Blank Template - Technology Profile - Growth Overview
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Dimensions of Classroom ApplicationEntryModification and Redefinition (Sum)*Devices Arrived at Hadfield in Fall 2015
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# Staff with Completed Surveys** Growth data is measured spring to spring
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Spring 2014Spring 2016Fall 2016Spring 2017Spring 2014Spring 2016Fall 2016Spring 2017
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General PracticesWhat does this data tell us?
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Curriculum and InstructionThis data is compromised of a series of questions that determine a teacher's comfort with using the technology identified in their professional life, in their classroom instruction, and the regularity with which they give students a chance to use this technology in their classroom.
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Assessment
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Communication and Collaboration
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Media
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Productivity
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Research
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Professional Learning Preferences for Learning to Use TechnologyStrongly DisagreeAgree and Strongly Agree
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Spring 2014Spring 2016Fall 2016Spring 2017Spring 2014Spring 2016Fall 2016Spring 2017
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Face-to-face courses/workshopsWhat does this data tell us?
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Online courses/workshopsWe use this data to determine the most preferred methods of delivering professional learning (focused on the use of technology in the classroom) opportunities to a staff. This data also shows us how our learning preferences shift over time as new methods for professional learning become available.
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Hybrid courses/workshops (both online and face-to-face components)
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Informal, self-driven learning without technology (reading journals, discussions with colleagues, book clubs)
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Informal, self-driven learning with technology (web searches, reading blogs/websites of other educators, participating in online communities pertinent to your teaching)
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Peer coaching and mentoring
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Experts/specialists coaching/mentoring
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Student provided coaching/mentoring
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School Technology SupportStrongly DisagreeAgree and Strongly Agree
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Spring 2014Spring 2016Fall 2016Spring 2017Spring 2014Spring 2016Fall 2016Spring 2017
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School-wide student assessment strategies use digital resources and technology.What does this data tell us?
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School leadership supports me in my classroom technology use.This data helps us to determine if there are barriers that may hinder technology use at the building level. If staff members believe technology is unavailable, unreliable, or if they feel they are not supported in learning to use the technology, they will often avoid using the tools for instruction
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School leadership supports regular communication and collaborative opportunities to discuss classroom technology use.
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Teachers in my school support each other in effective technology use.
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Our school leaders support risk-taking in using technology for teaching and learning.
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Our school has sufficient technology for student use.
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Our school has good technology and digital resources.
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Our school wireless network is reliable.
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District Technology Support
Strongly DisagreeAgree and Strongly Agree
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Spring 2014Spring 2016Fall 2016Spring 2017Spring 2014Spring 2016Fall 2016Spring 2017What does this data tell us?
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The district provides long-term/sustained professional development for integrating technology into teaching and learning.This data helps us to determine if there are barriers that may hinder technology use at the district level. If staff members believe there is no vision for the use of technology, if they believe that there are not adequate resources and supports for using technology, then they may be unlikely to utilize the tools for instruction.
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The district encourages schools to learn from each other about best practices for the use of technology in teaching and learning.
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The district provides adequate resources for maintaining, renewing and using technology.
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The district has a clearly articulated vision for teaching, learning and technology that is shared among schools and with the community.
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The district does a good job supporting a technology integrated curriculum.
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Blackboard ImplementationStrongly DisagreeAgree and Strongly Agree
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Spring 2014Spring 2016Fall 2016Spring 2017Spring 2014Spring 2016Fall 2016Spring 2017
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Blackboard is a critical tool for collaborating with my colleagues and other professionals across the district.What does this data tell us?
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Blackboard is the primary way my colleagues and I exchange documents and other professional resources.This series of questions is a graduated scale that moves from professional use of Blackboard to student use of Blackboard. It is assumed that most technology adoption starts with teacher adoption of the tools and shifts to student use of the tool as teachers become more familiar with the tools.
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I feel comfortable in my ability to efficiently post resources in a Blackboard course for professional use.
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Blackboard favorably enhances instruction for students in my classroom
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Blackboard is a critical element within my instructional practice.
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My students utilize Blackboard for more interactive activities, such as blogging, conversing, or collaboratively working.
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I am in need of additional professional development resources to better utilize Blackboard as an instructional tool.
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Google Apps Implementation
Strongly DisagreeAgree and Strongly AgreeWhat does this data tell us?
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Spring 2014Spring 2016Fall 2016Spring 2017Spring 2014Spring 2016Fall 2016Spring 2017This series of questions is a graduated scale that moves from professional use of Google Apps for Education to student use of Google Apps for Education. It is assumed that most technology adoption starts with teacher adoption of the tools and shifts to student use of the tool as teachers become more familiar with the tools.
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I efficiently use Gmail for professional electronic communications.
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I maintain at least one Google Calendar with up-to-date meetings and events with ease.
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Creating a Google Document is a regular task for me.
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I share documents and resources with my colleagues via Google Docs/Drive regularly.
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I share documents and resources with my students via Google Docs/Drive regularly.NANA
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Google applications, such as Gmail, Calendar, Drive/Docs, Sites, or Blogger are valuable tools in my interaction with students.
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The introduction of Google applications has transformed my instructional practice.
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My students use Google Applications to collaborate with each other on school focused work.
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My students use Google applications as a tool to convey what they have learned.NANA
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I am in need of additional PD to better utilize Google Apps
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Technology and LiteracyStrongly DisagreeAgree and Strongly AgreeWhat does this data tell us?
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Spring 2014Spring 2016Fall 2016Spring 2017Spring 2014Spring 2016Fall 2016Spring 2017As the district become increasingly focused on literacy development over the past few years, this series of questions was introduced to determine how technology was being used in literacy instruction to assist with annotation of text, reading electronic text on the iPad, and using the features available in iBooks to make customized electronic text more engaging.
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I am aware of tools available on the iPad that will support our focus on improving student literacy.NANA
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I am capable of using tools on the iPad to engage students in literacy-focused lessons and workNANA
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Students use the iPad to read written text in my classroom.NANA
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Students use the iPad to engage with (annotate, dissect, collaborate, question) written content in my classroom.NANA
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I am aware that iBooks Author can help me to create structured, engaging, and personalized content that will support my literacy-focused lessons.NANA
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I am able to utilize iBooks Author to create learning resources and texts that are supportive, engaging, and annotatable when consumed on the iPad.NANA
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Workflow and Core AppsStrongly DisagreeAgree and Strongly AgreeWhat does this data tell us?
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Spring 2014Spring 2016Fall 2016Spring 2017Spring 2014Spring 2016Fall 2016Spring 2017First introduced in Fall of 2016 and enhanced in Spring 2017, this data is intended to determine if teachers have a delivery system for providing electronic resources to students and collecting electronic work from them. We are also interested in teacher use of core apps, which are apps that are available to all students and staff and provide a consistent platform for students to demonstrate what they know in creative and collaborative ways.
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I have established a system for sharing digital resources with and collecting digital work from my students.NANANANA
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I am confident in my ability to utilize several of the core apps provided to staff and students.NANANANA
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Casper Focus and/or Apple Classroom are useful tools in managing student iPads in my classroom.NANANANANANA
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Casper Focus and/or Apple Classroom are useful tools in managing student iPads in my classroom.NANANANANANA
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I know how to set up Casper Focus and/or Apple Classroom classes.NANANANANANA
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SAMRStrongly DisagreeAgree and Strongly Agree
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Spring 2014Spring 2016Fall 2016Spring 2017Spring 2014Spring 2016Fall 2016Spring 2017What does this data tell us?
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I have heard the term "SAMR" in my professional practice.NANASAMR provides a common language for all staff members across a building to discuss the quality of technology use as it relates to instructional practice, regardless of the staff member's tech knowledge or comfort. This series of questions is a graduated scale that moves from a staff members awareness of SAMR to their ability to assess instructional practices and apply SAMR to their own instructional planning.
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I understand the connection between SAMR and technology integration in the classroom.NANA
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[I can explain the progression through the four levels of the SAMR framework.NANA
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I can determine where a specific use of technology (along with instructional practice) falls on the SAMR framework.NANA
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[I use the SAMR framework to guide my instructional planning/decisions.NANA
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