Teacher Technology Profile (Revised 2004)

about this survey printable version

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.

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Presentation--Written and Multi-media

	Awareness	My students are encouraged to use computer technology to create documents. I use websites and other media with my students for information
	Exploration	I support student use of word-processing applications. Technology components are included in my students’ final products
	Infusion	My students use presentation software for documenting learning with my support. They are accessing assignments via my teacher-created web-based Bulletin Boards.
	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.

		File Management in a Networked Environment
	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.
	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.
	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.
	Integration	My students effectively and efficiently use network servers whenever appropriate and can assist/teach others how to use the network as well.

		Electronic Research
	Awareness	I encourage students to use the Internet, CD-ROMs and other electronic resources for gathering information.
	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.
	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.
	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.

		Electronic Communication
	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.
	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.
	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.
	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.

		Organizing of Information with Spreadsheets and Databases
	Awareness	My students/class use online resources to search for information by topic, author, or title. (Example: library catalogs, Wordbook Online)
	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.)
	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.)
	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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