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Oregon Technology in Education Council

Stages of Concern & Levels of Knowledge Scale

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.
  1. 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.
  2. 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.
  3. 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.
  4. 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.
  5. 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.
  6. 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.
  7. 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.
  8. 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.
  9. 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.
  10. 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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