for the 8th or 9th grade
Provided by Washington’s
Educational Technology Support Center Program
Teacher Guide for Technology Literacy Survey Page 1
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 firstname.lastname@example.org.
Teacher Guide for Technology Literacy Survey Page 2
PART 1: BACKGROUND INFORMATION
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:
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.
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
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.
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
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
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