5.1 Needs Assessment
Candidates conduct needs assessments to determine school-wide, faculty, grade-level, and subject area strengths and weaknesses to inform the content and delivery of technology-based professional learning programs. (PSC 5.1/ISTE 4a)
Artifact: Individual Teacher Technology Assessment
Reflection:
I had the opportunity to develop and administer two surveys in my ITEC 7460 (Professional Learning & Technology Innovation) course. The first survey was a Teacher Technology Use Assessment that was used to determine the technology training that my colleague needed. The second survey was an Adopter Level Survey that was used to tell how willing someone is to implement a new technology initiative. This artifact details the interview that I conducted after administering the two surveys to my colleague. It also showcases the beginning of our peer coaching relationship that turned her classroom learning environment, one enriched with technology.
Standard 5.1 states, “Candidates conduct needs assessments to determine school-wide, faculty, grade-level, and subject area strengths and weaknesses to inform the content and delivery of technology-based professional learning programs.” I was able to conduct a needs assessment by administering two surveys and leading an interview with one of my colleagues to determine strengths and weaknesses for integrating new forms of technology within her classroom. The information from the surveys and interview gave me essential data on how I can support her in adopting new technology for her classroom.
Creating this artifact gave me the chance to develop my very first technology use survey and adopter level survey. In the process, I learned how to use Google Forms. Completing this artifact also gave me the chance to build a partnership with a colleague and serve as an instructional technology coach. If I were to change the process of this artifact, I would have tried to coach a small group of teachers whose data indicated similar strengths and weaknesses.
The work that went into creating this artifact impacts both faculty and students. The coaching experience allowed me to assist my peer in providing a high-quality learning experience for her students. By the same token, students were challenged to use higher-order thinking skills and problem-solving skills.
I had the opportunity to develop and administer two surveys in my ITEC 7460 (Professional Learning & Technology Innovation) course. The first survey was a Teacher Technology Use Assessment that was used to determine the technology training that my colleague needed. The second survey was an Adopter Level Survey that was used to tell how willing someone is to implement a new technology initiative. This artifact details the interview that I conducted after administering the two surveys to my colleague. It also showcases the beginning of our peer coaching relationship that turned her classroom learning environment, one enriched with technology.
Standard 5.1 states, “Candidates conduct needs assessments to determine school-wide, faculty, grade-level, and subject area strengths and weaknesses to inform the content and delivery of technology-based professional learning programs.” I was able to conduct a needs assessment by administering two surveys and leading an interview with one of my colleagues to determine strengths and weaknesses for integrating new forms of technology within her classroom. The information from the surveys and interview gave me essential data on how I can support her in adopting new technology for her classroom.
Creating this artifact gave me the chance to develop my very first technology use survey and adopter level survey. In the process, I learned how to use Google Forms. Completing this artifact also gave me the chance to build a partnership with a colleague and serve as an instructional technology coach. If I were to change the process of this artifact, I would have tried to coach a small group of teachers whose data indicated similar strengths and weaknesses.
The work that went into creating this artifact impacts both faculty and students. The coaching experience allowed me to assist my peer in providing a high-quality learning experience for her students. By the same token, students were challenged to use higher-order thinking skills and problem-solving skills.