Research Results
ICT Application and Integration by Teachers Beginning to Implement the IMYM Model
Prepared by Distance Learning and Information Technologies Unit, Program Development Branch, Manitoba Education and Early Childhood Learning
Analysis of Teachers' Self-reported Skills in Using ICT Applications
Ninety-nine percent of teachers identify themselves as already possessing some skills in basic computer operation (see Appendix A Part I). Three quarters of the teachers rated themselves at the Accomplished and Exemplary levels. At the Accomplished level, they can set-up computer and peripheral devices, as well as load software, print, and use most of the operating system tools such as the scrapbook, clock, find command, and trash can. They can also run two programs simultaneously and have several windows open at the same time. At the Exemplary level, these teachers can customize the look and sounds of their computer and feel confident enough to teach students basic computer operations.
Sixty-one percent of teachers identify themselves at the Accomplished level in file management skills (see Appendix A Part II). At this level, these teachers have a filing system for organizing their electronic files quickly and reliably. They also back up their files on a regular basis. More teachers rate themselves at the Accomplished level for this skill than for any other ICT literacy skill.
Most teachers (65%) place themselves at the Developing level for networking skills (see Appendix A Part III). At this level, they can use a computer network to store files and to access a printer. More teachers rate themselves at the Developing level for this skill than for any other ICT literacy skill. Almost one-fifth of teachers (17%) have no knowledge of computer network operation (Beginning level). Very few teachers are able to troubleshoot network problems (Accomplished level) or have set up their own classroom network (Exemplary level).
Many teachers identify themselves at the Accomplished or Exemplary levels for word processing skills (see Appendix A Part IV). At the Accomplished level, 43% of teachers agree that they use a word processor for nearly all their written professional work and home communication. They can edit, spell check, and change the format of a document, as well, they feel their work looks professional. At the Exemplary level 43% of teachers can use the word processor not only for their own work, as described in the Accomplished level, but also have taught students to use it for all stages of the writing process. More teachers rate themselves at the Exemplary level for this skill than for any other ICT literacy skill.
Sixty-nine percent of teachers place themselves either at the Beginning or Developing levels of spreadsheet use skills (see Appendix A Part V). These teachers either have never used a spreadsheet, or can create only a simple spreadsheet that adds a column of numbers used to keep track of student grades. Nearly one-quarter of teachers (22%) indicate that they are able to use labels, formulas and cell references in their spreadsheets. They can also change the format by changing column widths and text style and make a simple graph or chart. Less than 10% of teachers believe they are able to teach their students how to use a spreadsheet.
Over half the teachers (57%) have never used a database (Beginning level) (see Appendix A Part VI). Less than a third (30%) of teachers rate themselves at the Developing level of database use skills. At the Developing level, these teachers understand the use of a database and can locate information within one that has been pre-made. They can also add or delete data and can sort and print the information in layouts that are useful to them.
Many teachers (79%) place themselves at either the Beginning or Developing level of electronic concept mapping skills (see Appendix A Part VII). These teachers either do not use concept mapping software or they understand how to use concept mapping software only for creating simple concept maps and outlines in preparation for writing. Few teachers know how to use concept mapping software as a note-taking and organizational tool or are able to customize the symbols, links and layout of their concept maps (Accomplished level) or can teach their students how to use concept mapping software (Exemplary level).
More than half (57%) the teachers place themselves at either the Beginning or Developing level for graphics and animation skills (see Appendix A Part VIII). These teachers either do not use graphics in their word processing or presentations or can create only simple graphics with paint and draw programs. At the Accomplished level, many teachers (37%) can use clipart and can create simple original graphics in paint, draw, and word processing applications. They can also edit clipart, apply drawing tools, and use the clipboard to take graphics from one application for use in another.
More than half of teachers (55%) identify themselves at the Developing level for information searching skills (see Appendix A Part IX). At the Developing level, teachers can conduct simple searches with electronic encyclopedias and library software for major topics. One quarter of teachers are able to conduct more complex searches using Boolean (logical) operators such as 'and' 'or' (Accomplished level). Fourteen percent of teachers can teach their students the techniques and power of electronic searching.
Forty-five percent of teachers place themselves at the Accomplished level for Internet searching skills (see Appendix A Part X). These teachers are able to make efficient use of a variety of search engines as well as to use lists of Internet resources to explore educational applications of the Internet. They can evaluate the source of information and its URL, to assess validity. There are many teachers (39%) who can use a web browser but spend little time doing so (Developing level). Only 15% of teachers teach their students to conduct efficient and effective Internet research, respect copyright, and reference their sources.
Eight-seven percent of teachers place themselves at either the Beginning level or Developing level of web page creation skills (see Appendix A Part XI). More teachers rated themselves at the Beginning level for this skill than for any other ICT literacy skill. These teachers have never created a web page. At the Developing level, teachers have created a simple single web page with graphics and Internet and mail-to links. Few teachers (7%) have created a classroom website or use it to communicate with students and parents (Accomplished level) and even fewer (6%) have created a classroom website that links to student work or have taught their students how to make their own simple web page (Exemplary level).
More than half of teachers (53%) place themselves at either the Beginning or Developing level for email use skills (see Appendix A Part XII). These teachers either do not use email (Beginning level) or they understand that there is a large quantity of information available to them via electronic mail but only occasionally send messages or make requests for information (Developing level). Although, over a third of teachers check their email account on a regular basis and use email to access professional information from listservs and participate in online discussions, few teachers involve their students in using email to learn (Exemplary level).
Almost three-quarters of teachers (72%) place themselves at either the Beginning or Developing level of multimedia skills (see Appendix A Part XIII). These teachers have either never created their own multimedia presentation (Beginning level) or they are able to create only a simple multimedia presentation integrating text and graphics (Developing level). Nineteen percent of teachers, likely the early adopters, indicate that they are able to teach their students how to create their own multimedia presentations (Exemplary level).
Over half the teachers place themselves at the Beginning level of digital imaging skills (see Appendix A Part XIV) and have never connected a digital camera to a television or to a computer. One-quarter of teachers can connect a digital camera to a computer to download digital images and can alter these images by cropping, rotating and resizing (Developing level). Of the remaining teachers, a few (10%) teachers are able to import digital images into word processing documents, concept maps and multimedia presentations (Accomplished level) and another 11% have taught their students to do so (Exemplary level).
Half the teachers place themselves at the Beginning level of videography/video editing skills (see Appendix A Part XV) because they have never connected a digital camera to a VCR, television, or computer. Of the remaining teachers, 43% have connected a video camera and VCR to a televison in order to display the video image on the TV monitor (Developing level) but have not used video editing software themselves and have not taught their students how to create and edit their own video presentations.
