5352 Technology Assessments Parts 1 & 2

The Technology Applications Inventory and the SETDA survey are the two technology assessments mentioned during parts 1 and 2 of the assignment. The Technology Applications Inventory is divided into four domains, each dealing with some aspect of technology. The first domain relates to the familiarity of the educator with various computer applications, keyboard skills, capturing digital files, and awareness of copyright laws, etc. The next domain allows the teacher to offer their level of knowledge on acquiring information through technology. The next domain dealt with problem solving and technology tools, where the teacher must offer their opinion on whether or not they are familiar with multimedia projects, technological collaboration, desktop publishing, etc. The final domain of the inventory is about the level of communication inquiring as to whether or not the proper technological tools are in use and the actions that are performed with these tools.


The SETDA survey was the next assessment that was completed and offered some insight into technology and its impact on both teachers and students. From the standpoint of what the survey wanted to know about the teacher, the following basic information was requested: grade level taught, number of years of teaching experience and subjects taught. Also, what expectations of the teacher in regard to technology were inquired about as well. This includes implementation of programs, what applications are used, and various strategies involved. Exactly what we as teachers required from our students from a technological standpoint was brought up in the survey as well as how teachers managed technolopy in their classrooms and supported technological learning. In the realm of professional development and technology, it was asked how often we as teachers were exposed to new forms of technology, and how technology is used for my personal use as a teacher. In addition, the level of access that we as teachers had to new technology was brought up during the series of survey questiuons as well.

From a student standpoint, the survey allowed us as teachers to evaluate technology and its influence on students in this surveyt as well. The effects of technology on a students peformance was addressed and how often technology was used in the classroom (if so what types). The various functions and actions that students performed with technology were mentioned in the survey such as email, online research, and data analysis.

The technological vision of the school district was examined by the survey. Meaning, what type of advancements or improvements did the district have for its students regarding technology, how this new technology would be implemented and what impact this would have on the students of the district.


From a standpoint of being an educational technology leader on my campus, there are both strengths and weaknesses. I believe that the opportunity is there for every group on our campus to benefit from technology in some way. I possess the desired skills to lead both faculty and staff into the necessary direction to help technology become a bigger learning tool for students and staff. From a weakness standpoint, this process ahs been delayed in the past and has been a slow process, so despite the fact that improvements are on the way, they may n ot arrive in as timely a fashion as most desire.



Overall, I agree with both assessments, becasue these are accurate indicators of the current technology in my school district and campus.