Teacher Technology Profile (Revised 2004)
This survey is available online for the first time this year, closing
on June 11, 2008
http://surveys.portlandschools.org/index.php?sid=47185&lang=en
School:
________________________ Name:
_______________________
Please
choose the level that best describes your use of technology. You do
not have to know how to do everything mentioned to select a certain
level! Thank you for taking the time to
complete this important survey!
Please use this page to self-assess your technology use with and within your CLASSROOM.
OR-- GO first TO professional, INDIVIDUAL technology use.
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Click on the blue dot |
Presentation--Written
and Multi-media
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in some boxes
for details
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Awareness |
My
students are encouraged to use computer technology to create documents. I use
websites and other media with my students for information |
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Exploration |
I
support student use of word-processing applications. Technology components
are included in my students’ final products |
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Infusion |
My
students use presentation software for documenting learning with my support.
They are accessing assignments via my teacher-created web-based Bulletin
Boards. |
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Integration |
My
students use technology for Portfolio Work. They are able to submit completed
work to me electronically. Evidence of the use of technology as a teaching
tool and a way to document learning is highly visible in my classroom. |
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File Management in a Networked Environment
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Awareness |
I
have introduced District Student Acceptable Use Policy and Netiquette to my
students. With assistance, students use the network to access printing
services and software applications. Students are aware of login/logout
procedures. |
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Exploration |
My
students use login procedure to access their IRIS folders and they understand
saving/retrieving procedures. They understand and observe PPS’ Acceptable Use
Policies in my classroom. |
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Infusion |
My
students independently use login/logout procedures to access their IRIS
folders. Students understand the process of accessing Shared folders on
Athena to access assignment templates and files and they can organize work in
their IRIS folder and subfolders. |
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Integration |
My
students effectively and efficiently use network servers whenever appropriate
and can assist/teach others how to use the network as well. |
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Electronic Research
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Awareness |
I
encourage students to use the Internet, CD-ROMs and other electronic
resources for gathering information. |
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Exploration |
I
make appropriate URLs and/or CDs available to students for projects and bring
my class to our school’s library web page to share electronic research
options provided there. |
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Infusion |
I
sometimes require a digital component in the gathering of information for a particular
unit of study and provide lessons around the use of appropriate citation of
electronic sources. |
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Integration |
I
provide specific electronic research links (URLs) to students via my own
teacher web page to help guide student research and to encourage effective
use of the internet in my classroom. |
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Electronic Communication |
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Awareness |
I
model the frequent use of e-mail and awareness of Portland Public Schools’
Acceptable Use Policies and “Netiquette.” I may develop a BBoard homepage for
my students to access from the Internet. |
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Exploration |
I
model daily usage of my e-mail account and model behaviors reflecting observance
of PPS’ Acceptable Use Policy. I expect my students to stay informed of
assignments/class activities by accessing the classroom BBoard frequently. |
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Infusion |
I
model an attitude of confidence and competence in the e-mail environment. I
create opportunities for students to be engaged in e-mail activities in my
classroom, such as writing to authors/experts/other students. I require that
students access my BBoard to be aware of daily updates and postings. |
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Integration |
I
model extensive use of various multimedia components on my classroom BBoard.
I involve students wherever appropriate and possible in the creative
processes of this BBoard. |
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Organizing of Information
with Spreadsheets and Databases
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Awareness |
My
students/class use online resources to search for information by topic,
author, or title. (Example: library catalogs, Wordbook Online) |
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Exploration |
I
can create a simple spreadsheet or database (no formulas) for students/class
to record, organize, and/or present their information in chart form.
(Example: spreadsheets for recording spelling test results to be used in
Student Portfolios.) |
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Infusion |
My
students/class can create their own databases, spreadsheets, or charts with
very specific criteria as part of content area unit of study. My students can
begin to manipulate this data in different ways. (May not apply to Primary
Classrooms.) |
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Integration |
I model the use of databases and spreadsheets seamlessly in my classroom to solve problems, create charts and graphs, and sort and manipulate data. My students/class are expected to learn and demonstrate this skill. (May not apply to Primary Classrooms.) |
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GO TO Next Page professional,
INDIVIDUAL technology use |