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. (PSC 5.1/ISTE 4a)
Artifact: Needs Assessment
Reflection:
The artifact I’m using to illustrate the needs assessment standard is the Needs Assessment. The assignment was created individually and used to determine needs in technology for the faculty in the school building. A narrative was used to explain the results of the survey that was given to a group of teachers.
The needs assessment given to teachers asked a variety of questions to determine the amount of time of computer use for teachers, time of computer use for students, how often short-throw projectors are used, how often document cameras are used, if the teachers use a variety of types of digital media and tools in the classroom, if the students use a variety of types of digital media and tools in the classroom, if digital citizenship and ethical use of technology is modeled by the teacher in the classroom, if students use technology to identify real-world issues or problems, if higher-order thinking and web-based projects are assigned to students, if formative and summative assessment opportunities are provided to students, if students create their own academic goals that include different technologies, and if activities are planned for students that involve technology and investigation.
The survey was used to determined strengths and weaknesses concerning the content and delivery of technology-based professional learning programs. The needs assessment also concluded information that was school-wide and focused on the faculty. Because teachers included their names in the surveys, grade-level needs were established as well.
I learned how to conduct an assessment to inquire about the needs of the faculty within my school. Learning how to complete an assessment of this type was a valuable learning experience that I will continue to do throughout my instructional technology career; these types of assessments allow for differentiated instruction to take place for faculty and staff within a school building. If I could change anything about this artifact, I would have encouraged more teachers to take it.
The artifact was used to yield school improvement and faculty development, which it did so in a positive way. As a result from the survey, I worked with a teacher closely to enhance her skills with seamlessly integrating technology in her classroom as well as decided the need for a one-hour technology workshop; therefore, student and teacher learning was affected positively as well. The impact produced positive results and can be observed through lesson plans, survey findings, observations, and a post-survey at the end of the school year.
The artifact I’m using to illustrate the needs assessment standard is the Needs Assessment. The assignment was created individually and used to determine needs in technology for the faculty in the school building. A narrative was used to explain the results of the survey that was given to a group of teachers.
The needs assessment given to teachers asked a variety of questions to determine the amount of time of computer use for teachers, time of computer use for students, how often short-throw projectors are used, how often document cameras are used, if the teachers use a variety of types of digital media and tools in the classroom, if the students use a variety of types of digital media and tools in the classroom, if digital citizenship and ethical use of technology is modeled by the teacher in the classroom, if students use technology to identify real-world issues or problems, if higher-order thinking and web-based projects are assigned to students, if formative and summative assessment opportunities are provided to students, if students create their own academic goals that include different technologies, and if activities are planned for students that involve technology and investigation.
The survey was used to determined strengths and weaknesses concerning the content and delivery of technology-based professional learning programs. The needs assessment also concluded information that was school-wide and focused on the faculty. Because teachers included their names in the surveys, grade-level needs were established as well.
I learned how to conduct an assessment to inquire about the needs of the faculty within my school. Learning how to complete an assessment of this type was a valuable learning experience that I will continue to do throughout my instructional technology career; these types of assessments allow for differentiated instruction to take place for faculty and staff within a school building. If I could change anything about this artifact, I would have encouraged more teachers to take it.
The artifact was used to yield school improvement and faculty development, which it did so in a positive way. As a result from the survey, I worked with a teacher closely to enhance her skills with seamlessly integrating technology in her classroom as well as decided the need for a one-hour technology workshop; therefore, student and teacher learning was affected positively as well. The impact produced positive results and can be observed through lesson plans, survey findings, observations, and a post-survey at the end of the school year.