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					                                               TEACHER
                                               GUIDE
                                               for the 8th or 9th grade
                                               TECHNOLOGY
                                               LITERACY
                                               SURVEY




Provided by Washington’s
Educational Technology Support Center Program




Teacher Guide for Technology Literacy Survey                              Page 1
Introduction:
This guide has been prepared for teachers of eighth (or in some cases ninth) graders as
they get ready to administer the Technology Literacy Survey using the online survey tool
provided by PILOT. It includes background information, helpful suggestions, and step-by-
step instructions on the use of the PILOT tool.

If you have questions or concerns about the Technology Literacy Survey, please contact
your district technology director.

If you would like to report any malfunctions of the PILOT tool as it is used for this survey,
please contact Anne Allen, Director of the Washington Educational Technology Development
Center, at (425) 917-7939 or e-mail her at aallen@psesd.org.




Teacher Guide for Technology Literacy Survey                                            Page 2
PART 1: BACKGROUND INFORMATION

Purpose:
The purpose of this survey is to assess the technological literacy of 8 th or 9th grade students. The
results of this survey may be used by schools in the State of Washington to demonstrate compliance
with Title II, Part D of No Child Left Behind.


Relationship to the Tiered Model of Technology Use:
The questions are based upon Washington’s Tiers of Technology Literacy, which are listed below:


            Tier 1:
            Students use technology primarily for completing school work and for personal
            use. They know how to connect and use a wide variety of devices with their
            computer, such as a mouse, keyboard, digital camera, etc. They also
            understand how and where to save their files, and how to connect the
            computer to a network. They are acquainted with the ethical use of
            technology, such as the guidelines in your district’s Acceptable Use Policy.

            In this tier, students use basic software, such as word processors and
            spreadsheets, to create documents for their assignments, and can use basic
            features of those programs, such spell checkers, thesaurus, charts and clip art,
            as they work on their assignment. They can keyboard at a minimum level. And
            they can apply search strategies to find information online.


            Tier 2:
            In addition to the skills identified in Tier 1, this tier involves students using
            technology for research and/or public presentations. In Tier 2, students select
            and use technology and telecommunications tools and resources to collect,
            evaluate and manage information, and to report results. They use technology
            to solve problems, and to create, publish and present products for an assigned
            project. They know how to evaluate the accuracy and relevance of information
            found online.

            In this tier, their use of the technology demonstrates that they understand
            issues related to the acceptable and responsible use of technology, such as
            privacy, security, copyright, file sharing, plagiarism and personal safety.


            Tier 3:
            Building on the competencies in Tiers 1 and 2, students in this tier use
            technology for authentic problem-solving and creating products. Students
            identify the essential question for their problem, and select specific
            technology and telecommunications tools to gather data, visualize information
            and/or conduct investigations, and then work individually or collaboratively to
            share their ideas with others, using a variety of media formats.

            Tier 3 students use strategies for identifying, solving and preventing hardware
            and software problems. They evaluate the appropriateness and potential bias
            of information from a variety of electronic sources. And they demonstrate a
            deep understanding of ethical behaviors for using copyrighted media, and
            analyze the consequences of the unethical use of information and
            communication technology.




Teacher Guide for Technology Literacy Survey                                                      Page 3
PART 2: THINGS TO CONSIDER IN PREPARING TO ADMINISTER THIS SURVEY

In some cases, this survey will be given to 8th graders at the middle school level. In other cases, it will
be given to 9th graders at the middle or high school levels. And still other cases will see 8 th or 9th
graders taking this survey in a K-12 school. Regardless of your school’s configuration, there will be
specific questions that will need to be answered in the planning process for administering this survey.
Who will administer the survey to the students? How will you make sure that all students have the
opportunity to take it? How will you ensure that your learning disabled or non-English speaking
students will be able to take this survey with confidence?

In an effort to help your school get organized for this survey, the following steps are suggested:

        1. A plan should be made in collaboration with the district technology director to
           identify the teachers that will be assigned to administer the survey to the
           students. When the district technology director has not assigned the teachers
           for this task, then it is up to the building to determine the teacher(s) that will
           administer the survey. It is recommended that (1) a teacher that sees all 8th or
           9th graders (such as a computer lab teacher or a librarian) should administer
           this survey, or (2) subject-alike teachers (such as all 8th grade English
           teachers) should administer the survey.

        2. The teacher or teachers who will be administering the survey will need to get
           the students’ password from their district technology director.

        3. If more than one teacher in a building is administering this survey, then all of
           the teachers involved should meet before the students take it in order to make
           sure that they all have the same understanding of what is involved. Possible
           discussion topics include the use of the PowerPoint orientation presentation for
           students (see Step #4 below), assistance for ELL and LD students, etc., what
           the students should do when they finish taking the survey, etc.

                 a.   If your school has a high number of ELL students, develop a plan for
                      how the survey will be interpreted to them. It is recommended that an
                      interpreter that is involved in helping the students understand the
                      survey should understand educational technology well enough to
                      translate the nature, meaning and intent of each survey question.

                 b.   For learning disabled or physically handicapped students, options
                      include pairing the LD student with a student mentor, or having the
                      students take the survey one on one with a teacher or parent
                      volunteer.

        4. Be aware that there are two PowerPoint orientations available to help students
           prepare to take the survey.

                 a.   One is available for download on OSPI’s web site at
                      http://www.k12.wa.us/EdTech/literacyassess.aspx. It is called
                      Student Orientation for Technology Literacy Survey. It is meant to be
                      presented by the teacher and discussed with the students immediately
                      before the students take the survey. The teacher can print out the
                      notes pages that provide a script.

                 b.   The other PowerPoint orientation slideshow is available for the
                      students to view from the survey’s web site. It covers the same
                      information as the one that the teacher would present, but this one
                      was created for students to read independently.




Teacher Guide for Technology Literacy Survey                                                         Page 4
        5. The teacher(s) administering the survey should make a plan to ensure that all
           8th or 9th grade students complete the online survey.

        6. The beta test of this survey indicated that most students can complete this
           online survey in less than 15 minutes. Therefore, reserve a computer lab for
           enough time to allow all students in a class to complete the survey within that
           amount of time. (Allow extra time if you will be presenting the survey
           introduction in the lab, as well. See step #1 below for the survey introduction.)


PART 3:    STEP-BY-STEP INSTRUCTIONS FOR ADMINISTERING THE SURVEY

          1. Before the survey, it is important to introduce the survey to them. Before the
             students take the survey, conduct an “orientation” for them, using the
             PowerPoint presentation entitled “Technology Literacy Survey Orientation.”
             The ideas that are important to convey to the students on each slide can be
             found and printed on the Notes pages.

          2. Once students are seated at their computers, have them open their Internet
             browser and go to http://www.edtech.wednet.edu/pilotjr/. Again, review the
             opening screen, the legend, and the definitions.

          3. Remind the students that in this survey, there are no right or wrong
             answers. They need to think carefully about how they use technology for
             their own learning purposes, and select the response for each question that
             best describes their use.

          4. Remind them to not expect a score or a summary at the end of the survey. It
             is important that they understand that this survey is anonymous, and that
             their responses will go into a “pool” of responses that will help develop a
             school profile of technology literacy.

          5. For classroom management purposes, tell them what they are to do if they
             complete the survey earlier than the other members of the class.

          6. Ask the students if they have any questions.

          7. Allow the students time to take the survey.


PART 4:     NEXT STEPS

This survey is intended for each 8th or 9th grade student to only take it one time. As a result, you
should contact your district administrator of this survey after the specified period of time allotted, and
ask him/her to change the password.

If you are interested in seeing the school profile of Technology Literacy that is generated as a result of
your students’ participation in the survey, please contact your building’s PILOT coordinator. If you are
not sure who that is, contact your district technology director.




Teacher Guide for Technology Literacy Survey                                                        Page 5

				
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