Staff Survey--Science Department
Individual Level of Computer Skills
1. Basic Computer Use
___Level 1 - I do not use a computer.
___Level 2 - I use the computer to run a few specific, pre-loaded programs.
___Level 3 - I run two programs simultaneously, and have several windows open at the same time.
___Level 4 - I trouble-shoot successfully when basic problems with my computer or printer occur. I learn new programs on my own. I teach basic operations to my students.
2. File Management
___Level 1 - I do not save any documents I create using the computer.
___Level 2 - I select, open and save documents on different drives.
___Level 3 - I create my own folders to keep files organized and understand the importance of a back-up system.
___Level 4 - I move files between folders and drives, and I maintain my network storage size within acceptable limits. I teach students how to save and organize their files.
3. Word Processing
___Level 1 - I do not use a word processing program.
___Level 2 - I occasionally use a word processing program for simple documents. I generally find it easier to hand write most written work I do.
___Level 3 - I use a word processing program for nearly all my written professional work: memos, tests, worksheets, and home communication. I edit, spell-check, and change the format of a document.
___Level 4 - I teach students to use word processing programs for their written communication.
4. Spreadsheet
___Level 1 - I do not use a spreadsheet.
___Level 2 - I understand the use of a spreadsheet and can navigate within one. I create simple spreadsheets and charts.
___Level 3 - I use spreadsheets for a variety of record-keeping tasks. I use labels, formulas, cell references and formatting tools in my spreadsheets. I choose charts which best represent my data.
___Level 4 - I teach students to use spreadsheets to improve their own data keeping and analysis skills.
5. Database
___Level 1 - I do not use a database.
___Level 2 - I understand the use of a database and locate information from a pre-made database such as Library Search.
___Level 3 - I create my own databases. I define the fields and choose a layout to organize information I have gathered. I use my database to answer questions about my information.
___Level 4 - I teach students to create and use databases to organize and analyze data.
6. Graphics
___Level 1 - I do not use graphics with my word processing or presentations.
___Level 2 - I open, create, and place simple pictures into documents using drawing programs or clipart.
___Level 3 - I edit and create graphics, placing them in documents in order to help clarify or amplify my message.
___Level 4 - I promote student interpretation and display of visual data using a variety of tools and programs.
7. E-mail
___Level 1 - I have an e-mail account but rarely use it.
___Level 2 - I send messages using e-mail – mostly to district colleagues, friends, and family. I check my e-mail account on a regular basis and maintain my mail folders in an organized manner.
___Level 3 - I incorporate e-mail use into classroom activities. I use e-mail to access information from outside sources.
___Level 4 - I use e-mail to request and send information for research.
8. Research/Information-Searching
___Level 1 - I am unlikely to seek information when it is in electronic formats.
___Level 2 - I conduct simple searches with the electronic encyclopedia and library software for major topics.
___Level 3 - I have learned how to use a variety of search strategies on several information programs, including the use of Boolean (and, or, not) searches to help target the search.
___Level 4 - I have incorporated logical search strategies into my work with students, showing them the power of such searches with various electronic sources to locate information which relates to their questions.
9. Desktop Publishing
___Level 1 - I do not use a publishing program.
___Level 2 - I use templates or wizards to create a published document.
___Level 3 - I create original publications from a blank page combining design elements such as columns, clip art, tables, word art, and captions.
___Level 4 - I design original publications that communicate to others what I’ve learned.
10. Technology Presentation
___Level 1 - I do not use computer presentation programs.
___Level 2 - I present my information to classes or groups in a single application program such as a word processor, a spreadsheet, or a publishing program.
___Level 3 - I present my information and teach my class using presentation programs such as Powerpoint or SuperLink, incorporating various multimedia elements such as sound, video clips, and graphics.
___Level 4 -I teach my students how to use presentation software. 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.
11. Internet
___Level 1 - I do not use the Internet.
___Level 2 - I access school and district websites to find information. I follow links from these sites to various Internet resources.
___Level 3 - I use lists of Internet resources and make profitable use of Web search engines to explore educational resources.
___Level 4 - I contribute to my school or district websites. I teach students how to effectively use the resources available on the Internet.
12. Responsible Use/Ethics
___Level 1 - I am not aware of any ethical issues surrounding computer use.
___Level 2 - I know that some copyright restrictions apply to computer software.
___Level 3 - I understand district rules concerning student and adult use of e-mail and internet. I know the programs for which the district or my building holds a site license. I understand the school board policy on the use of copyrighted materials.
___Level 4 - I model ethical use of all software and let my students know my personal stand on this issue.
13. Technology Integration
___Level 1 - I do not blend the use of computer-based technologies into my classroom learning activities.
___Level 2 - I understand the district technology plan supports integration of technology into classroom activities, but I am still learning about what strategies will work and how to do it. I accept student work produced electronically, but do not require it.
___Level 3 - From time to time, I encourage my students to employ computer-based technologies to support the communicating, data analysis and problem solving outlined in the district technology plan.
___Level 4 - I frequently model and teach my students to employ computer-based technologies for communication, data analysis, and problem-solving as outlined in the district technology plan.
Resource Knowledge
14. To your knowledge, which of the following are available to be checked out through the library or through the science department. Check all of those that you know for sure are available for use.
____ digital camera ______ laser disc player
____ laptop computer ______ video camera
____ microscope camera ______ video player
____ science software
15. Have you ever taken your class to the computer lab?
______ yes _______ no
16. Have you ever visited the computer lab?
______ yes _______ no
17. Do you have a working computer in your classroom that has access to the internet?
_____ yes _______ no _______ don’t know
18. Which of the following would be useful for you to integrate technology into your classroom curriculum. Please rate them according to your personal feelings toward the action.
Rating: 1 --- not very useful, unneeded
2 --- somewhat useful
3 --- definitely worthwhile
4 --- very needed, cannot proceed without this
____ Tour of the computer lab with instructions on its use
____ A complete listing of the resources available to you
____ A tutorial on the basic operation of the computer, including file managing and word processing.
____ A tutorial on the basic navigation of the internet.
____ A database of internet resources relating to your subject area
General
19. What other resources would make it easier for you to implement technology into your lesson plans?
20. What would you like the administration to do to help you achieve the school and department’s technology goals?