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Course Outline
Reading Assignments
Graded Activities & Assessment
Announcements &
Updates
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Stages of Concern & Levels of
Knowledge Scale
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The following is a "Stages of Concern and Levels of
Knowledge" scale that has proven useful in
discussing/measuring the IT preparation of teachers. For
example, it is useful in doing a Needs Assessment prior to
developing an inservice education program for a school or
district. Class participants may be asked to use this form
in doing an IT Professional Development Needs Assessment for
a school.
- Complete Novice: I have never used a
microcomputer. I don't know how to turn one on and make
it go. When the opportunity to gain such knowledge has
been made available to me, I have not taken advantage of
it. It may be that I have a negative attitude toward this
technology.
- Awareness: I have an awareness of
microcomputers and other IT but I do not make personal or
professional use of them. I do not engage my class or
staff in discussions about IT even when I realize that
this would be relevant to the topic at hand. I do not
make use of IT in developing instructional materials or
administrative materials. I am somewhat
techno-phobic.
- Informational: I have a novice level of
microcomputer and other IT knowledge and skill. Although
I sometimes make use of these facilities, my level of
knowledge is not adequate for professional use. I lack
the knowledge and skills needed to make use of IT in
developing instructional or administrative materials, and
in integrating use of IT into my professional work. I am
concerned about gaining more general information about
their potential uses in my professional work.
- Personal: I am beginning to make use of
microcomputers and other IT in my professional work. I am
concerned about how using this technology will affect me
personally in my professional career as an educator.
- Time: I am concerned about the time needed to
learn about and to keep up with the rapid changes in IT
in education. As I continue to learn, I sometimes feel
overwhelmed by how much there is to learn and how much
time it takes to keep up.
- Practitioner: I make quite a bit of use IT in
my professional work. I routinely integrate IT into the
teaching and/or administrative work that I do. I am
concerned about the effects my use of microcomputers,
networking, and other IT is having and should be having
on students and staff, and on my professional work.
- Collaboration: I occasionally help a colleague
to handle an IT hardware or software problem in an
informal, one-on-one setting. I share what I am learning
about use of IT in teaching and in administration and I
encourage my colleagues to make such uses of IT. I am
concerned about doing more extensive work with my peers
so that we both learn more about IT in education.
- Refocusing: I am comfortable in making routine
professional use of IT and in helping my colleagues to
learn IT. I am concerned about learning new ways to use
what I already know and about expanding my horizons. I
want to help facilitate substantial changes in my
department and my school.
- IT Leader: I am a technology leader and high
level facilitator. I routinely present talks and
workshops at conferences. I am concerned about continuing
to maintain and improve my leadership and professional
development skills, in my school, school district, and
beyond.
- Educational Leader: I am an educational
leader, with broad interests in how to improve our
overall educational system. Although IT remains one of my
primary interests in education, I am concerned about
appropriate and cost-effective ways to better meet the
educational needs of all students and all other
stakeholders in our educational system. I have an
interest in national and global educational systems. I am
concerned about the complexity of educational systems and
how to improve these systems.
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