5.1 Needs Assessment
Candidates conduct needs assessments to determine school-wide, faculty, grade-level, and subject area strengths and weaknesses to inform the content and delivery of technology-based professional learning programs.
Artifact: Needs Assessment Narrative
Reflection:
In October 2012, I conducted a Technology Needs Assessment at Hollydale Elementary for ITEC 7460. The purpose of this project was to assess teacher access to and usage of instructional technology resources. This assessment was conducted by developing and administering a survey to the school’s certified staff members. The results were then analyzed and strengths and weaknesses were determined. The Hollydale Needs Assessment suggested that teacher access to instructional technology resources was a definite strength. The survey results also indicated that, despite having access, many teachers struggled with utilizing the technology consistently. The results of this needs assessment were then used to develop a professional development session targeted at addressing an area of weakness.
The Hollydale Technology Needs Assessment serves as evidence of mastery of Standard 5.1, Needs Assessment. For this artifact, I conducted a school-wide technology based needs assessment to determine overall faculty, and grade-level strengths and weaknesses. After isolating the strengths and weaknesses from this assessment, I developed a plan for a specific professional development program to target the areas of weakness.
I found this project to be a very powerful learning experience. I learned that access to educational technology is only a small piece of using technology to enhance student learning. Through the survey and related analysis I learned that teachers recognize the accessibility of resources, but do not yet see value in full technology integration. Learning this helps me better understand and plan for future professional development experiences. To further extend this project and enhance the results of the needs assessment, I would like to add additional text fields to the survey to solicit qualitative information about beliefs and perceptions related to technology in the classroom. I feel that this information would help me further investigate and explore the technology-based needs and develop an effective plan for moving forward with professional development experiences.
The Hollydale Technology Needs Assessment provided valuable information for me as well as the school leadership team. By assessing our current level of access and usage, we are able to determine where we are now, on a school-wide level. This provides a baseline to measure future growth and provides a foundation and evidence for future professional learning opportunities. The impact of the needs assessment and related professional growth can be measured by readministering the needs assessment after a specified time frame and comparing the results. The increased integration of technology to enhance learning experience would likely have a significant, positive impact on faculty development and student learning.
Reflection:
In October 2012, I conducted a Technology Needs Assessment at Hollydale Elementary for ITEC 7460. The purpose of this project was to assess teacher access to and usage of instructional technology resources. This assessment was conducted by developing and administering a survey to the school’s certified staff members. The results were then analyzed and strengths and weaknesses were determined. The Hollydale Needs Assessment suggested that teacher access to instructional technology resources was a definite strength. The survey results also indicated that, despite having access, many teachers struggled with utilizing the technology consistently. The results of this needs assessment were then used to develop a professional development session targeted at addressing an area of weakness.
The Hollydale Technology Needs Assessment serves as evidence of mastery of Standard 5.1, Needs Assessment. For this artifact, I conducted a school-wide technology based needs assessment to determine overall faculty, and grade-level strengths and weaknesses. After isolating the strengths and weaknesses from this assessment, I developed a plan for a specific professional development program to target the areas of weakness.
I found this project to be a very powerful learning experience. I learned that access to educational technology is only a small piece of using technology to enhance student learning. Through the survey and related analysis I learned that teachers recognize the accessibility of resources, but do not yet see value in full technology integration. Learning this helps me better understand and plan for future professional development experiences. To further extend this project and enhance the results of the needs assessment, I would like to add additional text fields to the survey to solicit qualitative information about beliefs and perceptions related to technology in the classroom. I feel that this information would help me further investigate and explore the technology-based needs and develop an effective plan for moving forward with professional development experiences.
The Hollydale Technology Needs Assessment provided valuable information for me as well as the school leadership team. By assessing our current level of access and usage, we are able to determine where we are now, on a school-wide level. This provides a baseline to measure future growth and provides a foundation and evidence for future professional learning opportunities. The impact of the needs assessment and related professional growth can be measured by readministering the needs assessment after a specified time frame and comparing the results. The increased integration of technology to enhance learning experience would likely have a significant, positive impact on faculty development and student learning.