Technology Applications Assessments

In my graduate class, EDLD 5352 Instructional Leadership, we are learning about techniques for improving instruction through technology in schools. This will incorporate the reflection on effective schools and instructional models such as curriculum, instruction, supervision, theories, methods and professional development. Our first task was to partake in three assessments that involve our viewpoints and knowledge with technology and technology used in the school.

The first assessment, Technology Applications Inventory, covers all of the technology TEKS mas mandated by the Texas Education Agency. The four domains covered are foundations, information acquisition, solving problems and communication. This was an enlightening assessment because as knowledgeable as I feel I am with technology, there are some areas that I can definitely improve upon. Some of my strengths include my knowledge with general computer hardware, keyboard proficiency, technical writing, spreadsheet development, and the use of audio/video files. However, I prove to have additional areas of weakness that include the integration of productivity tools, the use of virtual interactive environments and groupware or collaborative software, and the use of telecommunication tools for video conferencing. This was effective assessment for my knowledge on what students are expected to learn. I found it helpful.

The next assessment, SETDA Teacher Survey, was an extensive questionnaire that assessed the use of specific technology by the teacher and student, both at school and at home. I found this assessment very challenging because the population at my school includes a very diverse student body for which some students have access to technology at home and others do not. It is also difficult to determine what the students are using at home without conducting a school survey. Furthermore, I am well versed in several technological applications, however, there are several on this survey that I have never encountered, which makes it difficult to answer. I would have to say on this assessment, I found more weaknesses than strengths. I did not find it as useful as the Technology Applications Inventory.

The final assessment, The Rubric for Administrative Technology Use, I am responding as the school Principal throughout the assessment. There are ten evaluation subsets to which one rates them self as a level 1, 2 or 3, with three being the most competent and knowledgeable in that area. The areas include: personal productivity (level 3), information systems use (level 2), record keeping and budgeting (level 3), data use (level 3), communications and public relations (level 3), online research and professional development (level 3), teacher competencies (level 2), student competencies (level 2), envisioning/planning/leading (level 3), and ethical use and policy making (level 2). I feel I am especially strong in the areas of personal productivity and communications and public relations due to my prior work in marketing and advertising prior to teaching. Furthermore, the areas that I know I could withstand additional knowledge and application are information systems use and student competencies.