Teacher Technology Profile (Revised 2004)

about this survey

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 side to self-assess your technology use with and within your CLASSROOM.

OR-- GO first TO professional, INDIVIDUAL technology use.

Click on the blue dot in some boxes for details

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.)

Please use this side to self-assess your professional, INDIVIDUAL technology use.

BACK to CLASSROOM Use

		Presentation - Written and Multi-media
	Awareness	I use word-processing documents for different purposes. I am able to access websites and use information as needed.
	Exploration	I use word-processing applications and can include tables and/or graphs as needed. I can send and open attachments and photos using e-mail
	Infusion	I use presentation software for teaching and can import pictures. I can also create templates (for tasks such as newsletters). I use and update a web-based BBoard.
	Integration	I plan and use WebQuests and prepare and model lessons using multi-media tools. I use technology in planning and executing my lessons and assessments.

	PC Mac	File Management in a Networked Environment
	Awareness	I am aware of the login/logout procedure and use it to access and protect private and shared folders. I am aware of the District’s Acceptable Use Policies.
	Exploration	I use the network frequently and model observance of the Acceptable Use Policies. I store (save) and retrieve files on Athena (the teachers’ server) and can access public documents for data entry.
	Infusion	I use the network to access Athena daily; I organize my work into folders/subfolders for ease of use; I access files stored on a file server other than Athena; I collaborate with other teachers in my building; I can post assignment templates for student use.
	Integration	I use the network for all of the above and demonstrate an understanding of our network hierarchy including file servers, server functions, assigned login rights, and navigation to different servers to access files as needed.

		Electronic Research
	Awareness	I use electronic research for particular tasks at school and am aware of our school’s website and the resources it provides for electronic research. I understand how the PPS Employee Acceptable Use Policy (AUP) relates to my use of copyrighted material.
	Exploration	I explore resources available for research provided by school’s library website and explore an array of professional teacher resources online within all parameters of the PPS AUP.
	Infusion	I use online opportunities to enhance my knowledge in a curricular area and I use appropriate citation of electronic research materials as needed.
	Integration	I use electronic resources as readily as print resources for research and I incorporate electronic resources into my own professional growth via educational newsletters, discussion groups, use of online lesson plans/rubrics, etc.

		Electronic Communication
	Awareness	I access e-mail frequently and create/respond to e-mails. I am aware of Portland Public Schools’ Acceptable Use Policies and I am aware of “Netiquette.” I am aware of Teacher BBoards and I may have a homepage set up.
	Exploration	I access e-mail daily, use e-mail to communicate and collaborate with others (within PPS and without), attach and detach files to and from e-mails, and manage folders in e-mail account. My behaviors reflect observance of PPS Acceptable Use Policies. I have developed a BBoard with pictures, file attachments, and postings to Homework folder and I update/maintain this BBoard frequently.
	Infusion	I problem solve within the WebAccess e-mail account environment as needed. I have developed a Teacher BBoard that may include: table cell links and or files, an organized Homework Folder with subfolders and individualized postings, and a classroom online calendar. I have customized my BBoard with backgrounds or animations and I update/maintain this BBoard daily. I understand the basic behaviors of web published documents on my BBoard.
	Integration	I can problem solve within GroupWise Client e-mail environment, (if available) and can customize the GroupWise Client environment, (if available). I have developed a Teacher BBoard to include various multimedia components: text, animations, QuickTime movies, Voice files, etc. I understand the basic properties of web publishing/editing in so far as formatting information to be included and posted on BBoard.

		Organizing of Information with Spreadsheets and Databases
	Awareness	I can read from and add data to a database (such as File Maker Pro Report Cards, MEA Reports, etc.) that has been created by others. I am familiar with spreadsheets and have had some interaction with this type of file.
	Exploration	I can use database templates to organize student data. I can create a simple database or spreadsheet.
	Infusion	I am able to sort and find data from a database as needed. I can create spreadsheet charts to keep track of this data, and I can use formulas as needed.
	Integration	My instruction is driven by assessment-data gathered, stored, and manipulated in many different ways from a teacher/district or state-created database or spreadsheet. I am able to create different layouts and reports as needed from this data.