation of technology, as well as creation of lesson plans that reflect technology use. This impact can be assessed through actual technology use that reflects what was described in the plan, and through surveys or questionnaires that assess student engagement and achievement.