Technology Applications Assessments

or lack thereof in the world of Pre-Kindergarten...

I just completed the required inventories for my class. The first, the Technology Applications Inventory, asked me to evaluate my knowledge in four domains; foundations, information acquisition, solving problems with technology tools, and finally communication. The second, the State Educational Technology Directors Association Teacher Survey, asked questions primarily to my specific usage of technology in the classroom.

The first survey, the TAI, was much easier for me to quickly evaluate. It was well designed and grouped skills by specific domains. The questions were specific to my usage and did not delve into district policies or goals. In general, I am pretty competent in the domains of foundational skills and information acquisition. However, in the "output" areas, solving problems with technology tools and communication, I am weaker. That said, I don't typically use many of the more advanced skills denoted in these areas on a daily basis, while I'm sure I would in a more advanced grade.

The second survey, the SETDA, tried to gather a lot of general information, not only from my usage, but also my knowledge and perceptions of my district's plan for technology. I found myself answering "not applicable" or "don't know" to a lot of the questions. This survey was less effective in defining areas of growth for me as a teacher, but did identify my ignorance of my district's technology goals. The survey did, however, remind me that I do have a technology resource person I can consult with on campus.

The answers to both surveys were directly impacted by my current teaching position. I currently work in a 4 year old PPCD program for students with autism. When I took over the class two years ago, there were two MACs that were at least seven years old and barely worked. I promptly removed them from the classroom. I do have an internet connected PC in the classroom. However, I cannot allow students to use this computer due to my daily online responsibilities (taking attendance, email, special education programming and Medicaid billing). Unfortunately, I cannot risk having a computer down with these regular responsibilities, and my students have a propensity for unintentional destruction. Despite this, I do try to bring technology into the classroom. We regularly use united streaming technology and e-books. I have a digital camera, a flip camera, and a color laser printer all at my immediate disposal. I also have Boardmaker software for developing visual schedules and educational materials. However, the students still don't have access to a computer. I did request and was granted three computers with stimulus funds. The requested computers were to have interactive touch screens, adaptive mice and keyboards, and software. The request is currently in the "pipeline" and I am eagerly awaiting their arrival. I hope the technology department consults me regarding the adaptive equipment and software. We will see.

I definitely see the value of technology, especially in the population I teach. However, it is frustrating not to have the training or the time to get to know the software. As we all know, becoming proficient at anything takes practice, and the teacher rarely has time to practice these days!