Running head: INDIVIDUAL TEACHER TECHNOLOGY ASSESSMENT 1

Individual Teacher Technology Assessment

Stacey Shoats

DeKalb County Schools

PL & Technology Innovation

ITEC 7460

Brian Nichols, Ph.D.

March 6, 2017
INDIVIDUAL TEACHER TECHNOLOGY ASSESSMENT 2

The staff members at Idlewood Elementary School were asked to complete a Technology

Survey to assess the essential conditions necessary for effective technology integration. The

Technology Survey is a derivation of the International Society of Technology Education (ISTE)

survey that assesses the fourteen essential conditions critical for the effective use of technology.

The questions were organized by category so that the data from specific questions could be

extrapolated for analysis. Specifically, Mrs. Momon was asked to complete a Jungs typology

assessment and a Level of Technology Integration (LOTi) Digital Age Survey.

Mrs. Momon is a Special Education Inclusion teacher at Idlewood Elementary School in

DeKalb County school district. She works with the lower primary classroom teachers to meet the

needs of students who have been identified as having learning disabilities. According to her

response on the LOTi Digital Age Survey, she has less than 5 years of teaching experience. The

classroom that she co-teaches in is equipped with a Promethean Board, desktop computers, a

teacher workstation, hardwire and WiFi access to the Internet. In addition, students have access

to iPad cart and a computer lab,

Technology Survey

The Technology Assessment was designed to capture the staffs perception of

professional learning and technology use. Staff members report that incentives are rarely used to

encourage staff members to participate in technology-related professional development

(Technology Survey, 2017). Thirty-nine percent (39%) of staff members indicate that

professional learning is mandated and provided in alternative modes.

Staff members agree that students have access to district network portals, but forty-six

percent (46%) report that students do not get an opportunity to take home district issued

equipment for the purpose of extending learning beyond the classroom walls.
INDIVIDUAL TEACHER TECHNOLOGY ASSESSMENT 3

Jungs Typology Assessment

The Jungs typology assessment was used to measure the conduciveness of Mrs.

Momons personality type to an adopter category of Rogers theory of Diffusion of Innovation.

The results from the Jungs typology test indicates that Mrs. Momon personality complements

the ISTJ profile. Her responses are most aligned with that of an Introvert, Sensory, Thinking,

and Judgmental. People who are associated with the ISTJ profile make decisions mainly by

logic and are skeptical with the adoption of new innovation. Once the new innovation has proven

itself to be reliable, then ISTJ personalities will consider adopting it. All uncertainty must be

removed and peer pressure is a necessary motivator for adoption of a new innovation (Applegate,

n.d.) Ms. Momons personality type is most conducive to the adopter category labelled Late

Majority. Late Majority adopters adopt out of economic necessity or social pressures to

conform. They are most comfortable with omitting the decision making process and sticking to

the facts. Their communication usually involves a discussion about practical solutions to issues

that impede the management of their work flow.

LOTi Survey Results

The LOTi survey was used to capture Mrs. Momons perceptions on use, access, and

instructional practices as it relates to technology integration. While Mrs. Momon believes that

digital resources can harness the power to positively affect teaching and learning, she has yet to

adopt a blended learning format in her classroom. She cites a lack of time to learn, practice, and

plan as the greatest obstacle to advancing her use of digital resources in an instructional setting.

While she possesses the capability to access digital resources, she indicates that her

administrators do not provide feedback on the use of digital resources nor follow-up on

professional learning expectations for implementation. Data from the Technology Survey
INDIVIDUAL TEACHER TECHNOLOGY ASSESSMENT 4

indicates that staff members polled do not share the same consensus. Sixty-one percent (61%) of

the staff members indicate that they believe that they are evaluated on their use of technology to

improve student achievement (Technology Survey, 2017).

Mrs. Momon disclosed that she does not feel that the school climate is conducive towards

reciprocal learning from her colleagues or promotes communication that allows her to have a

voice in what she learns or how she learns (Personal Communication, 2017). She also admitted

that administrators rarely provide her with constructive feedback on the use of digital resources

for teaching and learning. She believes she would use technology more effectively if she had the

opportunity to receive coaching.

Mrs. Momon and her students use technology resources at least once a week. According

to Mrs. Momons responses, she plans lessons for her students that require them to use digital

resources, but they never use technology to complete online tasks that emphasize complex

thinking skills. Her students never use social media to pursue inquiry based learning. Although

her students use digital resources to practice basic math literacy skills, they rarely engage in

relevant and challenging self-directed learning experiences. Although she models the safe use of

digital resources, her students rarely collaborate beyond the classroom walls.

Needs Statement

Based upon the data gleaned from the Technology Survey, the Jung Typology test, and

the LoTi Digital Age Survey, there exist a need for professional development that focuses on

increasing the level of technology integration by creating standards-based, academically

challenging, self-directed learning experiences. I plan to coach my colleague in identifying and

using Web 2.0 collaborative tools that will facilitate collaborative experiences beyond the

classroom walls. To ensure equity of access, the collaboration will take place in the classroom
INDIVIDUAL TEACHER TECHNOLOGY ASSESSMENT 5

setting with an option to those students who have access to technology to complete instructional

tasks at home. I plan to use the Partnership Philosophy to engage Mrs. Momon in a professional

development experience that facilitates equality, choice, voice, dialogue, reflection, and praxis.

The peer observation form will be used to plan, observe, and reflect upon a consensus of teacher

behaviors that promote collaboration among students in a given subject area. In the ensuing

weeks, a coaching schedule will include exploring digital resources, staff development that

integrates the technology, pedagogy, and content, pre-post conferences and an observation

opportunity to implement the knowledge, skills, and dispositions acquire from the professional

learning experience. A tentative schedule is provided in Table 1.

Date Activity Resources

03/13/17 Exploring Digital Resources Web 2.0 How to for

Educators
03/20/17 Professional Development Partnership Fieldbook

03/27/17 Pre- Conference Peer Observation Form

04/10/17 Observation Peer Observation Form

04/10/17 Post Conference Peer Observation Form

INDIVIDUAL TEACHER TECHNOLOGY ASSESSMENT 6