Teacher Computer Skills Inventory

Principals who attended Symposium '98 last year will remember Jamie McKenzie as the lunch keynote speaker. Before Symposium, Jamie was kind enough to give permissions to a sub-group of the RCAC that was developing a Teacher Computer Skills Inventory. The original survey was from Bellingham and Mankato Public Schools in Washington and Minnesota and was changed to reflect the realities of Ontario teachers.

As we head into the new school year, a look through the survey may provide some inspiration about how best to use computers in the upcoming year.

Teacher Survey

1. I teach grade: 2 5 8 11

2. I use a computer at home. YES NO

3. How many computers are in your classroom? 0 1 2 3 4 >4

Of the computers in your classrom how many are:
Non-multimedia 0 1 2 3 4 >4
Multimedia 0 1 2 3 4 >4
Internet / e-mail capable 0 1 2 3 4 >4
On the school network 0 1 2 3 4 >4

4. Each student is able to use a computer in my classroom.

Never Daily Weekly

5. I use a schedule to ensure that all students have access to the classroom computer

YES NO N/A

6. How many computers do your students have access to in a computer lab/computer resource centre setting?

0, 1 - 5, 6 - 10, 11 - 15, 16 - 20, >20

7. My students use computers in a computer lab/resource centre/library setting.

Never Daily Weekly

6. I design lessons with specific computer expectations.

YES NO

7. When planning a unit, I integrate computer expectations specific to the topic and software available.

YES NO

8. In addition to class time, I supervise the student use of computers

Before school After school At Recess At Lunch Never

9. I am a self-taught computer user.

YES NO

10. I have a "Computers in the Classroom" certification. YES NO

11. I have a "Computer Science" certification. YES NO

12. I have a "Data Processing" certification. YES NO

13. Indicate the number of board sponsored computer workshops you have attended over the past two years:

0 1-3 4-6 >6

14.Indicate the number of other computer workshops you have attended over the past two years:

0 1-3 4-6 >6

15. Within my school/board, I am considered a computer resource person.

YES NO

16. Rate each of the following on how effective they would be in making you a better computer using teacher:

(1 as very effective and 7 as not effective)

Additional In-service Opportunities 1, 2, 3, 4, 5, 6, 7

Technical Support 1, 2, 3, 4, 5, 6, 7

Professional Development Release Time 1, 2, 3, 4, 5, 6, 7

An in-school resource/mentor 1, 2, 3, 4, 5, 6, 7

A document outlining computer expectations by grade level 1, 2, 3, 4, 5, 6, 7

Computer expectations tied to OESS software 1, 2, 3, 4, 5, 6, 7

Board supported teacher computer purchase plan 1, 2, 3, 4, 5, 6, 7

For the rest of the questions please judge your level of achievement of each of the following competencies. Choose the one which best reflects your current level of skill attainment. (Be honest, but be kind.)

17. Basic Computer Operation

• I do not use a computer.
• I use the computer to run a few specific, pre-loaded programs.
• I set-up my computer and peripheral devices, load software, print, and use most of the operating system tools.
• I run two programs simultaneously, and have several windows open at the same time. I customize the look and sounds of my computer.

18. File Management

• I do not save any documents I create using the computer.
• I save documents I've created but I cannot chose where they are saved. I do not back-up my files.
• I have a filing system for organizing my files, and can locate files quickly and reliably. I back-up my files to floppy disk on a regular basis. I check my computer regularly for viruses.
• I regularly run a disk-optimizer on my hard drive, and use a back-up program to make multiple copies of my files on a weekly basis. I have a system for archiving files which I do not need on a regular basis to conserve hard drive space. I check my computer for viruses each time I download or install software.

19. Keyboarding

• Looking at the keyboard and using one or two fingers, I can type.
• Looking at the keyboard, and using proper fingering, I can type.
• Occasionally looking at the keyboard, and using proper fingering, I can type with accuracy.
• Using proper fingering and not looking at the keyboard, I can type with accuracy and speed.

20. Word Processing/Desktop Publishing

• I do not use a word processor/desktop publisher.
• I occasionally use the word processor/desktop publisher for simple documents which I know I will modify and use again.
• I routinely use the word processor/desktop publisher for the documents I use in my classroom.
• I use the word processor/desktop publisher not only for my work, but have used it with students for all of the stages of writing as process.

21. Printing

• I do not use a printer.
• I print files directly from the computer screen.
• I use printer setup to select a remote networked printer and print my files.
• I recognize printer problems and correct what is wrong.

22. Spreadsheet Use

• I do not use a spreadsheet.
• I understand the use of a spreadsheet and can navigate within one. I can create a simple spreadsheet which adds a column of numbers.
• I use a spreadsheet for several applications. These spreadsheets use labels, formulas and cell references. I can change the format of the spreadsheets by changing column widths and text style. I can use the spreadsheet to make a simple graph or chart.
• I use the spreadsheet not only for my work, but have used it with students to help them improve their own data keeping and analysis skills, showing them how to explore questions and the power of mathematical relationships.

23. Database Use

• I do not use a database.
• I understand the use of a database and can locate information within one which has been pre-made. I can add or delete data in a database.
• I use databases to collect and analyze data.. I can create a database from scratch - defining fields and creating layouts in order to support inquiry. I can sort and print the information in layouts which are useful to me.
• I can use formulas with my database to create summations of numerical data. I use the database not only for my own work, but have used it with students to help them gather and analyze data to explore research questions.

24. Graphics Use

• I do not use graphics in my word processing or presentations.
• I can open, create and place simple pictures into documents.
• I can open, create, modify and place graphics into documents in order to help clarify or amplify my message.
• I can manipulate and interpret graphics using image processing software (such as CAD, GIS or Photoshop) for the purpose of design or analysis. I promote student interpretation and display of visual data using a variety of tools and programs.

25. Netscape/Internet Explorer Operation and Internet Research

• I do not use Netscape/Internet Explorer.
• I can start up Netscape/Internet Explorer and use bookmarks to find basic information on the Internet, but I spend little time doing so.
• I am able to make profitable use of Web searching software as well as lists of Internet resources to explore educational resources.
• I can create my own HTML pages and hot-lists of resources. I have shown my students how to mine the information resources available on the Internet as well as other networked information sources.

26 .Electronic Mail (e-mail)

• I do not use electronic mail.
• I send occasional requests for information and messages using e-mail - mostly to friends, family and district colleagues.
• I use e-mail to access professional information from listservs. I am an active participant in on-line discussions check my e-mail account on a regular basis.
• I involve my students in using e-mail to communicate with other students and various kinds of experts from around the world.

27. Ethical Use Understanding

• I am not aware of any ethical issues surrounding computer use.
• I know that some copyright restrictions apply to computer software.
• I understand the school board policy on the use of copyrighted materials. I demonstrate ethical usage of all software.
• I am aware of other ethical issues involving technology use including medical and equitable access ones.

28. Information Searching

• I am unlikely to seek information when it is in electronic formats.
• I can conduct simple searches with the electronic encyclopedia and library software for major topics.
• I have learned how to use a variety of search strategies to help target the search and find just the right information in the most efficient manner.
• I have incorporated logical search strategies into my work with students, showing them the power of such searches with the encyclopedia or the library search software, for example, to locate information which relates to their questions.

29. Presentation Skills

• I do not make electronic presentations.
• I create simple electronic presentations.
• I create sophisticated multimedia presentations using software (Hyperstudio, Presentations) which combine elements from a number of applications (Netscape/Internet Explorer, graphics, word processing, database, etc.)
• I facilitate my students' use of a variety of applications to persuasively present their research concerning a problem or area of focus in their learning.

*This form was adapted, with permission, from forms developed by the Bellingham Public Schools and the Mankato (Minnesota) Public Schools.