Demographics

Name, Building, Grade Level

District

What do you perceive as your greatest obstacle to further using technology in your instructional setting?



PCU (Personal Computer Use)

Levels
  • How often are you (the teacher) using digital tools and resources during the instructional day?
  • I promote, monitor, and model the ethical use of digital information and technology in my classroom (e.g., appropriate citing of resources, respecting copyright permissions). (4/5/6)
  • I promote for my students the safe and legal use of digital tools and resources when I am delivering content and/or reinforcing their understanding of pertinent concepts using multimedia resources (e.g., PowerPoint, Keynote), web-based tools (e.g., Google Presentations), or an interactive whiteboard.
  • I participate in local and global learning communities to explore creative applications of technology toward improving student learning. (Level 7)


CIP (Current Instructional Practices)

Levels

Level 4

  • Problem-based learning occurs in my classroom because it allows students to use the classroom digital tools and resources for higher-order thinking (e.g., analyzing, evaluating, creating) and personal inquiry. (Level 4)

Level 5

  • My students use the digital tools and resources in my classroom primarily to increase their content understanding (e.g., digital flipcharts, simulations) or to improve their basic math and literacy skills (e.g., online tutorials, content-specific software).
  • How often are your students using digital tools and resources during the instructional day?
  • I continue to offer students learning activities that emphasize the use of digital tools and resources to solve "real-world" problems or issues, even though I sometimes experience issues during project implementation (e.g., student discipline problems, network errors, lack of time to plan the lessons, technical glitches). (Level )


LoTi

Level 0

At a Level 0 (Non-Use), the instructional focus can range anywhere from a traditional direct instruction approach to a collaborative student-centered learning environment. The use of research-based best practices may or may not be evident, but those practices do not involve the use of digital tools and resources.

The use of digital tools and resources in the classroom is non-existent due to (1) competing priorities (e.g., high stakes testing, highly-structured and rigid curriculum programs), (2) lack of access, or (3) a perception that their use is inappropriate for the instructional setting or student readiness levels. The use of instructional materials is predominately text-based (e.g., student handouts, worksheets).

Level 1

At a Level 1 (Awareness), the instructional focus emphasizes information dissemination to students (e.g., lectures, teacher-created multimedia presentations) and supports the lecture/discussion approach to teaching. Teacher questioning and/or student learning typically focuses on lower cognitive skill development (e.g., knowledge, comprehension).

Digital tools and resources are either (1) used by the classroom teacher for classroom and/or curriculum management tasks (e.g., taking attendance, using grade book programs, accessing email, retrieving lesson plans from a curriculum management system or the Internet), (2) used by the classroom teacher to embellish or enhance teacher lectures or presentations (e.g., multimedia presentations), and/or (3) used by students (usually unrelated to classroom instructional priorities) as a reward for prior work completed in class.

  • I use different digital media and formats (e.g, blogs, online newsletters, online lesson plans, podcasting, digital documents) to communicate information effectively to students, parents, and peers.
  • I use different technology systems unique to my grade level or content area (e.g., online courseware, Moodle, WAN/LAN, interactive online curriculum tools) to support student success and innovation in class.
  • I use my school's digital tools and resources primarily to access the Internet, communicate with colleagues or parents, grade student work and/or plan instructional activities for my students.

Level 2

At a Level 2 (Exploration) the instructional focus emphasizes content understanding and supports mastery learning and direct instruction. Teacher questioning and/or student learning focuses on lower levels of student cognitive processing (e.g., knowledge, comprehension) using the available digital assets.

Digital tools and resources are used by students for extension activities, enrichment exercises, or information gathering assignments that generally reinforce lower cognitive skill development relating to the content under investigation. There is a pervasive use of student multimedia products, allowing students to present their content understanding in a digital format that may or may not reach beyond the classroom.
  • My students and I use the digital tools and resources (e.g., interactive whiteboard, digital student response system, online tutorials) primarily to supplement the curriculum and reinforce specific content standards.
  • Students in my classroom use the digital tools and resources to create web-based (e.g., web posters, students blogs or wikis, basic webpages) or multimedia presentations (e.g., PowerPoint) to showcase digitally their research (i.e., information gathering) on topics that I assign more than for other educational users.


Level 3

At a Level 3 (Infusion), the instructional focus emphasizes student higher order thinking (i.e., application, analysis, synthesis, evaluation) and engaged learning. Though specific learning activities may or may not be perceived as authentic by the student, instructional emphasis is, nonetheless, placed on higher levels of cognitive processing and in-depth treatment of the content using a variety of thinking skill strategies (e.g., problem-solving, decision-making, reflective thinking, experimentation, scientific inquiry). Teacher-centered strategies including the concept attainment, inductive thinking, and scientific inquiry models of teaching are the norm and guide the types of products generated by students using the available digital assets.

Digital tools and resources are used by students to carry out teacher-directed tasks that emphasize higher levels of student cognitive processing relating to the content under investigation.

  • I use the digital tools and resources in my classroom to promote student creativity and innovative thinking (e.g., thinking outside the box, exploring multiple solutions).
  • I design and/or implement web-based projects (e.g., WebQuests, web collaborations) in my classroom that emphasize the higher levels of student cognition (e.g., analyzing, evaluating, creating).
  • I model and facilitate the effective use of current and emerging digital tools and resources (e.g., streaming media, wikis, podcasting) to support teaching and learning in my classroom.
  • I engage students in learning activities that require them to analyze information, think creatively, make predictions, and/or draw conclusions using the digital tools (e.g., interactive whiteboard, digital student response system) and resources (e.g., Inspiration/Kidspiration, Excel, InspireData) available in my classroom.
  • I provide multiple and varied formative and summative assessment opportunities that encourage students to "showcase" their content understanding in nontraditional ways.
  • I employ learner-centered strategies (e.g., communities of inquiry, learning stations/centers) to address the diverse needs of all students using developmentally-appropriate digital tools and resources.


Level 4a

At a Level 4a (Integration: Mechanical) students are engaged in exploring real-world issues and solving authentic problems using digital tools and resources; however, the teacher may experience classroom management (e.g., disciplinary problems, internet delays) or school climate issues (lack of support from colleagues) that restrict full-scale integration. Heavy reliance is placed on prepackaged materials and/or outside resources (e.g., assistance from other colleagues), and/or interventions (e.g., professional development workshops) that aid the teacher in sustaining engaged student problem-solving. Emphasis is placed on applied learning and the constructivist, problem-based models of teaching that require higher levels of student cognitive processing and in-depth examination of the content.

Students use of digital tools and resources is inherent and motivated by the drive to answer student-generated questions that dictate the content, process, and products embedded in the learning experience.
  • I continue to offer students learning activities that emphasize the use of digital tools and resources to solve "real-world" problems or issues, even though I sometimes experience issues during project implementation (e.g., student discipline problems, network errors, lack of time to plan the lessons, technical glitches).
  • Students' use of information and inquiry skills to solve problems of personal relevance influences the types of instructional materials used in my classroom. (and 4b)

Level 4b

At a Level 4b (Integration: Routine) students are fully engaged in exploring real-world issues and solving authentic problems using digital tools and resources. The teacher is within his/her comfort level with promoting an inquiry-based model of teaching that involves students applying their learning to the real world. Emphasis is placed on learner-centered strategies that promote personal goal setting and self-monitoring, student action, and issues resolution that require higher levels of student cognitive processing and in-depth examination of the content.

Students use of digital tools and resources is inherent and motivated by the drive to answer student-generated questions that dictate the content, process, and products embedded in the learning experience.
  • My students use digital tools and resources for research purposes (e.g., data collection, online questionnaires, Internet research) that require them to investigate an issue/problem, take a position, make decisions, and/or seek out a solution.
  • I use the digital tools and resources in my classroom to promote student creativity and innovative thinking (e.g., thinking outside the box, exploring multiple solutions).
  • My students use the classroom digital tools and resources to engage in relevant, challenging, self-directed learning experiences that address the content standards.

Level 5

At a Level 5 (Expansion), collaborations extending beyond the classroom are employed for authentic student problem-solving and issues resolution. Emphasis is placed on learner-centered strategies that promote personal goal setting and self-monitoring, student action, and collaborations with other diverse groups (e.g., another school, different cultures, business establishments, governmental agencies) using the available digital assets.

Students use of digital tools and resources is inherent and motivated by the drive to answer student-generated questions that dictate the content, process, and products embedded in the learning experience. The complexity and sophistication of the digital resources and collaboration tools used in the learning environment are now commensurate with (1) the diversity, inventiveness, and spontaneity of the teacher's experiential-based approach to teaching and learning and (2) the students' level of complex thinking (e.g., analysis, synthesis, evaluation) and in-depth understanding of the content experienced in the classroom.

  • My students use all forms of the most advanced digital tools (e.g., digital media authoring tools, graphics programs, probeware with GPS systems, handheld devices) and resources (e.g., publishing software, media production software, advanced web design software) to pursue collaborative problem-solving opportunities surrounding issues of personal and/or social importance.
  • My students apply their classroom content learning to real-world problems within the global community using the digital tools and resources at our disposal.
  • My students identify important real world issues or problems (e.g., environmental pollution, elections, health awareness), then use collaborative tools and human resources beyond the school building (e.g., partnerships with business professionals, community groups) to solve them.
  • My students participate in collaborative projects (e.g., Jason Project, GlobalSchoolNet) involving face-to-face and/or virtual environments with students of other cultures that address current problems, issues, and/or themes.
  • I assign web-based projects (e.g., web collaborations, WebQuests) to my students that emphasize complex thinking strategies (e.g., problem solving, decision making, experimental inquiry) aligned to content standards.

Level 6

At a Level 6 (Refinement), collaborations extending beyond the classroom that promote authentic student problem-solving and issues resolution are the norm. The instructional curriculum is entirely learner-based. The content emerges based on the needs of the learner according to his/her interests, needs, and/or aspirations and is supported by unlimited access to the most current digital applications and infrastructure available.

At this level, there is no longer a division between instruction and digital tools/resources in the learning environment. The pervasive use of and access to advanced digital tools and resources provides a seamless medium for information queries, creative problem-solving, student reflection, and/or product development. Students have ready access to and a complete understanding of a vast array of collaboration tools and related resources to accomplish any particular task.

  • My students use the available digital tools and resources for (1) collaboration with others, (2) publishing, (3) communication, and (4) research to solve issues and problems of personal interest that address specific content standards.
  • My students collaborate with me in setting both group and individual academic goals that provide opportunities for them to direct their own learning aligned to the content standards.



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  • I promote global awareness in my classroom by providing students with digital opportunities to collaborate with others of various cultures.
  • My students model the "correct and careful" (e.g., ethical usage, proper digital etiquette, protecting their personal information) use of digital resources and are aware of the consequences regarding their misuse.
  • I consider how my students will apply what they have learned in class to the world they live when planning instruction and assessment strategies. (CIP?)
  • My students discover innovative ways to use our school's advanced digital tools (e.g., digital media authoring tools, graphics programs, probeware and GPS systems) and resources (e.g., publishing software, media production software, advanced web design software) to pursue their individual curiosities and make a difference in their lives and in their community.
  • I prefer using standards-based instructional units and related student learning experiences recommended by colleagues that emphasize innovative thinking, student use of digital tools and resources, and student relevancy to the real world. (Level )
  • I rely heavily on my students' questions and previous experiences when designing learning activities that address the content that I teach.
  • I advocate for the different assistive technologies on my campus that are available to meet the diverse demands of special needs students.
  • I rely heavily on my students' questions and previous experiences when designing learning activities that address the content I teach.
  • I promote the effective use of digital tools and resources on my campus and within my professional community and actively develop the technology skills others.
  • I seek outside help with designing student centered performance assessments using the available digital tools and resources that involve students transferring what they have learned to a real world context.


Revised:
My students use the available digital tools and resources for:
a. collaboration with others
b. publishing
c. communication
d. research to solve issues and problems of personal interest that address specific content standards.