Research Results
Report on IMYM7 Pilot Teachers' Information and Communication Technology Literacy
Prepared by Distance Learning and Information Technologies Unit, Program Development Branch, Manitoba Education and Early Childhood Learning p
Interpretation and Profiles
| Hypermedia | Spreadsheet use |
| Graphics use | Basic computer operation |
| Internet research | File Management |
| Email use | Word Processing |
| Videography/Video editing | Networking |
| Information searching | Database use |
The following section is an interpretation of the differences observed between the raw scores on the Entrance Assessment and the raw scores on the Exit Assessment for each of the twelve ICT skill areas in the rubric. It also includes charts illustrating the profile for each ICT skill area.
Pilot teachers reported the greatest overall improvement of ICT skills in the area of hypermedia. By the end of the IMYM7 pilot year, eighty-one percent of teachers reported being at the Exemplary level in hypermedia skills as compared with only 10% at the beginning of the year (see Table: Number of IMYM7 Pilot Teachers at each ICT Skill Level; see Table: Percentage of IMYM7 Pilot Teachers at each ICT Skill Level). A dramatic change in skill levels occurred in two-thirds of the teachers who first reported to be at the Beginning or Developing level in their skills for hypermedia. These same teachers later reported being at the Exemplary level in hypermedia skills (see Table: Self-reported Increase in Level of IMYM7 Pilot Teachers' ICT Literacy from April 1999 to May 2000). The Exemplary skill level was defined as being able to use hypermedia for their own classroom presentations and also having taught students to create hypermedia presentations (see Appendix Part XI).
In the area of graphics use, only one-third of teachers felt their use of graphics was at the Exemplary level at the beginning of the project. By the end of the year, 86% of pilot teachers felt their use of graphics skills was at the Exemplary level (see Table: Number of IMYM7 Pilot Teachers at each ICT Skill Level; see Table: Percentage of IMYM7 Pilot Teachers at each ICT Skill Level). Thirty-eight percent of teachers who reported being at the Accomplished level in graphics use at the start of the project, reported being at the Exemplary level by the end of the project (see Table: Self-reported Increase in Level of IMYM7 Pilot Teachers' ICT Literacy from April 1999 to May 2000). Exemplary use of graphics was defined as not only being able to use and create their own graphics but also having taught students to create and use graphics to improve their communications (see Appendix Part VII).
Pilot teachers also reported major improvements in their ICT skills in the areas of Internet research and email use (see Table: Number of IMYM7 Pilot Teachers at each ICT Skill Level; see Table: Percentage of IMYM7 Pilot Teachers at each ICT Skill Level; see Table: Self-reported Increase in Level of IMYM7 Pilot Teachers' ICT Literacy from April 1999 to May 2000). By the end of the IMYM7 project all pilot teachers believed they were able to make efficient use of web-based search engines to explore educational applications of the Internet. Most teachers also identified themselves as regular users of email for accessing professional information from list servs, and as active participants in online discussions (see Appendix Part IX; see Appendix Part X).
Another dramatic increase in ICT skill levels occurred in over one third of pilot teachers who first reported to be at the Beginning level in their skills in using multimedia peripherals such as digital cameras for videography and video editing. These same teachers later reported being at the Exemplary level in this area (see Table: Self-reported Increase in Level of IMYM7 Pilot Teachers' ICT Literacy from April 1999 to May 2000). Over 80% of all pilot teachers were able to digitize still images and video and use video editing software to create a video clip to insert into hypermedia presentations (see Appendix Part XII).
Overall, at the end of the pilot training, 71% of the pilot teachers rated themselves at the Exemplary level in the area of information searching skills. This is a 42% increase from those rating themselves at the Exemplary level at the start of the project (see Table: Percentage of IMYM7 Pilot Teachers at each ICT Skill Level). These teachers were able to incorporate logical search strategies into their inquiry and to teach their students to do so as well (see Appendix Part VIII).
Self-assessed ratings of ICT skill level in using spreadsheets formed more or less a bell curve at the start of the IMYM project (blue bars) . By the end of the project the ratings had all shifted toward the Exemplary level. Over 70% of pilot teachers were able to use spreadsheets to store, analyze, and graph data (see Table: Percentage of IMYM7 Pilot Teachers at each ICT Skill Level). Training to improve spreadsheet skills was the responsibility of the school division Productivity Tool Training Person on an as needed basis (see Appendix Part V).
Basic computer operation/File management/Word processing
Most teachers identified themselves as already possessing skills in basic computer operation, file management, and word processing at the Accomplished level at the beginning of the project and many reported no change in these areas. (see Appendix Part I; see Appendix Part II; see Appendix Part IV). Training in these areas was the responsibility of the school division Productivity Tool Training Person on an as needed basis. By the end of the IMYM7 year, all 21 teachers reported being at the Accomplished and/or Exemplary levels in the areas of basic computer operation, file management and word processing skills. Pilot teachers most often reported no change in their ICT skill levels in these three areas (see Table: Number of IMYM7 Pilot Teachers at each ICT Skill Level and Table: Percentage of IMYM7 Pilot Teachers at each ICT Skill Level; see Table: Self-reported Increase in Level of IMYM7 Pilot Teachers' ICT Literacy from April 1999 to May 2000).
Overall, many pilot teachers, through experience in using their classroom network, became more comfortable operating their network. At least two-thirds were able to troubleshoot and correct simple technical problems and could add or remove devices from their classroom network (see Appendix Part III). Training in this area was the responsibility of the school division Productivity Tool Training Person on an as needed basis.
Although there was a low percentage of change reported at the Exemplary level for database use skills, almost half of the pilot teachers reported improving one level (see Table: Percentage of IMYM7 Pilot Teachers at each ICT Skill Level). Most teachers (29%) reported moving from the Beginning level to the Developing level (see Table: Self-reported Increase in Level of IMYM7 Pilot Teachers' ICT Literacy from April 1999 to May 2000). Of the seven teachers who reported no change in their database skills during the project, two teachers remained at the beginning level, one at the developing level and one at the accomplished level. Three teachers had already reported being exemplary at the start of the project. Training to improve database skills was the responsibility of the school division Productivity Tool Training Person on an as needed basis. (see Appendix Part VI).
