Educator Technology Literacy Rubrics
From Shifted Learning
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Borrowed straight off the Blue Skunk Blog (Doug Johnson) where he is undertaking a refresh of these standards. This is still playing with clay. I know that I need to figure out an efficient/effective way to cite the work properly.
What should a "technology-literate" educator know and be able to do?
- Beginning
- These rubrics primarily address professional productivity. They are the foundation on which more complex technology and technology-related professional skills are built. Teachers who have mastered these skills are able to use the computer to improve their traditional instructional tasks such as writing, record-keeping, designing student materials, and presenting lessons. These skills also build the confidence teachers need to use technology to restructure the educational process.
- Advanced
- These rubrics below are designed to help teachers move to a second (and final?) level of professional computer use. Rather than the computer simply being a tool which allows a common task to be done more efficiently, these skills fundamentally change how instruction is delivered, how student performance is measured, and how teachers view themselves as professionals. The technology is used to actually restructure the educational process to allow it to do things it has never been able to do before.
- Internet
- These rubrics focus on using the Internet skillfully and purposely for educational purposes.
- Leadership
- These rubrics are designed to help superintendents, principals and directors determine how well they use technology to improve administrative effectiveness through efficient communication, planning, and record keeping.
[edit] Rubrics for Beginning Teacher Computer Use
These rubrics primarily address professional productivity. They are the foundation on which more complex technology and technology-related professional skills are built. Teachers who have mastered these skills are able to use the computer to improve their traditional instructional tasks such as writing, record-keeping, designing student materials, and presenting lessons. These skills also build the confidence teachers need to use technology to restructure the educational process.
[edit] Rubric: Basic Computer Operation
National Educational Technology Standards References (N/A)
| Level 1 | Level 2 | Level 3 | Level 4 |
| I do not use a computer. | I know the basic operations of using a mouse and trackpad, clicking, and working with a windows-type interface. I can use the computer to open, run and close a few specific, preloaded programs. Computer use has little effect on how I work. I am somewhat anxious I might damage the machine or its programs. | I can set-up my computer and peripheral devices, load software, print, and use most of the operating system tools like the clipboard, clock, note pad, find command, and trash can (recycling bin). I can connect to my school’s network and access programs and resources on the network. I have a virus protection program that scans my files on a regular basis. I can identify the type and version of operating system my computer uses. I can put my computer in a sleep mode for energy conservation. | I can run several programs simultaneously, and have multiple windows open at the same time. I can customize the look and sounds of my computer. I use techniques like shift-clicking to work with multiple files and right-clicking to access contextual menus. I feel confident enough to teach others some basic operations. |
[edit] Rubric: File Management
National Educational Technology Standards References (N/A)
| Level 1 | Level 2 | Level 3 | Level 4 |
| I do not save any documents I create using the computer. | I save documents I’ve created but often have difficulty finding them. I store duplicates of my files on disks, servers or flash memory for back-up purposes on an irregular basis. | I have a filing system for organizing my files, and can locate files quickly and reliably in folders and subfolders. I can use the search command in my operating system (Indexer or Spotlight) to locate a file by name, type or content. I back-up my files to writable CD or DVD disks, separate hard drive, network file server, or Internet storage site on a regular basis. I use local network or Internet file storage server when provided so I can access my files from any computer, including my home computer. I save my files with the appropriate extension (.txt, ..jpg, doc, cwk, etc.) to facilitate cross-platform use. I can use a potable flash drive to transport my files. | I regularly run a disk-optimizer on my hard drive, and use an automated back-up program to make copies of my files on a regular schedule. I have a system for archiving files which I do not need on a regular basis to conserve my computer’s hard drive space. I keep my back up files in physical locations that are at a distance. |
[edit] Rubric: Time Management and Organization
National Educational Technology Standards References (N/A)
| Level 1 | Level 2 | Level 3 | Level 4 |
| I do not use electronic tools or devices to help me keep a calendar or organize my tasks and address book. | I can access the school’s calendar for basic schedule information. I can use the directory on the school's website to locate staff e-mail addresses. | I use an integrated electronic calendar program, to-do list, and address book that includes email address to help organize and schedule my professional activities. I can synchronize the information on my computer with that in my PDA (personal digital assistant) or cell phone and my shared online calendar. I can set alerts to help remind me of upcoming meetings or events. | I store my calendar, task manager, web bookmarks, and address book online so it can be accessed from any Internet-worked computer. I can access the shared calendars of other staff members to help schedule meetings and events. I help my students with using technology for time management and organizational purposes. |
[edit] Rubric: Word Processing
National Educational Technology Standards References (N/A)
| Level 1 | Level 2 | Level 3 | Level 4 |
| I do not use a word processor, nor can I identify any uses or features it might have which would benefit the way I work. | I occasionally use the word processor for simple documents that I know I will modify and use again. I generally find it easier to handwrite or type most written work I do. | I use the word processor for nearly all my written professional work: memos, tests, worksheets, and home communication. I can edit my document using commands like copy and paste, find, undo, and save as. I can spell check, and change the format of a document. I can paginate, preview and print my work. I can use tables within my documents and insert graphics. I can save my document as a .pdf file. I feel my work looks professional. | I can save my document as a text or rtf document so it can be opened by others who may not use the same word processor I use. I take advantage of collaborative writing/editing environments when available, including online word processors and wikis. I can suggest an open source word processor for those who wish or need to use one. I use the word processor not only for my work, but have used it with students to help them improve their own communication skills. |
[edit] Rubric: Spreadsheet Use
National Educational Technology Standards References (N/A)
| Level 1 | Level 2 | Level 3 | Level 4 |
| I do not use a spreadsheet, nor can I identify any uses or features it might have which would benefit the way I work. | I understand the use of a spreadsheet and can navigate within one. I can create a simple spreadsheet that adds a column of numbers. I understand the basic types of data that can be placed in cells: labels, numbers, formulas, and references. | I use a spreadsheet for several professional applications such as keeping a budget or analyzing student data. I can change the format of the spreadsheets by changing column widths and text style. I can use the spreadsheet to make a simple graph or chart. I can import and export data from a spreadsheet. I understand the difference between a workbook and a worksheet, and can create a workbook with multiple worksheets. | I can import or link a spreadsheet into a word processing document or presentation program when needed. I can custom design a variety of graphs and charts. use the spreadsheet not only for my work, but have used it with students to help them improve their own data keeping and analysis skills. |
[edit] Rubric: Database Use
National Educational Technology Standards References (N/A)
| Level 1 | Level 2 | Level 3 | Level 4 |
| I do not use a database, nor can I identify any uses or features it might have which would benefit the way I work. | I understand the function of a database and can locate information within one that has been pre-made. I can add or delete data in a database. | I use databases for professional applications. I can create a simple original database that has a professional application such as an address book by defining fields and creating layouts. I can find, sort and print information that is useful to me. I can use database information to do mail merge in a word processing document. I can use my building’s student information system database to find information about students in my class. | I can use formulas with my database to create summaries of numerical data. I use the database not only for my work, but have used it with students to help them improve their own data keeping and analysis skills. |
[edit] Rubric: Graphics and Digital Image Use
National Educational Technology Standards References (N/A)
| Level 1 | Level 2 | Level 3 | Level 4 |
| I do not use graphics in my word processing or presentations, nor can I identify any uses or features they might have which would benefit the way I work. | I can open and create simple pictures with the painting and drawing programs. I can use programs like PrintShop or CardShop. | I use both pre-made clip art and simple original graphics in my word-processed documents and presentations. I can edit clip art, change its size, and place it on a page. I can use most of the drawing tools, and can group and un-group objects. I can use the clipboard to take graphics from one application for use in another. I can take, import, edit, and use images from a digital camera in my work. I can use a scanner. The use of graphics in my work helps clarify or amplify my message. | I use graphics not only for my work, but have used them with students to help them improve their own communications. I can use graphics and digital images to create a professional looking newsletter. I can do basic editing of digital video production. |
[edit] Rubric: Hypermedia/Presentation Software Use
National Educational Technology Standards References (N/A)
| Level 1 | Level 2 | Level 3 | Level 4 |
| I do not use hypermedia or presentation software, nor can I identify any uses or features it might have which would benefit the way I work. | I can navigate through a pre-made hypermedia program or presentation program. I can create a simple presentation using a program’s templates or wizards. | I can create my own hypermedia stacks and computer presentations that can be used to accompany a lesson in my classroom. These stacks use navigation buttons, sounds, dissolves, graphics, and text fields. I know some basic rules of graphic design that can apply when designing the presentation. I can use an LCD projection device to display the presentation to a class. The computer generated slides help reinforce or amplify my message. | I can link to other programs and to websites from my hypermedia stacks or presentations. I use hypermedia and presentation programs with students in their own information keeping and communication efforts. |
[edit] Rubric: Network and Internet Use
National Educational Technology Standards References (N/A)
| Level 1 | Level 2 | Level 3 | Level 4 |
| I do not use the on-line resources available in my building, nor can I identify any uses or features they might have which would benefit the way I work. | I understand that there is a large amount of information available to me as a teacher that can be accessed through networks, including the Internet. With the help of the media specialist, I can use the resources on the network in our building. | I use the networks to access professional and personal information from a variety of sources including networked CD-ROM reference materials, on-line library catalogs and periodical databases, and the World Wide Web. I have an e-mail account that I use on a regular basis to communicate with parents and other professionals. I use the district-specific networked resources that are available to me such as file storage space, student information, IEP forms, curriculum guides, and online forms. I have a strategy for analyzing the quality of information I find online. | Using telecommunications, I am an active participant in on-line discussions, can download files and programs from remote computers. I use the network to share documents with my colleagues for collaborative review and editing. I accept student work sent to me electronically. I use telecommunications activities with my students. |
[edit] Rubric: Student Assessment
National Educational Technology Standards References (N/A)
| Level 1 | Level 2 | Level 3 | Level 4 |
| I do not use the computer for student assessment. | I understand that there are ways I can keep track of student progress using the computer. I keep some student produced materials on the computer, and write evaluations of student work and notes to parents with the word processor. | I effectively use an electronic grade book to keep track of student data and/or I keep portfolios of student produced materials on the computer. I use the electronic data during parent/teacher conferences. I use the networked grading, attendance, report card/progress report, and discipline system provided by my district. | I rely on the computer to keep track of outcomes and objectives individual students have mastered. I use that information in determining assignments, teaching strategies, and groupings. |
[edit] Rubric: Ethical Use Understanding
National Educational Technology Standards References (N/A)
| Level 1 | Level 2 | Level 3 | Level 4 |
| I am not aware of any ethical issues surrounding computer use. | I know that some copyright restrictions apply to computer software. | I clearly understand the difference between freeware, shareware, and commercial software and the fees involved in the use of each. I know the programs for which the district or my building holds a site license. I understand the school board policy on the use of copyrighted materials. I demonstrate ethical usage of all software and let my students know my personal stand on legal, moral, and safety issues involving technology. I know and enforce the school’s technology policies and guidelines, including its Internet Acceptable Use Policy. I have a personal philosophy I can articulate regarding the use of technology in education. | I am aware of other controversial aspects of technology use including data privacy, equitable access, and free speech issues. I can speak to a variety of technology issues at my professional association meetings, to parent groups, and to the general community. |
[edit] Rubrics for Advanced Teacher Computer Use
These rubrics below are designed to help teachers move to a second (and final?) level of professional computer use. Rather than the computer simply being a tool which allows a common task to be done more efficiently, these skills fundamentally change how instruction is delivered, how student performance is measured, and how teachers view themselves as professionals. The technology is used to actually restructure the educational process to allow it to do things it has never been able to do before.
[edit] Rubric: Instructional Software Use
National Educational Technology Standards References (TBD)
| Level 1: Basic | Level 2: Developing | Level 3: Proficient | Level 4: Advanced |
| I do not use instructional software as a part of my instructional program, nor am I aware of any titles that might help my students meet their learning goals. | I use a few computer programs as an instructional supplement, as a reward, or with special needs children. | I use several programs (drill and practice, simulations, tutorials, etc.) chosen by my department or grade level to help all my students meet specific, identified learning objectives. The software allows me teach and/or reinforce concepts more effectively than traditional methods. When it is available, I use the software’s management system to help assess individual student performance. I use the school’s integrated learning system in a purposeful way and help assess its overall effectiveness. | I seek out new programs for evaluation and adoption. I know sources of software reviews and keep current on developments in computer technologies through professional reading and conference attendance. I share my findings with other professionals. |
[edit] Rubric: Using Technology to Improve Student Writing
National Educational Technology Standards References (N/A)
| Level 1 | Level 2 | Level 3 | Level 4 |
| I am not familiar any technologies that would allow me to help my students improve their writing skills. | I ask that the final draft of some student writing assignments be word-processed. I do not expect or encourage my students to compose or edit using the computer. | I help students use the computer in all phases of the writing process from brainstorming to editing to publishing. This may included the use of idea generators, graphic organizers, portable writing computers, outlining tools, spelling and grammar checkers, desktop publishing tools, and webpage generators. I use technology to help students share their work for a wide reading audience. I can find and use best practices data on improving writing with technology. | I store portfolios of my students’ work electronically. I share successful units with others through print and electronic publishing and through conference presentations and workshops. I look for specific technology tools for helping my students improve their writing skills. |
[edit] Rubric: Information Literacy Skills Using Secondary Sources
National Educational Technology Standards References (N/A)
| Level 1 | Level 2 | Level 3 | Level 4 |
| I am not familiar with the term information literacy, nor do I know why such skills are important. | As a part of my curriculum I have library research projects, and I support the library skills taught by the media specialist. I am aware that there are electronic resources available to my students. | My curriculum includes at least two information literacy projects, team-taught with the media specialist. I understand the Big6 or a similar information literacy process and design student projects that require higher level thinking skills, use and cite electronic information sources, require the use of computer productivity software, and are authentically assessed. I ask students to use technology to help them share the results of their research with others. I reinforce information literacy skills on a daily basis as opportunities arise. | I am actively involved in curriculum planning teams and advocate for multidisciplinary units and activities that require information literacy skills. I share successful units with others through print and electronic publishing and through conference presentations and workshops. |
[edit] Rubric: Information Literacy Skills - Primary Sources
National Educational Technology Standards References (N/A)
| Level 1 | Level 2 | Level 3 | Level 4 |
| When asking students to do research, I expect them to only use secondary resources like books, magazines, or reference materials. | As a part of my curriculum, I have some units which require the collection and use of original data. I generally can predict the outcome of such experiments. | My curriculum includes at least two information literacy projects that require the collection of original data to answer a genuine question. I may use tools to collect data like computerized probes and sensors, online surveys, interviews, or digitized sources of historical records, as well as tools to record, organize, and communicate the data such as databases and spreadsheets. I ask students to use technology to help them share the results of their research with others. | I am actively involved in curriculum planning teams and advocate for multidisciplinary units and activities that require information literacy skills. I share successful units with others through print and electronic publishing and through conference presentations and workshops. |
[edit] Rubric: Modification of Instructional Delivery
National Educational Technology Standards References (TBD)
| Level 1 | Level 2 | Level 3 | Level 4 |
| I have one or two effective methods of delivering content to my students. I do not use technology that requires that I change my instructional methodology. | I have tried units or projects that are student-directed, use small groups, or are highly individualized, but I primarily use teacher-directed, whole group instruction. | I use a variety of instructional delivery methods and student grouping strategies routinely throughout the year. I can design activities and approaches that best fit both the learning objectives and the availability of the technology available to me. I can use small groups working cooperatively or in rotation to take advantage of student to equipment ratios of greater than one to one. | I continuously try new approaches suggested by research or observation to discover the most effective means of using technology to engage my students and meet curricular goals. I work with a team of fellow teachers to create, modify and improve my practices in this area. |
[edit] Rubric: Assessment of Student Performance
National Educational Technology Standards References (N/A)
| Level 1 | Level 2 | Level 3 | Level 4 |
| I evaluate my students using objective tests only. | I evaluate some student performances or projects using subjective criteria. I save some student work for cumulative folders and parent conferences, and print some electronically produced student work. | I use a wide range of assessments to evaluate student projects and performances. I can use technology to help create assessment tools like checklists, rubrics, and benchmarks that help the student assess his own performance and allow me to objectively determine the quality of student work. I ask students to keep both a physical and electronic portfolio of their work. I have a computerized means of aggregating performance data for my class that I use to modify my teaching activities and strategies. | I continuously try new approaches suggested by research or observation to discover the most effective means of using technology to help assess student learning. I work with a team of fellow teachers to create, modify, and improve my work in this area. |
[edit] Rubric: Individualization of Instruction and Educational Program
National Educational Technology Standards References (TBD)
| Level 1 | Level 2 | Level 3 | Level 4 |
| I modify my curriculum or instructional methods only for students with identified special needs. | I occasionally give students the choice of assignments in my class, but all class members (unless they are in special education) must meet in the same learning objectives within the same time frame. Skill remediation is done during summer school or informally during or after school. | With the assistance of the student, parents, and appropriate specialists, I create a learning plan for each of my students. I track the accomplishment of learning goals in the plan using a computerized tool. I use this tool during parent conferences and for school or state reporting. | I provide suggestions about the content and design of the individualized computerized planning and report tools. |
[edit] Rubric: Fostering Home-School Communications
National Educational Technology Standards References (N/A)
| Level 1 | Level 2 | Level 3 | Level 4 |
| I use the traditional methods of communication with my students’ homes: telephone, report cards, progress reports and print school or classroom newsletters. | I send email to parents who request it in response to specific inquiries. I use my district or building’s generic parent/guardian mailing list to distribute messages of general interest. | I maintain a parent/guardian mailing list to distribute information about happening in my classroom. I maintain a classroom webpage that has basic information about my classroom and curriculum including study guides, notification of upcoming evaluation, assessment criteria of projects, class expectations, and other information parents may find useful. | I use a webpage or web interface to my gradebook to provide real-time information to parents about individual student’s progress in my class. I formally work with parent organizations to teach parents how to access school information electronically. |
[edit] Rubric: Assistive and Adaptive Technologies
National Educational Technology Standards References (N/A)
| Level 1 | Level 2 | Level 3 | Level 4 |
| I am not aware of how technology can help students with learning problems or with physical or mental limitations. | I work with students who may bring with them special devices that allow them to work and communicate in the classroom. I allow some students to use electronic aides to help overcome special learning problems. | I use technology when appropriate to help students with special learning needs. These may include detailed individualized education plans, specialized communications devices, or other compensatory devices. | I provide professional growth opportunities for other teachers in the use of assistive and adaptive technologies. |
[edit] Rubric: Professional Growth and Communication
National Educational Technology Standards References (TBD)
| Level 1 | Level 2 | Level 3 | Level 4 |
| I do not use electronic resources for professional growth or communication. | I can find lesson plans and some research in online data bases. I correspond with parents and other teachers using email. | I use the Internet and other online resources to obtain research, teaching materials and information related to the content of my classes. I read electronic newsletters and journals to keep current on educational practices. I participate in electronic discussion groups and chat rooms that are related to my area of education. I use a computerized presentation program when giving workshops or speaking at conferences. I take part in distance learning opportunities using technology. | I organize professional growth opportunities for other teachers and feel comfortable teaching other staff members about the use of technology. |
[edit] Rubric: Research and Evaluation of Technology Use
National Educational Technology Standards References (TBD)
| Level 1 | Level 2 | Level 3 | Level 4 |
| I have not attempted to determine whether the use of instructional technology has made a difference in my student’s learning or classroom climate. | I gather, use, and share anecdotal information and observations about student use of technology in my classroom. | I use action research and aggregated data to accurately determine whether the technology and methodology I am using has an impact on how well my students learn and on school climate. | I participate in formal studies of the impact of technology on student learning conducted by professional groups and academics. I have designed such studies as part of my own professional education. I report electronically and in print the findings of my research to other professionals. |
[edit] Rubrics for Teacher Internet Use
These rubrics focus on using the Internet skillfully and purposely for educational purposes.
[edit] Rubric: Internet Basics and History
National Educational Technology Standards References (N/A)
| Level 1 | Level 2 | Level 3 | Level 4 |
| I do not understand how networks work, nor can I identify any personal or professional uses for networks, including the Internet. I do not have an account on any network nor would I know how to get one. | I can identify some personal or professional uses for networks, and understand they may have a value to my students and to me. I’ve read some articles about the Internet in the popular press. I can directly use network access to a library catalog or CD-ROM. | I can describe what a computer network does and how it can be useful personally and professionally. I can distinguish between a local area network, a wide area network, and the Internet and can describe educational uses for each. I can describe the history of the Internet, recognize its international character, and know to a degree the extent of its resources. I know the purpose and historical significance of newsgroups, gophers, and telnet. I have personal access to the Internet that allows me to receive and send email, download files, and access the World Wide Web. I know that I must protect my password, and should restrict access by others to my account. | I use networks on a daily basis to access and communicate information. I can serve as an active participant in a school or organizational planning group, giving advice and providing information about networks. I can recommend several ways of obtaining Internet access to others. |
[edit] Rubric: Email
National Educational Technology Standards References (N/A)
| Level 1 | Level 2 | Level 3 | Level 4 |
| I do not use email. | I understand the concept of email and can explain some administrative and educational uses for it. | I use email regularly and can: a) read and delete messages, b) send, forward and reply to messages to, c) create nicknames, mailing lists, and a signature file, d) send and receive attachments | I can send group mailings and feel confident that I could administer an electronic mailing list. I use activities that require email in my teaching. I can locate lists of subject oriented mailing lists. |
[edit] Rubric: The World Wide Web
National Educational Technology Standards References (N/A)
| Level 1 | Level 2 | Level 3 | Level 4 |
| I do not use the World Wide Web. | I am aware that the World Wide Web is a means of sharing information on the Internet. I can browse the Web for recreational purposes. | I can use a Web browser like Explorer or Netscape to find information on the World Wide Web, and can list some of the Web’s unique features. I can explain the terms: hypertext, URL, http, and html. I can write URLs to share information locations with others. I can use Web search engines to locate subject specific information and can create bookmarks to Web sites of educational value. | I can configure my web browser with a variety of helper applications. I understand what “cookies” do and whether to keep them enabled. I can speak to the security issues of on-line commerce and data privacy. |
[edit] Rubric: Search Tools and Evaluation Strategies
National Educational Technology Standards References (TBD)
| Level 1 | Level 2 | Level 3 | Level 4 |
| I cannot locate any information on the Internet. | I can occasionally locate useful information on the Internet by browsing or through remembered sources. | I can conduct an efficient search of Internet resources using directories like Yahoo or search engines like Google. I can use advanced search commands to specify and limited the number of hits I get. I can state some guidelines for evaluating the relevance of sited and the quality of the information I find on the Internet. I can write a bibliographic citation for information found. | I can identify some specialized search tools for finding software and email addresses. I can speculate on future developments in on-line information searching including know-bots, meta-search engines, and other kinds of intelligent search agents. |
[edit] Rubric: Newsgroups, Telnet and Electronic Mailing Lists
National Educational Technology Standards References (N/A)
| Level 1 | Level 2 | Level 3 | Level 4 |
| I have no knowledge of newsgroups, telnet or electronic mailing list functions. | I know that there are resources in a variety of formats available on the Internet, but cannot confidently access them. | I read the newsgroups that interest me on a regular basis, and I can contribute to newsgroups. I can access a remote computer through the telnet command, including remote library catalogs. I can find the help screens when emulating remote computers and can log off properly. I can subscribe, unsubscribe and contribute to electronic mailing lists (listservs) related to my educational field. | I know how to find, configure, and use the specialized tools for newsgroups and telnet access. I use the resources found in these areas with my students. |
[edit] Rubric: Obtaining, Decompressing, Viewing and Using Files
National Educational Technology Standards References (N/A)
| Level 1 | Level 2 | Level 3 | Level 4 |
| I cannot retrieve files from remote computers. | I know that documents and computer programs that are useful to my students and to me are stored on computers throughout the world. I cannot retrieve these files. I can open a .pdf file with a browser plug in. | I understand the concept and netiquette of “anonymous FTP” sites. I can transfer files and programs from remote locations to my computer, and can use programs or plug-ins that help me do this. I can extract compressed files, and know some utilities that help me view graphics and play sounds and movies. I understand the nature and danger of computer viruses, and know how to minimize my risk of contracting a computer virus. | I use information I have retrieved as a resource for and with my students. I understand the concept of a network server, and the functions it can serve in an organization. I can use an ftp client to upload files to a server. I can create a .pdf document. |
[edit] Rubric: Real-time, Streaming and Push Technologies
National Educational Technology Standards References (N/A)
| Level 1 | Level 2 | Level 3 | Level 4 |
| I use only static documents and files I retrieve from the Internet. | I have some information sent to me on a regular basis through e-mail and I check some sites on a regular basis for information. | I use chat-rooms, instant messaging, and customized news and information feeds. I can listen to audio streamed from the web. I know the hardware and software requirements for web-based videoconferencing. I can install the plug-ins necessary to hear and view multimedia resources. | I can use real-time applications to design a “virtual” classroom or interactive learning experience. My students use videoconferencing for communication with experts and project collaboration with other students. |
[edit] Rubric: Webpage Construction
National Educational Technology Standards References (TBD)
| Level 1 | Level 2 | Level 3 | Level 4 |
| I cannot create a page which can be viewed with a web browser. | I can save text I’ve created as an html file with a command in my word processor. I know a few, simple html commands. I can use a form-based tool to create a webpage. | Using a web page authoring tool, I can: a) view web pages as source documents, b) create a formatted web page that uses background color, font styles and alignment, graphics, and tables, c) include links to other parts of my document or other Internet sites in my page, d) know basic guidelines for good web page construction and the district’s web policies | I can use the web as an interface to databases. When appropriate, I can register my pages with search engine sites. I can help write web creation policies for design, content, and use. |
[edit] Rubric: Learning Opportunities Using the Internet
National Educational Technology Standards References (TBD)
| Level 1 | Level 2 | Level 3 | Level 4 |
| I am not aware of any ways the Internet can be used with students in my classroom. | I occasionally allow my students to use the Internet to find information. | I know a variety of projects and activities that effectively use the Internet to instruct and involve students. I know sources for collaborative projects, can direct students to on-line tutorials and learning resources, and encourage a variety of activities. | I can design and implement an Internet project or maintain an educational Internet site. |
[edit] Rubric: Netiquette, On-line Ethics, and Current Issues Surrounding Internet Use in K-12 Schools
National Educational Technology Standards References (N/A)
| Level 1 | Level 2 | Level 3 | Level 4 |
| I am not aware of any ethics or proprieties regarding the Internet nor am I unaware of any issues dealing with Internet use in a school setting. | I understand a few rules that my students and I should follow when using the Internet. I understand that the Internet is sometimes a controversial resource which many educators and parents do not understand. | I have read a guideline for Internet use such as Rinaldi’s “The Net: User Guidelines and Netiquette” or other source, and follow the rules outlined. I know and read the FAQ files associated with sources on the Internet. I am aware that electronic communication is a new communications medium that may require new sensitivities. I can identify print and on-line resources that speak to current Internet issues like: a) censorship/site blocking software, b) copyright, c) legal and illegal uses, d) data privacy, e) security I can list some of the critical components of a good Acceptable Use Policy and know and use our district’s policy. | I can use my knowledge of the Internet to write good school policies and activities that help students develop good judgment and good information skills. |
[edit] Rubrics for Administrative Technology Use
These rubrics are designed to help superintendents, principals and directors determine how well they use technology to improve administrative effectiveness through efficient communication, planning, and record keeping.
[edit] Rubric (Administrator): Personal Productivity
TSSA Standards III.B, III.D
| Level 1 | Level 2 | Level 3 |
| I do not use a computer nor other related information technologies, nor do I expect my office staff to use such technologies. I am not aware of ways that technology can improve my productivity or the productivity of my office staff. | I use a computer to keep a calendar to which my secretary has access; to track addresses and phone numbers of professional contacts; and to compose professional correspondence. I use technology to do routine tasks more effectively and efficiently, which gives me more time for work with staff and on long-term goals and major projects. | I not only use technology to increase my productivity, but encourage my office staff to do so as well. All correspondence from my office looks professional. All building/district leaders use a shared calendar system for easy scheduling of meetings. |
[edit] Rubric (Administrator): Information Systems Use
TSSA Standards IV.A, V.A, V.C
| Level 1 | Level 2 | Level 3 |
| My office staff uses a stand-alone student information system to keep track of basic student data and information needed for district and state reports. Networked access is not given. | My office uses a system to accurately track student information including parental contact information, grade reports, discipline reports, and health records. The system is used to build a master class schedule. Selected building personnel and I can access the system through the network and use it for decision-making purposes. The system is secure and back-up procedures are in place. | Appropriate student information is used by all staff as well as by building leaders. The system is integrated with a district census database that is also tied to finance, transportation, and personnel/payroll records. I know the philosophy of SIF (School Interoperability Framework) and use it as a criterion when selecting new or upgraded information systems. The district information plan has these attributes:
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[edit] Rubric (Administrator): Record Keeping and Budgeting
TSSA Standards IV.B, IV.C
| Level 1 | Level 2 | Level 3 |
| I rely on a district system with paper reports for keeping track of budgets, inventories, and other financial records. I keep track of my budgets in a paper ledger format. | I use a spreadsheet or simple packaged record keeping system to track my department or building’s budget accounts. It is accurate and kept up-to-date. I can use my accounting system to cross check the district’s financial system if discrepancies arise. | I use the district’s online accounting system to track my budget accounts. I can submit purchase orders electronically. I use networked inventory databases to keep track of my building’s textbooks, supplies, and equipment. |
[edit] Rubric (Administrator): Data Use
TSSA Standards I.E, III.A, IV.D
| Level 1 | Level 2 | Level 3 |
| I do not use reports or data that can be produced by information systems in the district to help make operational or policy decisions. | I can analyze census, discipline, scheduling, attendance, grading, and financial data reports produced by administrative systems to spot trends and highlight problems in my building or department. I can communicate the conclusions to staff, parents, and the community in understandable ways. | I recognize areas in administration for which additional data is needed for the efficient and effective operation of the building, department, or district and can make recommendations about how that data can be gathered, stored, and processed electronically. I can use data mining techniques to draw conclusions about programs’ effectiveness. |
[edit] Rubric (Administrator): Communications and Public Relations
TSSA Standards I.A, I.C, III.B, VI.B
| Level 1 | Level 2 | Level 3 |
| I ask that my secretary word-process out-going communications. Telephone messages are hand written. When I speak to the public, I use overhead transparencies or no audio-visual aids. | I effectively use a variety of technologies to communicate with students, teachers, parents, and the public. I can use voice mail and the fax machine. I have an e-mail address, check my e-mail on a regular basis, and communicate with building and district staff using e-mail. When speaking, I can use presentation software and the necessary hardware to effectively communicate my message. I use the district’s cable television capabilities for public information uses in the school and community. | I contribute information and policy advice for our school’s web pages. I encourage my staff to use technology to communicate with each other, students, parents, and the public. The public is encouraged to communicate electronically with the school. |
[edit] Rubric (Administrator): Online Research and Professional Development
TSSA Standards I.B, I.F, II.A, III.C
| Level 1 | Level 2 | Level 3 |
| I do not use online resources to gather professional information or research. | I can effectively search and extract information from online resources such as educational journal databases, ERIC, and the Internet. I subscribe to electronic journals and newsletters with news of professional relevance. I subscribe to electronic mailing lists (listservs) to gather information and problem solve with fellow professionals. I have participated in satellite-delivered educational forums. | I understand and can use online interactive communications (chat or messaging) and have taken classes using the Internet or interactive television. |
[edit] Rubric (Administrator): Teacher Competencies
TSSA Standards I.F, II.E, V.B, V.D
| Level 1 | Level 2 | Level 3 |
| I cannot identify any specific skills teachers in my school or district should have in order to use technology effectively. | Our school or district has a set of technology skills that teachers are expected to master correlated to the NETS or other national standards. A formal staff development program that offers teachers a range of staff development opportunities in technology and a means for assessing the effectiveness of those opportunities is in place. Technology and training in its use for teachers has a high funding priority in my school/district. | All teachers are expected to use technology to increase their pedagogical effectiveness and integrate high-level technology uses into their classes. |
[edit] Rubric (Administrator): Student Competencies
TSSA Standards I.F, II.A, II.B. II.C, II.D, V.D
| Level 1 | Level 2 | Level 3 |
| I cannot identify any specific skills students in my school or district should have in order to use technology effectively after graduation. | My district has a well-articulated and well-taught information literacy curriculum that integrates technology into a problem-solving research process. Students have a wide-variety of opportunities in nearly all classes to practice the use of technology in meaningful ways. Benchmarks for student technology proficiency are written and understood by the staff and public. Our curriculum is based on national standards such as NETS or AASL’s Information Literacy Standards for Student Learning. | I serve on curriculum committees comprised of both educators and community leaders that help identify the skills and competencies future graduates will need to successfully participate in society. I can clearly articulate how technology use impacts student achievement. |
[edit] Rubric (Administrator): Envisioning, Planning, and Leading
TSSA Standards I.A, I.B, I.C, I.D, V.D
| Level 1 | Level 2 | Level 3 |
| I let others in my district or school create technology plans. We purchase equipment, software, and technical support on an “as needed” basis. | I use software to facilitate brainstorming activities, to plan and conduct meetings, and to create decision-making models. I take an active leadership role in building and district technology planning efforts helping make decisions about hardware acquisition, staff development in technology, and integration of technology into the curriculum. Our school and district have a model long-range plan and short-term goals for technology use that are regularly assessed and updated. | I have a leadership role in my professional organization that stresses the effective use of technology in education. I write and speak for my fellow practitioners on technology issues. |
[edit] Rubric (Administrator): Ethical Use and Policy Making
TSSA Standards VI.A, VI.B, VI.C, VI.D
| Level 1 | Level 2 | Level 3 |
| I am not aware of any ethical or policy issues surrounding computer use. | I clearly understand copyright and fair use issues as they apply to information technology resources. I understand the school board policy on the use of copyrighted materials. I demonstrate ethical usage of all software and let my staff know my personal stand on legal and moral issues involving technology. I know and enforce the school’s technology policies and guidelines, including its Internet Acceptable Use Policy. I am aware of the issues as technology relates to student safety and security and the physical health and environmental risks associated with technology use. I have a personal philosophy I can articulate regarding the use of technology in education. | I am aware of other controversial aspects of technology use including data privacy, equitable access, and free speech issues. I can speak to a variety of technology issues at my professional association meetings, to parent groups, and to the general community. |
