This self-assessment will help you and your technology
mentor to develop an individual professional growth plan
to increase your pedagogical skill in integrating ICT
with your classroom practice. It will also help you to
determine areas in which you might continue to learn and
practice in a self-directed manner. Please judge your
competency level in each of the following areas by checking
the box that best describes your current skill level.
(Be honest, but be kind!)
Self-Assessment of Pedagogical Skills in Integrating ICT with Curriculum and Classroom Practice
|
Pedagogical Skill |
Beginning |
Developing |
Accomplished |
Exemplary |
| I. Using Educational
Software |
 I
do not use educational software as part of my instruction
and I am not aware of any titles that may help my
students meet their learning goals. |
I
use some educational software as an instructional
supplement, as a reward, or for children with special
needs. |
I
use educational software (such as drill and practice,
simulations, tutorials) that have been evaluated as
learning resources that match outcomes in Manitoba
Foundation for Implementation documents. I use these
resources to provide experiences otherwise unavailable
to my students. |
I
seek out new educational software for evaluation and
adoption. I access sources of software reviews and
keep current on developments in educational technologies
through professional reading and conference attendance.
I share my findings with my colleagues. |
| II.
Using
information and communication technology to improve
student writing |
I
am not familiar with any technologies that would allow
me to help my students improve their writing skills. |
I
ask that the final draft of some student writing assignments
be word processed. I do not expect or encourage my
students to compose or edit using the computer. |
I
help students use the computer in all phases of the
writing process from brainstorming to concept mapping
to writing and editing. This includes the use of portable
computers, outlining and concept mapping tools, spelling
and grammar checkers, and desktop publishing tools. |
I
store portfolios of my students' work electronically.
I share successful strategies with colleagues through
print and electronic publishing and through conference
presentations and workshops. I look for specific technology
tools to help my students improve their writing skills. |
| III.
Teaching information literacy skills
using resource-based learning |
I
am not familiar with the term information literacy,
and I do not yet know why such skills are important. |
As
a part of my instructional strategies, I have students
do resource-based learning projects in which information
literacy skills are integrated. My students use electronic
resources in the resource-based learning process. |
I
collaaborate with the teacher-librarian or other classroom
teachers. I desgin resource-based learning projects
so that they require higher-level thinking skills,
use and cite electronic information sources, require
the use of computer productivity software, and are
authentically assessed. |
I
am actively involved in curriculum implementation
teams and advocate for interdisciplinary units and
learning experiences that require information literacy
skills and resource-based learning. I share successful
units with colleagues through print and electronic
publishing and through conference presentations and
workshops. |
| IV. Teaching
information literacy skills using primary sources |
When
asking students to do research, I expect them to only
use secondary resources such as books, magazines,
or reference materials. |
As
part of my instructional strategies I include student
projects that require the collection and use of original
data. I generally can predict the outcome of such
experiments or surveys. |
I
have my students participate in information literacy
projects that require the collection of original data
to answer a genuine question. They use a variety of
tools to collect data, such as computerized probes
and sensors, online surveys, interviews, or digitized
sources of historical records. I teach my students
to use spreadsheets and databases to record, organize,
analyze and communicate the results. |
I
am actively involved in curriculum implementation
teams and advocate for interdisciplinary units and
learning experiences that require information literacy
skills and the use of primary sources of data. I share
successful strategies with other teachers through
print, electronic publishing, conference presentations,
and workshops. |
| V.
Modifying instructional approach |
I
rely on one or two effective methods of delivering
content to my students. I do not use technology that
requires that I change my instructional methodology. |
I
have tried units or projects that have a technology
component, but I primarily use teacher-directed, whole
group instruction. Most of my use of technology with
students takes place in a computer lab. |
I
use a variety of instructional approaches and student
grouping strategies routinely throughout the year.
I can design learning experiences and approaches that
best fit curricular learning outcomes, student learning
styles, and the technology available to me. I can
use small groups working collaboratively in learning
centres to take advantage of student-to-equipment
ratios of greater than one-to-one. My students use
computers in my classroom. |
I
continuously try new approaches suggested by research
or observation to discover the most effective means
of using technology to engage my students and meet
curricular outcomes. I work with a team of like-minded
teachers either face-to-face or online to create,
modify, and improve my practices in instructional
delivery. |
| VI.
Assessing student performance |
I
evaluate my students' knowledge using objective written
tests only. |
I
evaluate some student performances or projects using
subjective criteria. I save some student work for
cumulative folders and parent conferences. I print
copies of electronic work such as word-processed documents,
graphics, and presentations for student portfolios
and parent conferences. |
I
use a wide range of assessment strategies to evaluate
student projects and performances. I can use technology
to help create assessment tools such as checklists,
rubrics, and benchmarks that help students assess
their own and their peers' performances and allow
me to objectively determine the quality of student
work. I ask students to keep both a physical and electronic
portfolio of their work. I have a computerized means
of aggregating performance data for my class that
I use to modify my instructional strategies. |
I
continuously try new strategies suggested by research
or observation to discover the most effective means
of using technology to help assess student learning.
I work with a team of like-minded teachers, in person
or virtually, to create, modify, and improve my assessment
practices. |
VII.
Individualizing instruction |
I
modify my instructional strategies only for students
with identified special needs. |
I
occasionally give my students a choice of assignments,
but all students in my class (unless they are in a
modified program) must achieve the same learning outcomes
within the same time frame. I do skill remediation
with students during or after school. |
With
the assistance of the student, parents, and specialists,
if required, I create a learning plan for each of
my students. I track the accomplishment of their learning
outcomes in each plan using a computerized tool. I
use this tool during parent conferences and for school
reporting. |
I
can customize the content and design of the computerized
planning and reporting tools that I use. I share my
strategies, for using technology to individualize
instruction, with my colleagues. |
| VIII. Using adaptive
technologies |
I
am not aware of how technology can help students with
physical or mental challenges. |
I
work with students who may bring with them special
devices that allow them to work and communicate in
the classroom. |
I
use technology when appropriate to help students with
special learning needs. This includes detailed IEPs
and specialized communications devices. |
I
provide professional learning opportunities for other
teachers in the use of adaptive technologies. |
| IX. Using
technology for professional learning and communication |
I
do not use information and communication technologies
for professional learning or communication. |
I
can find lesson plans and some educational research
in online databases. I correspond with parents and
other teachers using email. |
I
use the Internet and its online resources to obtain
research, teaching materials, and information related
to the content of my classes. I read electronic newsletters
and journals to keep current on educational practices.
I participate in electronic discussion groups and
chat rooms related to my area of expertise. I use
electronic presentation software when giving workshops
or speaking at conferences. I take part in distance
learning opportunities using technology. |
I
organize professional learning opportunities for other
teachers and feel comfortable teaching colleagues
how to use technology to enhance instruction. |
| X. Researching
and evaluating the use of technology in education |
I
have not attempted to determine whether the use of
instructional technology has made a difference in
my students' learning or in classroom climate. |
I
gather, use, and share with colleagues, anecdotal
information and observations about student use of
technology in my classroom. |
I
use action research to accurately determine how the
technology and methodology I am using affects how
my students learn and the climate of my classroom.
I use the results of other research to inform my own
classroom practice. |
I
participate in formal studies of the effects of technology
on student learning conducted by professional groups
and academics. I have designed such studies as part
of my own professional learning. I report electronically
and in print, the findings of my research, to other
professionals. |
*Adapted from Rubrics to
Guide Professional Technology Development by Doug Johnson,
Learning and Leading with Technology, Volume 28 Number
4, December/January 2000-2001
