Physical settings that support active student involvement, inquiry, and collaboration Organizational and management strategies that support active student involvement, inquiry, and collaboration

Select and create appropriate learning experiences, based upon sound educational principals, incorporate the use of media and technology for teaching where appropriate, and support learner expression in a variety of media communication tools

Use computers and other technologies effectively and appropriately to collect information on student learning using a variety of method

Use media and technology to address differences in children's learning and performance

Use media and technology to support learning for children with special needs

Use media and technology to support learning for children whose primary language is not English Ensuring equal access to media and technology resources for all students

Ensure exposure to all types of software (skill & drill as well as tool software) for all students regardless of race, class, gender

Social, legal, and ethical issues related to technology use Give an example of how you have used these skills to help you in your personal/professional work in a few sentences:
Given an example of how you have facilitated classroom activities to engage students in the above use of skills in a few sentences:

Please press the Next Page button to save your answers and go to category three.

© The questions on this page are copyrighted by Jill Brown. The source code for this page is copyrighted by DATASOURCE

Word Processing & Desktop Publishing

Category 3 of 9

Part I

Enter and edit text

Use correct keyboarding techniques

Copy and move blocks of text

Change text format and style, set margin, line spacing, tabs

Check spelling, grammar, word usage

Create a header or footer

Insert date, time, page numbers

Add columns to document

Insert clip art into document

Part II

• Terms such as cursor, format, font, style, header, footer, spelling checker
• Acceptance and encouragement of word processed documents being submitted by students where appropriate
• Facilitate the use of word processing for creation of documents - not just for publication of final drafts
• Helping one or more teachers/administrators learn one or more of the skills above
• Give an example of how you have used these skills to help you in your personal/professional work in a few sentences:

<font size=-1>&#;&#;&#&#&&&amp;&mp;&p;&;&&10;</font>
• Given an example of how you have facilitated classroom activities to engage students in the above use of skills in a few sentences:



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© The questions on this page are copyrighted by Jill Brown. The source code for this page is copyrighted by DATASOURCE

Spreadsheet/Graphing

Category 4 of 9

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Part I

Instructions: Essential Knowledge and Skills - I can demonstrate these skills:


Interpret and communicate information in an existing spreadsheet

Enter data in an existing spreadsheet

Create a spreadsheet with rows, columns, headings

Create/copy formulas and functions to perform calculations.

Create a graph from spreadsheet data

Insert a spreadsheet into a word processing document

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Part II

Instructions: I can demonstrate knowledge through practical applications:

Terms such as spreadsheet, cell, data entry bar, formula, function

Helping one or more teachers/administrators learn one or more of the skills above

Give an example of how you have used these skills to help you in your personal/professional work in a few sentences:




Given an example of how you have facilitated classroom activities to engage students in the above use of skills in a few sentences:




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Please press the Next Page button to save your answers and go to category five.

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© The questions on this page are copyrighted by Jill Brown. The source code for this page is copyrighted by DATASOURCE

Databases

Category 5 of 9

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Part I

Instructions: Essential Knowledge and Skills - I can demonstrate these skills:


Use information from an existing database

Sort a database by specific fields, add and delete record

Create a database with multiple fields and records

Create custom layouts including columnar reports

Insert database fields into word processing document

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Part II

Instructions: I can demonstrate knowledge through practical application:

Terms such as database, field, record, layout, sort/arrange, search/select/filter, mail merge

Helping one or more teachers/administrators learn one or more of the skills above

Give an example of how you have used these skills to help you in your personal/professional work in a few sentences:




Given an example of how you have facilitated classroom activities to engage students in the above use of skills in a few sentences:




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Please press the Next Page button to save your answers and go to category six.

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© The questions on this page are copyrighted by Jill Brown. The source code for this page is copyrighted by DATASOURCE

Multimedia Integration

Category 6 of 9

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Part I

Instructions: Essential Knowledge and Skills - I can demonstrate these skills:


Use a linear multimedia presentation (User may only follow one path through the stack, a linear one. Ex. PowerPoint)

Use a non-linear, hypermedia presentation (User has choices of how to proceed through stack.) Plan/produce a linear multimedia presentation

Plan/produce a non-linear, hypermedia presentation

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Part II

Instructions: I can demonstrate knowledge through practical application:

Terms such as media, multimedia, hypermedia, clip media

Helping one or more teachers/administrators learn one or more of the skills above

Give an example of how you have used these skills to help you in your personal/professional work in a few sentences:




Given an example of how you have facilitated classroom activities to engage students in the above use of skills in a few sentences:




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Please press the Next Page button to save your answers and go to category seven.

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© The questions on this page are copyrighted by Jill Brown. The source code for this page is copyrighted by DATASOURCE.

Telecommunications

Category 7 of 9

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Part I

Instructions: Essential Knowledge and Skills - I can demonstrate these skills:


Connect to the Internet on an on-line service

Use Electronic Mail (compose, send, retrieve, read, respond, forward)

Access and use resources on Internet and World Wide Web

Use of automated on-line search tools

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Part II

Instructions: I can demonstrate knowledge through practical application:

Use of an Acceptable Use policy in regards to students using the World Wide Web

Evaluation of web sites for validity of information

Terms such a telecommunications, direct access, dial-in access, modem, baud rate, Internet, World Wide Web

Obtain/maintain an account on the Internet or an on-line service that provides Internet access

On-line conferences relevant to professional information needs

Use of Telnet to connect to a remote computer on the Internet

Facilitation of classroom activities where students use telecommunications to effectively appropriately collect and use information

Conduct research and evaluate on-line sources of information that support and enhance the curriculum

I have helped one or more teachers/administrators learn one or more of the skills above

Use effectively distance learning, desktop video conferencing, and teleteaching technologies

Connect a computer to a modem and telephone line for dial-in access

Install and configure telecommunications software

Upload a text file and send as electronic mail

Use specialized e-mail lists relevant to professional information needs

Create and use group addresses for electronic mail

Read, save, print, reply to, forward electronic mail

Use Gopher to browse resources on the Internet

Use FTP to send or retrieve files from remote computers

Give an example of how you have used these skills to help you in your personal/professional work in a few sentences:




Given an example of how you have facilitated classroom activities to engage students in the above use of skills in a few sentences:




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Please press the Next Page button to save your answers and go to category eight.

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© The questions on this page are copyrighted by Jill Brown. The source code for this page is copyrighted by DATASOURCE

Networking

Category 8 of 9

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Part I

Instructions: Essential Knowledge and Skills - I can demonstrate these skills:


Use a file server (connect/log on, retrieve a program or document save a document, save a document to a specified location)

Share files with others on a network

Terms such as local area network, wide area network, access rights, security passwords, file server, zone

Helping one or more teachers/administrators learn one or more of the skills above

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Part II

Instructions: I can demonstrate knowledge through practical application:

Terms such as local area network, wide area network, access rights, security passwords, file server, zone.

Helping one or more teachers/administrators learn one or more of the skills above.

Give an example of how you have used these skills to help you in your personal/professional work in a few sentences:




Given an example of how you have facilitated classroom activities to engage students in the above use of skills in a few sentences:




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Please press the Next Page button to save your answers and go to category 9.

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© The questions on this page are copyrighted by Jill Brown. The source code for this page is copyrighted by DATASOURCE.

Media Communications

Category 9 of 9

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Part I

Instructions: Essential Knowledge and Skills - I can demonstrate these skills:


Produce print-based products (i.e. Newsletters, brochures, posters, books)

Produce electronic slides/overheads

Set up and operate a videocassette recorder/player and monitor/TV

Connect a video output device (e.g. LCD panel) to computer for large screen display

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Part II

Instructions: I can demonstrate knowledge through practical application:

Description of the historical development and important trends affecting the evolution of technology and its probable future roles in society.

Apply specific-purpose electronic devices (such as, a graphing calculator, language, translator, scientific probeware, or electronic thesaurus) in appropriate content areas

Demonstrate knowledge of uses of computers and technology in business, industry, and society

Terms such a painting tool, drawing tool, compression

Role of media in effective communication

Characteristics, strengths, weaknesses of different media

Consumer issues, including identification/evaluation of available media communication resources

I have helped one or more teachers/administrators learn one or more of the skills above


 

 
 
 

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Part III

Instructions: Expanded knowledge and skills:I can demonstrate this skills:

Use painting and drawing tools

Use digital camera and scanner

Use camcorder and edit video from a camcorder

Produce a video

Set up and operate a videodisk player and TV receiver or monitor

Locate, evaluate and select appropriate teaching resources and curriculum materials, including computer-based products, videotapes and discs, audio material, local experts, primary documents and artifacts, texts, reference books, and other print sources

Give an example of how you have used these skills to help you in your personal/professional work in a few sentences:




Give an example of how you have facilitated classroom activities to engage students in the above use of skills in a few sentences:




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Please press the Next Page button to save your answers and view your results.

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© The questions on this page are copyrighted by Jill Brown. The source code for this page is copyrighted by DATASOURCE.

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APPENDIX C

PILOT STUDY

Pilot Study

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I had the privilege of presenting my research topic at the New Mexico State Department of Education's Network of Champions Retreat for teachers, administrators and technology coordinators in September of 1997. My session was titled, "Computers Don't Teach By Themselves". This 'retreat' was set up very differently than would be expected. First, the title of retreat was taken very seriously. (If you got caught saying the word 'conference' at the 'retreat' you had put a dollar into the kitty.) There was also little technology provided for the sessions (overhead projectors if requested and easels with large paper). This was done deliberately and was successful in achieving the desired goal of the retreat organizers - communicating, conversing, and discussing current technology issues. They did not want participants going to session after session of lectures. This organization provided me with an excellent opportunity regarding my research. I had to think about how I would organize my session with no technology. I do have a neat PowerPoint presentation that I created at Intel describing my Technology Skills Model. It would have been easy to project up on a screen and I would be done with planning my session, but this was not an option.

One by one, some in pairs filled the room. There were four tables with chairs around them. Everyone came in and faced the perceived front of the room where the easel sat. There were 8 participants at one table, 6 at another table, 4 at a third table and 5 at the final table. There were 23 participants total. I had met 5 of the participants previously. Their titles range from technology administrator (two of the participants) for a district, the K-12 Education director at Intel, and two classroom teachers. Most of the others were secondary teachers, elementary teachers and computer teachers. There were also technology coordinators/teachers in a dual role. This is a common title in New Mexico where many schools do not have the resources to have one position designated for technology coordinator at their school, so a teacher takes on the responsibilities along with their role as a teacher. This was a group that was extremely interested in technology and their range of expertise dealing with technology extended from novice through network administrator.

In lieu of the PowerPoint presentation, this is how I conducted my session. I welcomed the participants and informed them that I was beginning a research project dealing with the skills teachers need in order to effectively integrate technology into their classrooms and that I wanted their input on what they think answer to my questions. I informed them that I was interested in their comments as educators, teachers and administrators interested and involved with technology.

I wrote the following question on the easel and asked them to discuss it in self formed groups: How do you define a teacher that is beginning to integrate technology into their curriculum effectively? They discussed the question in 5 separate groups (the table of 8 formed two groups, the other tables each formed one group) for about 10 minutes. Then I asked for volunteers to write what they came up with on the easel. The first volunteer, a gentleman, wrote Effective confidence level allowing risk taking and explained, "One of the things that we thought was important for teachers having effective integration in the curriculum was that teachers were comfortable with hardware, software…they had an affected confidence level and this affected confidence level translated into a risk, risk taking which allowed them to pursue an alternative focus."

I thanked them and then a woman came forward and wrote busy, self motivated, goal oriented, see the vision, overworked as she said, "We thought this teacher would be busy, self-motivated, goal-oriented, probably get along with everyone and everyone be coming to them for ideas (laughter from the other participants), someone that could see the vision, of kind of why the computers were there and how they should be used. I'll just put one more, they don't allow teachers much time to plan and to do what they need, so they were probably pretty overworked, brave with a positive attitude."

I asked the other groups if they had anything to add and they stated that the other groups pretty much covered what they had discussed as well. The discussion continued as a large group with the topic of support being addressed. One woman communicated that her group had discussed that having the support of your administration made you willing to take risks and that was essential. Another female participant shared a story about the teachers being given grant money to split up and spend how they wished and I wrote control on the board, then a gentleman said that it might not be control, but more about decision making, so I wrote decision making on the board and clarified that they felt it was important that teachers had control and a voice in the decision making process. There were nodding of heads in agreement throughout the group discussion.

The first gentleman that wrote on the easel spoke up and said, "We also discussed the fact that this teacher might have the characteristic of keeping track of, figuring out how, how to integrate more effectively with technology issues (muffled)... over a long time." I clarified his meaning by stating that this teacher was committed to the integration of technology (his group nodded) and I furthered the meaning by stating that I have heard it termed "infected", that the teacher becomes infected with technology and when you become infected with technology you begin to look at things in a new light.

I stated to the group that another topic I heard come up in one of the other groups was the issue of teaching styles and/or personality types. For example, teachers that need to be in control all the time as opposed to a teacher that is willing to learn from their students. I stated that this has come up before in discussions and I planned on looking at that as a possible key interaction.

I told them that they have helped a great deal and if it was all right with them, I was going to use this data to help me formulate my question. I described that I'm going to do a qualitative study, I have a district that has agreed to do this with me, and that I am receiving sponsorship from Intel for this study. I told them that I was apprehensive about accepting support for my study because I did not want them to control my study. I told them that so far with my study, it has strictly been financial support.

I described the Technology Skills Model that I developed. I stated that a lot of teachers don't know what technology skills they need in order to integrate technology into their classrooms. I described how the TSM is going to be made into an interactive web-site for teacher self-assessment and district information for planning staff development. I described that the skills started from North Carolina’s state adopted competencies include the ISTE standards, the U.S. SCANS report.

We then continued and got into groups again. I asked them what are the skills and standards that you think teachers need to get to where they are at to integrate technology? What is, we are delving deeper into what we are talking about here, getting into some more specific skills. There was a question from female participant, she asked "Do you mean benchmarks?" I told her that they could be seen in her mind as benchmarks. What skills do the teachers need, from basic computing skills to pedagogical thinking? As the discussions progressed, time ran out. I said ‘thank you’s’ to the group and everyone began to leave.

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APPENDIX D

INITIAL SURVEY

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Participant Demographic Information

Participant # ____

School District ______________________ Current teaching position _______________

Gender Male Female Race _______________

Do you have access to a computer at home? yes no

Do you have convenient access to a computer at school? yes no

Number of years teaching experience (including this one) ___________

Estimate how many computer courses and/or workshops have you taken? _____________

In you opinion, rate the following three items related to what teachers need to integrate technology into the curriculum by level of importance - rate 3 most important and 1 least important.

_____ pedagogy

_____ skills - abilities

_____ attitude of teacher

How have you learned most of your computer skills?

(classes, inservices, colleagues, self-taught, spouse, friend or combination)
 
 
 
 
 
 

In qualitative research, the researcher may need to contact the participant to ask for validation of the meaning that the researcher has made out of what the participant said in order to add trustworthiness to the study. It will also inform the participant what other participants have said in whole, what general themes have been found to see if the participant agrees. This contact will be minimal.

Phone for contact ___________________(school) ____________________ (home)

Address for contact during school ________________________________

________________________________

Address for contact during summer ________________________________

________________________________

Email address (if applicable)_________________________

Which method of contact do you prefer? _________________


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APPENDIX E

MEMBER CHECKING SURVEY


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Member Checking Sheet

Please circle-


 

 
 
 

My pseudonym is: OK NOT OK

Please use _____________as my pseudonym. *Please use the back or another sheet if you need more room.

Is there anything you wish you would have told me when I was there the first time that you thought of afterwards?


 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

I honestly was surprised at the amount of skills that remained on the list. Although I have to agree, I think they’re very important. My initial conclusions are that it is a combination of having the skills, the pedagogy and, obviously very important, a positive attitude towards technology. Any comments?


 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

Take a look of the attached list of skills that were deleted and make comments where you feel a need to. Pay particular attention to the Database section, which was almost completely deleted. Should it be?


 

 
 
 

Finally, take a look at the Technology Skills Model web site.

http://electra.chs.aps.edu select the Technology Skills Survey link and sign in (** Please sign in under APS for your district and "Jill’s Study" for your school when entering), fill out check boxes and look at ways to view the data after finishing all 9 sections. If you can’t get easy access to a machine on the internet, please list comments on the hard copy I have sent you.

How do you feel about the user-friendliness (ease of use) of the website?


 

 
 
 
 
 
 
 
 
 
 
 
 
 
 

How do you think the information from this site could be useful to a teacher?


 
 
 
 
 
 
 
 
 
 
 
 

Brief description of lesson with a copy included of student work.

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APPENDIX F

DELETED SKILLS FROM THE ORIGINAL TECHNOLOGY SKILLS MODEL

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Deleted Skills from the Original Technology Skills Model

Teacher - Computer Operation Skills

Essential Knowledge and Skills - I can demonstrate these skills:

1.7 Initialize, name/rename floppy disk and visa versa

1.12 Use special operating features for people with disabilities

1.18 Knowledge of professional organizations and groups that support the field of educational

computing and technology 1.21Similarities/differences and advantages/disadvantages of various operating systems

1.24 Technical assistance resources available at local level

1.25 Helping one or more teachers/administrators learn one or more of the skills above

Expanded Knowledge and Skills - I can demonstrate these skills:(not required for certificate)

1.26 Make more memory available

1.27 Install/reinstall and update system software and printer drivers

1.28 Exchange disks and files among Macintosh, MS DOS/Windows and Apple II computers

2.0 Word Processing/Introductory Desktop Publishing

NONE except:

Originally 2.12 – 2.22 from this section moved to new section 2.0 INSTRUCTIONAL STRATEGIES / PROFESSIONAL KNOWLEDGE AND PRACTICE

3.0 Spreadsheet/Graphing

3.4 Create/copy formulas and functions to perform calculations Originally 3.8 – 3.19 from this section moved to new section 2.0 INSTRUCTIONAL STRATEGIES / PROFESSIONAL KNOWLEDGE AND PRACTICE

4.0 Database

Essential Knowledge and Skills - I can demonstrate these skills:

4.3 Create a database with multiple fields and records

4.4 Create custom layouts including columnar reports

4.5 Insert database fields into word processing document Originally 4.7 – 4.17 from this section moved to new section 2.0 INSTRUCTIONAL STRATEGIES / PROFESSIONAL KNOWLEDGE AND PRACTICE

5.0 Multimedia Integration

Originally 5.6 – 5.17 from this section moved to new section 2.0 INSTRUCTIONAL STRATEGIES / PROFESSIONAL KNOWLEDGE AND PRACTICE

Expanded knowledge and skills: - I can demonstrate skills of: (not required for certificate)

5.18 Use a file compression utility

5.19 Input and digitize sound from a microphone and audiocassette player/recorder

5.20 Create simple animations

6.0 Telecommunications

Originally 6.13 – 6.24 from this section moved to new section 2.0 INSTRUCTIONAL STRATEGIES / PROFESSIONAL KNOWLEDGE AND PRACTICE

Expanded knowledge and skills: - I can demonstrate these skills: (not required for certificate)

6.9 On-line conferences relevant to professional information needs

6.10 Use of Telnet to connect to a remote computer on the Internet

6.14 Use effectively distance learning, desktop video conferencing, and teleteaching technologies

Expanded knowledge and skills: - I can demonstrate these skills:

6.25 Connect a computer to a modem and telephone line for dial-in access

6.26 Install and configure telecommunications software

6.31 Use Gopher to browse resources on the Internet 6.32 Use FTP to send or retrieve files from remote computers

7.0 Networking (If applicable at your school site.)

NONE

8.0 Media Communications (Including Image and Audio Processing)

Essential Knowledge and Skills - I can demonstrate these skills:

8.5 Description of the historical development and important trends affecting the evolution of technology and its probable future roles in society.

8.6 Apply specific-purpose electronic devices (such as, a graphing calculator, language, translator, scientific probeware, or electronic thesaurus) in appropriate content areas

8.7 Demonstrate knowledge of uses of computers and technology in business, industry, and society

8.11 Consumer issues, including identification/evaluation of available media communication resources

Originally 8.12 – 8.24 from this section moved to new section 2.0 INSTRUCTIONAL STRATEGIES / PROFESSIONAL KNOWLEDGE AND PRACTICE

8.24 Select and create learning experiences that are appropriate for curriculum goals, relevant to learners, based upon principals of effective teaching and learning, incorporate the use of media and technology for teaching where appropriate, and support learner expression in a variety of media communication tools.

Expanded knowledge and skills: - I can demonstrate these skills: (not required for certificate)

8.25 Use painting and drawing tools

8.27 Use camcorder and edit video from a camcorder

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APPENDIX G

MODIFIED TECHNOLOGY SKILLS MODEL


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Modified Technology Skills Model

Computer Operation Skills


 

 
 
 

Essential Knowledge and Skills - I can demonstrate these skills:

Start up and shut down computers and peripherals

Identify and use icons, windows, menus

Start an application and create a document

Name, save, retrieve, revise a document

Use printing devices

Insert and eject a floppy disk and CD-ROM

Copy document from hard disk and floppy disk and vice versa

Create and name/rename subdirectories/folders

Save, open, place documents inside subdirectories/folders

Open and work with more that one application at a time

Setup computer system and connect peripheral devices

Protect and care for floppy disks

Clean computer components and printer

Make backup copies of key application and documents

Installation and use of a variety of software packages


 

 
 
 

I can demonstrate knowledge through practical application:

Terms such as graphical user interface, document, application, K(kilobyte), hierarchical file system, directory, operating system, system software, RAM

Storage capacity of floppy/hard disks, CD-ROM’s

Proper operating environment for computers and peripherals

Protection against computer viruses


2.0 INSTRUCTIONAL STRATEGIES / PROFESSIONAL KNOWLEDGE AND PRACTICE

Essential Knowledge and Skills - I can demonstrate these skills with all of the technological resources I have access to:

2.1 Physical settings that support active student involvement, inquiry, and collaboration
2.2 Organizational and management strategies that support active student involvement, inquiry, and collaboration
2.3 Select and create learning experiences that are appropriate for curriculum goals, relevant to
learners, based upon principals of effective teaching and learning, incorporate the use of media and technology for teaching where appropriate, and support learner expression in a variety of media communication tools.
2.4 Use computers and other technologies effectively and appropriately to collect information on

student learning using a variety of method
2.5 Use media and technology to address differences in children’s learning and performance

2.6 Use media and technology to support learning for children with special needs or know where
to find the information

2.7 Use media and technology to support learning for children whose primary language is not

English
2.8 Ensure equal access to media and technology resources for all students
2.9 Ensure exposure to all types of software (skill & drill as well as tool software) for all

students regardless of race, class, gender

2.10 Social, legal, and ethical issues related to technology use
3.0 Word Processing/Introductory Desktop Publishing

Essential Knowledge and Skills - I can demonstrate these skills:
3.1 Enter and edit text

3.2 Use correct keyboarding techniques

3.2 Copy and move blocks of text

3.3 Change text format and style, set margin, line spacing, tabs

3.4 Check spelling, grammar, word usage

3.5 Create a header or footer

3.6 Insert date, time, page numbers

3.7 Add columns to document

3.8 Insert clip art into document
I can demonstrate knowledge through practical application:

3.9 Terms such as cursor, format, font, style, header, footer, spelling checker

3.10 Acceptance and encouragement of word processed documents being submitted by students where appropriate

3.11 Facilitate the use of word processing for creation of documents - not just for publication of final drafts

Give an example of how you have used these skills to help you in your personal/professional work in a few sentences:

Give an example of how you have facilitated classroom activities to engage students in the above use of skills in a few sentences:

4.0 Spreadsheet/Graphing

Essential knowledge and skills - I can demonstrate these skills:
4.1 Interpret and communicate information in an existing spreadsheet

4.2 Enter data in an existing spreadsheet

4.3 Create a spreadsheet with rows, columns, headings

4.4 Create a graph from spreadsheet data

4.5 Insert a spreadsheet into a word processing document
I can demonstrate knowledge through practical application:

4.6 Terms such as spreadsheet, cell, data entry bar, formula, function

Give an example of how you have used these skills to help you in your personal/professional work in a few sentences:

Give an example of how you have facilitated classroom activities to engage students in the above use of skills in a few sentences:

5.0 Database

Essential Knowledge and Skills - I can demonstrate these skills:

5.1 Use information from an existing database

5.2 Sort a database by specific fields, add and delete record

I can demonstrate knowledge through practical application:

5.3 Terms such as database, field, record, layout, sort/arrange, search/select/filter, mail merge

Give an example of how you have used these skills to help you in your personal/professional work in a few sentences:

Give an example of how you have facilitated classroom activities to engage students in the above use of skills in a few sentences:

6.0 Multimedia Integration

Essential Knowledge and Skills - I can demonstrate these skills:

6.1 Use a linear multimedia presentation

6.2 Use a non-linear, hypermedia presentation

6.3 Plan/produce a linear multimedia presentation

6.4 Plan/produce a non-linear, hypermedia presentation

I can demonstrate knowledge through practical application:

6.5 Terms such as media, multimedia, hypermedia, clip media

Give an example of how you have used these skills to help you in your personal/professional work in a few sentences:

Give an example of how you have facilitated classroom activities to engage students in the above use of skills in a few sentences:

7.0 Telecommunications

Essential Knowledge and Skills - I can demonstrate these skills:

7.1 Connect to the Internet on an on-line service

7.2 Use Electronic Mail (compose, send, retrieve, read, respond, forward)

7.3 Access and use resources on Internet and World Wide Web

7.4 Use of automated on-line search tools

I can demonstrate knowledge through practical application:

7.5 Use of an Acceptable Use policy in regards to students using the World Wide Web

7.6 Evaluation of web sites for validity of information

7.7 Terms such a telecommunications, direct access, dial-in access, modem, baud rate, Internet, World Wide Web

7.8 Obtain/maintain an account on the Internet or an on-line service that provides Internet access

7.9 Facilitation of classroom activities where students use telecommunications to effectively appropriately collect and use information

7.10 Conduct research and evaluate on-line sources of information that support and enhance the curriculum

7.11 Upload a text file and send as electronic mail

7.12 Use specialized e-mail lists relevant to professional information needs
7.13 Create and use group addresses for electronic mail
7.14 Read, save, print, reply to, forward electronic mail

Give an example of how you have used these skills to help you in your personal/professional work in a few sentences:

Give an example of how you have facilitated classroom activities to engage students in the above use of skills in a few sentences:

8.0 Networking (If applicable at your school site.)

Essential Knowledge and Skills - I can demonstrate these skills:

8.1 Use a file server (connect/log on, retrieve a program or document save a document, save a document to a specified location)

8.2 Share files with others on a network

I can demonstrate knowledge through practical application:

8.3 Terms such as local area network, wide area network, access rights, security passwords, file server, zone

Give an example of how you have used these skills to help you in your personal/professional work in a few sentences:

Give an example of how you have facilitated classroom activities to engage students in the above use of skills in a few sentences:

9.0 Media Communications (Including Image and Audio Processing)

Essential Knowledge and Skills - I can demonstrate these skills:

Produce print-based products (i.e. Newsletters, brochures, posters, books)

Produce electronic slides/overheads

Setup and operate a videocassette recorder/player and monitor/TV

Connect a video output device (e.g. LCD panel) to computer for large screen display


 

 
 
 

I can demonstrate knowledge through practical application:

Terms such a painting tool, drawing tool, compression

Role of media in effective communication

Characteristics, strengths, weaknesses of different media


 

 
 
 

Expanded knowledge and skills: I can demonstrate the following skills

Use digital camera and scanner

Produce a video

Set up and operate a videodisk player and TV receiver or monitor

Locate, evaluate and select appropriate teaching/learning resources and curriculum materials for the content area and target audience, including computer-based products, videotapes and discs, local experts, primary documents and artifacts, texts, reference books, literature, and other print sources


Give an example of how you have used these skills to help you in your personal/professional work in a few sentences:

Give an example of how you have facilitated classroom activities to engage students in the above use of skills in a few sentences:

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APPENDIX H

DATA COLLECTION TIME LINE




			Data Collection Time Line
Participant				Interview/
Number				Observation Date						County
1				March 2, 1998						Ortiz
2				March 4, 1998						Ortiz
3				March 6, 1998						Ortiz
4				March 13, 1998						Orillo
5				March 18, 1998						Orillo
6				March 19, 1998						Apodoca
7				March 19,1998						Apodoca
8				April 20, 1998						Orillo
9				April 22,1998						Yucca
10				April 22,1998						Yucca
11				April 29,1998						Orillo
12				May 21,1998						Orillo
		Member Checking Request Sent
All				September 21, 1998						All
		Member Checking Data Received
1,2,4,5,6,7,8,9,10				September 25, 1998						All
6				October 1, 1998						Apodoca

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APPENDIX I

UNIVERSITY CONSENT FORM


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Consent Form

My name is Jill Brown. I am a doctoral student at the University of New Mexico. I am an elementary school teacher and am pursuing a Ph.D. in Technology Education. I am doing this study for my dissertation as a requirement for graduation. You are invited to participate in a study about what teachers need to know to begin integrating technology effectively into their classes. You have been selected because you have identified yourself as a teacher that possesses those skills. I am hoping to find out what skills you have, where you acquired them and how you got to the point you are now in your professional career. This is in no way an evaluation of your teaching for any other purpose.

If you decide to participate, I plan to observe you once, interview you a minimum of two times and possibly more. I plan to come to your school, or one that is near, to ensure that interviews are as convenient as possible for you. I do not anticipate that each of the interviews will be more than 1 hour in length. I will tape record the interviews. I will be the only person with access to these tapes. I will keep your identity anonymous throughout the research. I will allow, and encourage, you to review my document prior to publication. You will have access to what I learn from this study, although I cannot guarantee that you will receive any other benefits.

If you decide to participate, you are free to withdraw your consent and to stop participation at any time with no penalty to you. Any information whack is obtained in connection with this study and that can be identified with you will remain confidential and will be disclosed only with your permission.

If you have any questions, please call me Jill Brown at 890-1786 (home). Or you may call Dr. Leslie Hall at 277-1891 or Dr. Kathryn Herr at 277-5956, my advisors at UNM. You may also contact Michael McKee: Chair, A&S Human Subjects Institutional Review Board at 277-1960.

You will be given a copy of this form to keep.

You are making a decision whether or not to participate. Your signature indicates that having read the information provided you have decided to participate. You do not waive any of your legal rights by signing this document.

Thank you for your consideration,
 
 

Jill Brown
 
 

______________ ___________________________________

Date Signature of Participant

______________ ___________________________________

Date Signature of Investigator

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APPENDIX J

EXPLANATION LETTER: MEMBER CHECKING DATA COLLECTION

MODIFICATION OF THE TECHNOLOGY SKILLS MODEL

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Feedback on the Technology Skills Model

This chapter explores the comments and thoughts shared by the participants and the changes that they facilitated. The participants were asked in the initial interview/observation to take a look at the Technology Skills Model (Appendix F) and make comments on it. They were left with a copy of the TSM and a self-addressed stamped envelope to return it with written comments to me. They were also left with an instruction sheet that is discussed in detail in Chapter 3: Methodology.

I created a 'Master TSM' where I compiled all of the marks and comments make by the participants on to one copy of the TSM. I used this data to help modify the TSM to incorporate only the basic skills that all of the participants and study felt were necessary for teachers to enable them to integrate technology. I diligently went through the list, skill by skill. If a skill was crossed off or a comment was make that that particular skill was not necessary, it was removed from the list. It was removed even if there was only one negative comment, except for the six exceptions discussed below. Many of the skills that were removed were deemed as necessary by many of the participants. There were many participants who crossed off only a handful of skills. Thus indicating that they felt a majority of the original list was very important for teachers to know. However, one of the goals of this research is to create a manageable, concise, highly relevant list of teacher competencies, so any negative feedback from the information rich participants in this study was taken into account and those skills were removed (Appendix H). I was however skill very surprised at how many skills remained in the TSM. It is amazing the amount of knowledge and skills that teacher must possess in order to be able to integrate technology into classroom.

Discrepancies

During the modification process, I ran into six instances where one of the participants had crossed off a skill indicating that it was not necessary, yet another participant had starred it indicating that, in their opinion, it was an extremely necessary skill. First, relates to skill, 1.13 set up computer system and connect peripheral devices. Two participants, Ned Ingaglio and Sara Ivenski, crossed the skill off as unnecessary and Frank Ingram wrote "awareness" next to it (FI-TSM1). Where as, Tina Ebber placed a star next to it indicating that it was highly necessary. The second skill questioned was 2.2 use correct keyboarding techniques. Olivia Nance made the comment, " Is 2 finger typing wrong?" (ON-TSM1). While Ned Ingaglio commented that, " These skills need to be greatly improved; our school does not currently teach keyboarding skills; I believe that district is working on adding." (NI-TSM1). Obviously the two participants had differing opinions on the importance of using correct keyboarding techniques. The third discrepancy, related to the skill I use a spreadsheet to record grades. Sue Estevez crossed off the skill as unnecessary, where Tina Ebber starred it and commented, "I use a software program" (SE-TSM1, TE-TSM1). Next were differing opinions regarding two skills directly next to each other. The first being use of an Acceptable Use Policy regards to students using the World Wide Web was rated very highly by Olivia Nance. Both this skill and skill evaluation of Web sites for validity of information were crossed off by Emmie Ishimoto and contradictorily starred by Frank Ingram. Emmie Ishimoto added the comment, " school does not have set up", and indicating that she does not need these skills in her particular situation (EI-TSM1). The skill use the digital camera and scanner was starred by Frank Ingram but was crossed off by Sara Ivenski with the additional comment of " not always necessary" (SI-TSM1). Finally, the skill produce a video was crossed off by Sara Ivenski and Tammy W. Earlson, but starred by Tina Ebber. In the case of every one of these skills, they remain on the TSM. I felt it was more beneficial to error on the side of conservativism.

The New Mexico Essential Competencies were also removed from the TSM following several negative comments. The competencies were deleted from the list by Emmie Ishimoto and Sue Estevez with no particular comments. There was however a specific comment made by Teri Hubert, "This seems so general. It is important to incorporate higher order thinking, but being so vague makes it hard to demonstrate whether it is being done at all" (TH-TSM1).

In late April, it occurred to me, while explaining to the participants that certain areas of model repeated themselves in every section (NI-TSM1, TE-TSM1, EL-heart TSM1, TWE-TSM1), that those skills should be put into a separate section by themselves. And I proceeded to take all of the identical skills from each section and create a new section titled ‘Instructional Strategies/ Professional Knowledge and Practice’. An additional aspect of an impetus for change to the TSM at this time was the fact that the programmers were getting close to posting the TSM on the Internet. I had really begun to visualize it being used on the Internet taking into account the feedback that I had been getting from my participants. There also seemed to be a trend that the more difficult skills at the end of each section seemed to be most often crossed off the list.

Participant Reasoning for Deletion of Skills

In order to gain some insight into the decision-making process of the participants in identifying many of the skills as unnecessary we will explore some of their comments.

Good, Not Necessary

Some comments suggested that many of the skills would be advantageous to possess, but were not necessary. For example, Olivia Nance wrote, "In an ideal world, this would be great. [not necessary]" for the skills she rated as a three (ON-TSM1). Some skills were marked off by Frank Ingram with the statement awareness written next to it indicating that it would be important for teachers to be aware of the skills, but not necessarily competent with them (FI-TSM1).

Teacher or Technology Coordinator?

There were also comments made stating that many of the skills are essential for a technology coordinator and/or network administrator, but are not necessary skills for classroom teachers. Tina Ebber wrote that protecting the computer against viruses should be, " Handled by systems administrator (TE-TSM1)." Olivia Nance and Teri Hubert both made comments about teachers ensuring equal access to media technology resources for all students stating that these were more an issue of politics in the district and lack of teacher control than to issue of teachers’ skills.

Individual Needs

Another reason for deletion of skills, particularly in the student section, related to needs of the particular students and/or in relation to school settings. Emmie Ishimoto wrote, ‘not current students’, in the multimedia integration section indicating that she did not feel that her current student population needed those skills (EI-TSM1). Additionally, Sue Estevez commented, " appropriate to level"; in the telecommunications and multimedia student sections indicating that not all students at all grade levels need these particular skills (SE-TSM1). Finally, there are many comments indicating that skills were crossed off due to access issues. For example, Teri Hubert indicated that, "this can be very tricky-not always possible" in relation to an ability to exchange disks and files among different types of computers and wrote " need the software" in relation to using spreadsheets (TH-TSM1). Emmie Ishimoto, furthered this commentary as she wrote, "School does not have set up" in relation to the use of an Internet Acceptable Use Policy and critical viewing of web sites (EI-TSM1). Furthermore, Olivia Nance indicated that the ability to use folders in an operating system was not needed if students saved all of their work to a disk.

Additional Revisions

Following the deletion all student skills that participants had indicated as not essential, there were only 12 total skills left. In section 1 there were four, in section 2 there was one, and section 3 there were two, and section 4 there were none, in section 5 there were none, in section 6 there were three, in section 7 there were none, and finally, in section 8 there was one skill remaining. I decided that with so few skills left in the student’s section, to go ahead and take these sections out of the TSM altogether. The original reason for including the student section was to ensure that the focus was on students. I'm not sure that putting in a separate section related to what the teacher's students can and cannot do is pertinent in the discussion of teacher needed competencies. I informed the participants of this outcome during member checking data collection.

One final interesting outcome of this analysis of the data relates to the section on databases. If I had followed by initial plan of deleting every skill that had at least one negative comment, there would be only one skill left; 4.6 Terms such as database, field, record, layout, sort/range, search/select/filter, mail merge. I decided to go ahead and leave in that skill as well as 4.1 use information from an existing database and 4.2 sort a database by specific fields, add and delete records. I relayed this information to the participants during the member checking data collection process.

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APPENDIX K

DATA CODES

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Individual Data Codes

Pariticpant One: Olivia Nance, 7th Grade Humanities Teacher

ON-S1

Olivia Nance Survey 1

ON-S2

Olivia Nance Survey 2

ON-I1

Olivia Nance Interview 1

ON-TSM1(L)

Olivia Nance TSM Feedback 1 (letter)

ON-ON

Olivia Nance Observation Notes

ON-MC

Olivia Nance Member Checking Feedback

ON-TSM2

Olivia Nance Web Based TSM Feedback

ON-TSMDEL

Olivia Nance TSM Deleted Items Feedback

ON-SA

Olivia Nance Student Artifacts

Pariticpant Two: Tim W. Otero,

Middle School Math/Science Teacher

TWO-S1

Tim W. Otero Survey 1

TWO-S2

Tim W. Otero Survey 2

TWO-I1

Tim W. Otero Interview 1

TWO-TSM1

Tim W. Otero TSM Feedback 1

TWO-ON

Tim W. Otero Observation Notes

TWO-MC

Tim W. Otero Member Checking Feedback

TWO-TSM2

Tim W. Otero Web Based TSM Feedback

TWO-TSMDEL

Tim W. Otero TSM Deleted Items Feedback

TWO-SA

Tim W. Otero Student Artifacts

Pariticpant Three: Teri Hubert, Secondary Reguar/Gifted Teacher

TH-S1

Teri Hubert Survey 1

TH-S2

Teri Hubers Survey 2

TH-I1

Teri Hubert Interview 1

TH-TSM1

Teri Hubert TSM Feedback 1

TH-ON

Teri Hubert Observation Notes

TH-MC

Teri Hubert Member Checking Feedback

TH-TSM2

Teri Hubert Web Based TSM Feedback

TH-TSMDEL

Teri Hubert TSM Deleted Items Feedback

TH-SA

Teri Hubert Student Artifacts

Pariticpant Four: Felicia Ortega, Fourth/Fifth Grade Teacher

FO-S1

Felicia Ortega Survey 1

FO-S2

Felicia Ortega Survey 2

FO-I1

Felicia Ortega Interview 1

FO-TSM1

Felicia Ortega TSM Feedback 1

FO-ON

Felicia Ortega Observation Notes

FO-MC

Felicia Ortega Member Checking Feedback

FO-TSM2

Felicia Ortega Web Based TSM Feedback

FO-TSMDEL

Felicia Ortega TSM Deleted Items Feedback

FO-SA

Felicia Ortega Student Artifacts

Pariticpant Five: Frank Ingram, Elementary Speech Teacher

FI-S1

Frank Ingram Survey 1

FI-S2

Frank Ingram Survey 2

FI-I1

Frank Ingram Interview 1

FI-TSM1

Frank Ingram TSM Feedback 1

FI-ON

Frank Ingram Observation Notes

FI-MC

Frank Ingram Member Checking Feedback

FI-TSM2

Frank Ingram Web Based TSM Feedback

FI-TSMDEL

Frank Ingram TSM Deleted Items Feedback

FI-SA

Frank Ingram Student Artifacts

Pariticpant Six: Sara Ivenski,

Secondary English and Computers Teacher

SI-S1

Sara Ivenski Survey 1

SI-S2

Sara Ivenski Survey 2

SI-I1

Sara Ivenski Interview 1

SI-TSM1

Sara Ivenski TSM Feedback 1

SI-ON

Sara Ivenski Observation Notes

SI-MC

Sara Ivenski Member Checking Feedback

SI-TSM2

Sara Ivenski Web Based TSM Feedback

SI-TSMDEL

Sara Ivenski TSM Deleted Items Feedback

SI-SA

Sara Ivenski Student Artifacts

Pariticpant Seven: Sue Estevez,

English Proficiency Mulit-Age Primary Teacher

SE-S1

Sue Estevez Survey 1

SE-S2

Sue Estevez Survey 2

SE-I1

Sue Estevez Interview 1

SE-TSM1

Sue Estevez TSM Feedback 1

SE-ON

Sue Estevez Observation Notes

SE-MC

Sue Estevez Member Checking Feedback

SE-TSM2

Sue Estevez Web Based TSM Feedback

SE-TSMDEL

Sue Estevez TSM Deleted Items Feedback

SE-SA

Sue Estevez Student Artifacts

Pariticpant Eight: Emmie Ishimoto,

Seventh Grade Math and Social Studies Teacher

EI-S1

Emmie Ishimoto Survey 1

EI-S2

Emmie Ishimoto Survey 2

EI-I1

Emmie Ishimoto Interview 1

EI-TSM1

Emmie Ishimoto TSM Feedback 1

EI-ON

Emmie Ishimoto Observation Notes

EI-MC

Emmie Ishimoto Member Checking Feedback

EI-TSM2

Emmie Ishimoto Web Based TSM Feedback

EI-TSMDEL

Emmie Ishimoto TSM Deleted Items Feedback

EI-SA

Emmie Ishimoto Student Artifacts

Pariticpant Nine: Ned Ingaglio, Elementary Teacher

NI-S1

Ned Ingaglio Survey 1

NI-S2

Ned Ingaglio Survey 2

NI-I1

Ned Ingaglio Interview 1

NI-TSM1(L)

Ned Ingaglio TSM Feedback 1 (letter)

NI-ON

Ned Ingaglio Observation Notes

NI-MC

Ned Ingaglio Member Checking Feedback

NI-TSM2

Ned Ingaglio Web Based TSM Feedback

NI-TSMDEL

Ned Ingaglio TSM Deleted Items Feedback

NI-SA

Ned Ingaglio Student Artifacts

Pariticpant Ten: Tina Ebber,

Technology Facilitator and Secondary Teacher

TE-S1

Tina Ebber Survey 1

TE-S2

Tina Ebber Survey 2

TE-I1

Tina Ebber Interview 1

TE-TSM1

Tina Ebber TSM Feedback 1

TE-ON

Tina Ebber Observation Notes

TE-MC

Tina Ebber Member Checking Feedback

TE-TSM2

Tina Ebber Web Based TSM Feedback

TE-TSMDEL

Tina Ebber TSM Deleted Items Feedback

TE-SA

Tina Ebber Student Artifacts

Pariticpant Eleven: Ernie Long, Tech 2000 Middle School Teacher

EL-S1

Ernie Long Survey 1

EL-S2

Ernie Long Survey 2

EL-I1

Ernie Long Interview 1

EL-TSM1

Ernie Long TSM Feedback 1

EL-ON

Ernie Long Observation Notes

EL-MC

Ernie Long Member Checking Feedback

EL-TSM2

Ernie Long Web Based TSM Feedback

EL-TSMDEL

Ernie Long TSM Deleted Items Feedback

EL-SA

Ernie Long Student Artifacts

Pariticpant Twelve: Tammy W. Earlson,

Eighth Grade Algebra and Pre-Algebra Teacher

TWE-S1

Tammy W. Earlson Survey 1

TWE-S2

Tammy W. Earlson Survey 2

TWE-I1

Tammy W. Earlson Interview 1

TWE-TSM1

Tammy W. Earlson TSM Feedback 1

TWE-ON

Tammy W. Earlson Observation Notes

TWE-MC

Tammy W. Earlson Member Checking Feedback

TWE-TSM2

Tammy W. Earlson Web Based TSM Feedback

TWE-TSMDEL

Tammy W. Earlson TSM Deleted Items Feedback

TWE-SA

Tammy W. Earlson Student Artifacts

Researcher Data Codes

RL

Researcher Log

FN1

Field Notes Page 1

FN2

Field Notes Page 2

FN3

Field Notes Page 3

FN4

Field Notes Page 4

FN5

Field Notes Page 5

CF

Critical Friend Comments

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APPENDIX L

TEACHER SKILLS DATA ANALYSIS


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Teacher Skills Data Analysis

In the development of the TSM modified, all skills from the original TSM were removed where there was one or more negative comments noted in relation to that skill from the participants, except for six skills that bought opposite feedback from the participants. The specific feedback and how each of these instances was handled in the data analysis is described below along with the data analysis of all the teacher skills on the original TSM. Skills in the strikethrough font were removed from the original TSM and skills in the Tahoma font were consolidated into section 2.0 in the TSM modified.

Section 1.0

1.0 Teacher - Computer Operation Skills

Essential Knowledge and Skills - I can demonstrate these skills:

Start up and shut down computers and peripherals

Identify and use icons, windows, menus

Start an application and create a document

Name, save, retrieve, revise a document

Use printing devices

Insert and eject a floppy disk and CD-ROM

Initialize, name/rename floppy disk and visa versa

Copy document from hard disk and floppy disk and vice versa

Create and name/rename subdirectories/folders

Save, open, place documents inside subdirectories/folders

Open and work with more that one application at a time

Use special operating features for people with disabilities


1.13 Setup computer system and connect peripheral devices

1.14 Protect and care for floppy disks

1.15 Clean computer components and printer

1.16 Make backup copies of key application and documents

1.17 Installation and use of a variety of software packages

1.18 Knowledge of professional organizations and groups that support the field of educational computing and technology
I can demonstrate knowledge through practical application:

1.19 Terms such as graphical user interface, document, application, K (kilobyte), hierarchical file system, directory, operating system, system software, RAM

1.20 Storage capacity of floppy/hard disks, CD-ROM’s

1.21 Similarities/differences and advantages/disadvantages of various operating systems

1.22 Proper operating environment for computers and peripherals

1.23 Protection against computer viruses

1.24 Technical assistance resources available at local level

1.25 Helping one or more teachers/administrators learn one or more of the skills above

Expanded Knowledge and Skills - I can demonstrate these skills: (not required for certificate)

1.26 Make more memory available

1.27 Install/reinstall and update system software and printer drivers

1.28 Exchange disks and files among Macintosh, MS DOS/Windows and Apple II computers

Give an example of how you have used these skills to help you in your personal/professional work in a few sentences:

The 1.0 Computer Operation Skills section began with 28 skills and ended with 19. The only comments supplied to indicate a justification for the deletion of skills was that these skills would beneficial to possess but were not crucial. (ON-TSM1, EL-TSM1) There were several stars and messages indicating how important various skills were. For example, there were stars placed by individual skills indicating they are important and one big star with the words all of these skills are important written next to it (TE-TSM1, EL-TSM1).

There were skills in this section that participants highlighted with altering views. It was; set up computer system and connect peripheral devices. Two participants, Ned Ingaglio and Sara Ivenski, crossed the skill off as unnecessary and Frank Ingram wrote "awareness" next to it. (NE-TSM1, SI-TSM1, FI-TSM1) Furthermore, Tina Ebber placed a star next to it indicating that it was highly necessary. (TE-TSM1) She further commented in the member checking data collection, that "If teachers could do this – I could get more of my work done (TE-MC)."

2.0 Teacher - Word Processing/Introductory Desktop Publishing

Essential Knowledge and Skills - I can demonstrate these skills:
2.1 Enter and edit text

2.2 Use correct keyboarding techniques

2.2 Copy and move blocks of text

2.3 Change text format and style, set margin, line spacing, tabs

2.4 Check spelling, grammar, word usage

2.5 Create a header or footer

2.6 Insert date, time, page numbers

2.7 Add columns to document

2.8 Insert clip art into document
I can demonstrate knowledge through practical application:

2.9 Terms such as cursor, format, font, style, header, footer, spelling checker

2.10 Acceptance and encouragement of word processed documents being submitted by students where appropriate

2.11 Facilitate the use of word processing for creation of documents - not just for publication of final drafts
2.12 Helping one or more teachers/administrators learn one or more of the skills above
2.13 Physical settings that support active student involvement, inquiry, and collaboration
2.14 Organizational and management strategies that support active student involvement, inquiry, and collaboration

2.15 Select and create learning experiences that are appropriate for curriculum goals, relevant to learners, based upon principals of effective teaching and learning, incorporate the use of media and technology for teaching where appropriate, and support learner expression in a variety of media communication tools.

2.16 Use computers and other technologies effectively and appropriately to collect information on student learning using a variety of method

2.17 Use media and technology to address differences in children’s learning and performance
2.18 Use media and technology to support learning for children with special needs
2.19 Use media and technology to support learning for children whose primary language is not English
2.20 Ensuring equal access to media and technology resources for all students
2.21 Ensure exposure to all types of software (skill & drill as well as tool software) for all students regardless of race, class, gender
2.22 Social, legal, and ethical issues related to technology use
New Mexico Essential Competencies

Give an example of how you have used these skills to help you in your personal/professional work in a few sentences:

The 2.0 Word Processing/Introductory Desktop Publishing section began with 22 skills and ended with 11. There was one skill in this section; use correct keyboarding techniques, which drew different comments from participants. Olivia Nance made the comment, "Is 2 finger typing wrong?" (ON-TSM1) Ned Ingaglio commented that, "These skills need to be greatly improved; our school does not currently teach keyboarding skills; I believe that [the] district is working on adding [it]." (NI-TSM1) Here the two participants had different opinions on the importance of using correct keyboarding techniques. This skill remains in the TSM.

3.0 Teacher - Spreadsheet/Graphing

Essential knowledge and skills - I can demonstrate these skills:
3.1 Interpret and communicate information in an existing spreadsheet

3.2 Enter data in an existing spreadsheet

3.3 Create a spreadsheet with rows, columns, headings

3.4 Create/copy formulas and functions to perform calculations

3.5 Create a graph from spreadsheet data

3.6 Insert a spreadsheet into a word processing document
I can demonstrate knowledge through practical application:

3.7 Terms such as spreadsheet, cell, data entry bar, formula, function

3.8 Helping one or more teachers/administrators learn one or more of the skills above

3.9 Physical settings that support active student involvement, inquiry, and collaboration
3.10 Organizational and management strategies that support active student involvement, inquiry, and collaboration

3.11 Select and create learning experiences that are appropriate for curriculum goals, relevant to learners, based upon principals of effective teaching and learning, incorporate the use of media and technology for teaching where appropriate, and support learner expression in a variety of media communication tools.

3.12 Use computers and other technologies effectively and appropriately to collect information on student learning using a variety of methods

3.13 Use media and technology to address differences in children’s learning and performance
3.14 Use media and technology to support learning for children with special needs
3.15 Use media and technology to support learning for children whose primary language is not English
3.16 Ensuring equal access to media and technology resources for all students
3.17 Ensure exposure to all types of software (skill & drill as well as tool software) for all students regardless of race, class, gender
3.18 Social, legal, and ethical issues related to technology use

3.19 I use a spreadsheet to record grades

New Mexico Essential Competencies

Give an example of how you have used these skills to help you in your personal/professional work in a few sentences:

The 3.0 Spreadsheet/Graphing section began with 19 skills and ended with 6. There were two comments that mentioned the use of these programs for record keeping as essential. (TH-TSM1, ON-TSM1) There were discrepant comments related to the skill I use a spreadsheet to record grades. Sue Estevez crossed off the skill as unnecessary, where Tina Ebber starred it and commented, "I use a software program." (SE-TSM1, TE-TSM1) Sue Estevez further commented that this was not a necessary skill for her because she does not use letter grades in her position, but that it is a very necessary skill for teaches that give letter grades (SE-MC). Tina Ebber provided input as well, stating that she wished she knew more about using spreadsheets (TE-MC). This skill remained on the TSM.

4.0 Teacher - Database

Essential Knowledge and Skills - I can demonstrate these skills:

4.1 Use information from an existing database

4.2 Sort a database by specific fields, add and delete record

4.3 Create a database with multiple fields and records

4.4 Create custom layouts including columnar reports
4.5 Insert database fields into word processing document
I can demonstrate knowledge through practical application:

4.6 Terms such as database, field, record, layout, sort/arrange, search/select/filter, mail merge

4.7 Helping one or more teachers/administrators learn one or more of the skills above

4.8 Physical settings that support active student involvement, inquiry, and collaboration
4.9 Organizational and management strategies that support active student involvement, inquiry, and collaboration

4.10 Select and create learning experiences that are appropriate for curriculum goals, relevant to learners, based upon principals of effective teaching and learning, incorporate the use of media and technology for teaching where appropriate, and support learner expression in a variety of media communication tools.
4.11 Use computers and other technologies effectively and appropriately to collect I information on student learning using a variety of methods
4.12 Use media and technology to address differences in children’s learning and performance
4.13 Use media and technology to support learning for children with special needs
4.14 Use media and technology to support learning for children whose primary language is not English
4.15 Ensuring equal access to media and technology resources for all students
4.16 Ensure exposure to all types of software (skill & drill as well as tool software) for all students regardless of race, class, gender
4.17 Social, legal, and ethical issues related to technology use

New Mexico Essential Competencies

Give an example of how you have used these skills to help you in your personal/professional work in a few sentences:

The 4.0 Database section began with 17 skills and ended with 3. If I had followed my initial plan of deleting every skill that had at least one negative comment, there would be only one skill left in the database section; 4.6 Terms such as database, field, record, layout, sort/range, search/select/filter, mail merge. I decided to leave in that particular skill as well as 4.1 use information from an existing database and 4.2 sort a database by specific fields, add and delete records. I relayed this information to the participants during the member checking data collection process. Seven of the participants responded to the following question from the second member checking survey; Take a look at the attached list of skills that were deleted and make comments where you feel a need to. Pay particular attention to the Database section, which was almost completely deleted. Should it be? (Appendix _________) Three of those participants, indicate that the database section should be removed (EI-S2, FO-S2, SI-S2). They made comments stating that they found databases cumbersome and that there was no real use for them in the lower grades. Emmie Ishimoto suggested that she performed the types of work indicated in the database section using spreadsheets and therefore does not use databases (EI-S2). The remaining five participants that responded indicated that the database section should remain (SE-TSM-DEL, FI-S2, TWO-S2, ON-S2). Tim W. Otero stated that the deletion of the database section, "reflects a lack of knowledge" of the participants in the study (TWO-S2). Tina Ebber, who did not specifically answer the question as to whether the database section should remain, did confirm Tim’s comment in her statement, "I know so little about databases, it is difficult for me to know their value." (TE-TSM-DEL) Sue Estevez stated that is it highly important that teachers know how to use databases as schools begin to "use technology for management of records". (SE-TSM-DEL) In reflecting on all of the comments made about the database section I kept this section in the TSM.

5.0 Teacher - Multimedia Integration

Essential Knowledge and Skills - I can demonstrate these skills:

5.1 Use a linear multimedia presentation

5.2 Use a non-linear, hypermedia presentation

5.3 Plan/produce a linear multimedia presentation

5.4 Plan/produce a non-linear, hypermedia presentation

I can demonstrate knowledge through practical application:

5.5 Terms such as media, multimedia, hypermedia, clip media

5.6 Helping one or more teachers/administrators learn one or more of the skills above
5.7 Select and create learning experiences that are appropriate for curriculum goals, relevant to learners, based upon principals of effective teaching and learning, incorporate the use of media and technology for teaching where appropriate, and support learner expression in a variety of media communication tools.
5.8 Physical settings that support active student involvement, inquiry, and collaboration
5.9 Organizational and management strategies that support active student involvement, inquiry, and collaboration

5.10 Use computers and other technologies effectively and appropriately to collect information on student learning using a variety of methods

5.11 Use media and technology to address differences in children’s learning and performance
5.12 Use media and technology to support learning for children with special needs
5.13 Use media and technology to support learning for children whose primary language is not English

5.14 Use appropriate local, state, and national services or resources to meet diverse learning needs through technology
5.15 Ensuring equal access to media and technology resources for all students
5.16 Ensure exposure to all types of software (skill & drill as well as tool software) for all students regardless of race, class, gender
5.17 Social, legal, and ethical issues related to technology use

Expanded knowledge and skills: - I can demonstrate skills of: (not required for certificate)
5.18 Use a file compression utility

5.19 Input and digitize sound from a microphone and audiocassette player/recorder
5.20 Create simple animations

New Mexico Essential Competencies

Give an example of how you have used these skills to help you in your personal/professional work in a few sentences:

The 5.0 Multimedia Integration section began with 20 skills and ended with 5. The only comments shared in regard to the deletion of skills in this section related to the unavailability of software to learn the skills listed. (TH-TSM1)
6.0 Teacher - Telecommunications
Essential Knowledge and Skills - I can demonstrate these skills:

6.1 Connect to the Internet on an on-line service

6.2 Use Electronic Mail (compose, send, retrieve, read, respond, forward)

6.3 Access and use resources on Internet and World Wide Web

6.4 Use of automated on-line search tools

I can demonstrate knowledge through practical application:

6.5 Use of an Acceptable Use policy in regards to students using the World Wide Web

6.6 Evaluation of web sites for validity of information

6.7 Terms such a telecommunications, direct access, dial-in access, modem, baud rate, Internet, World Wide Web

6.8 Obtain/maintain an account on the Internet or an on-line service that provides Internet access

6.9 On-line conferences relevant to professional information needs

6.10 Use of Telnet to connect to a remote computer on the Internet

6.11 Facilitation of classroom activities where students use telecommunications to effectively appropriately collect and use information

6.12 Conduct research and evaluate on-line sources of information that support and enhance the curriculum
6.13 I have helped one or more teachers/administrators learn one or more of the skills above
6.14 Use effectively distance learning, desktop video conferencing, and teleteaching technologies
6.15 Select and create learning experiences that are appropriate for curriculum goals, relevant to learners, based upon principals of effective teaching and learning, incorporate the use of media and technology for teaching where appropriate, and support learner expression in a variety of media communication tools.
6.16 Physical settings that support active student involvement, inquiry, and collaboration
6.17 Organizational and management strategies that support active student involvement, inquiry, and collaboration

6.18 Use computers and other technologies effectively and appropriately to collect information on student learning using a variety of methods

6.19 Use media and technology to address differences in children’s learning and performance
6.20 Use media and technology to support learning for children with special needs
6.21 Use media and technology to support learning for children whose primary language is not English
6.22 Ensuring equal access to media and technology resources for all students
6.23 Ensure exposure to all types of software (skill & drill as well as tool software) for all students regardless of race, class, gender
6.24 Social, legal, and ethical issues related to technology use

Expanded knowledge and skills: - I can demonstrate these skills: (not required for certificate)

6.25 Connect a computer to a modem and telephone line for dial-in access

6.26 Install and configure telecommunications software

6.27 Upload a text file and send as electronic mail

6.28 Use specialized e-mail lists relevant to professional information needs
6.29 Create and use group addresses for electronic mail

6.30 Read, save, print, reply to, forward electronic mail

6.31 Use Gopher to browse resources on the Internet
6.32 Use FTP to send or retrieve files from remote computers

New Mexico Essential Competencies

Give an example of how you have used these skills to help you in your personal/professional work in a few sentences:

The 6.0 Telecommunications section began with 32 skills and ended with 14. This section and Media Communications are the only sections where skills from the expanded knowledge and skills category remained in the TSM. The four that remained, 6.27-6.30, were commented on by Teri writing that, "theses are becoming increasingly important." (TE-TSM1) Skill 6.10 was removed with the comments stating, "only if you need the remote" (TE-TSM1) and "haven't done this". (TE-TSM1) There were differing opinions regarding the skill; 6.5 use of an Acceptable Use Policy in regards to students using the World Wide Web. Olivia Nance starred the skill. (ON-TSM1) Both this skill and skill 6.6 evaluation of Web sites for validity of information were crossed off by Emmie Ishimoto and contradictorily starred by Frank Ingram. Emmie Ishimoto added the comment; "school does not have set up," indicating that she does not need these skills in her particular situation (EI-TSM1). Emmie further commented in the member checking data collection that it is very important to have policies, even though her situation doesn’t require them yet (EI-MC). This skill was left on the TSM.

7.0 Teacher - Networking (If applicable at your school site.)

Essential Knowledge and Skills - I can demonstrate these skills:

7.1 Use a file server (connect/log on, retrieve a program or document save a document, save a document to a specified location)

7.2 Share files with others on a network

I can demonstrate knowledge through practical application:

7.3 Terms such as local area network, wide area network, access rights, security passwords, file server, zone

7.4 Helping one or more teachers/administrators learn one or more of the skills above

Give an example of how you have used these skills to help you in your personal/professional work in a few sentences:

The 7.0 Networking section began with 4 skills and ended with 2. The comments offered to explain deletion of the skills stated 'limited'. (EI-TSM1) There were no discrepancies in this section.

8.0 Teacher - Media Communications (Including Image and Audio Processing)

Essential Knowledge and Skills - I can demonstrate these skills:

Produce print-based products (i.e. Newsletters, brochures, posters, books)

Produce electronic slides/overheads

Setup and operate a videocassette recorder/player and monitor/TV

Connect a video output device (e.g. LCD panel) to computer for large screen display


I can demonstrate knowledge through practical application:

8.5 Description of the historical development and important trends affecting the evolution of technology and its probable future roles in society.

8.6 Apply specific-purpose electronic devices (such as, a graphing calculator, language, translator, scientific probeware, or electronic thesaurus) in appropriate content areas

8.7 Demonstrate knowledge of uses of computers and technology in business, industry, and society

8.8 Terms such a painting tool, drawing tool, compression

8.9 Role of media in effective communication

8.10 Characteristics, strengths, weaknesses of different media

8.11 Consumer issues, including identification/evaluation of available media communication resources
8.12 I have helped one or more teachers/administrators learn one or more of the skills above
8.13 Physical settings that support active student involvement, inquiry, and collaboration
8.14 Organizational and management strategies that support active student involvement, inquiry, and collaboration

8.16 Use computers and other technologies effectively and appropriately to collect information on student learning using a variety of methods

8.17 Use media and technology to address differences in children’s learning and performance
8.18 Use media and technology to support learning for children with special needs
8.19 Use media and technology to support learning for children whose primary language is not English

8.20 Use appropriate local, state, and national services or resources to meet diverse learning needsthrough technology
8.21 Ensuring equal access to media and technology resources for all students
8.22 Ensure exposure to all types of software (skill & drill as well as tool software) for all students regardless of race, class, gender
8.23 Social, legal, and ethical issues related to technology use

8.24 Select and create learning experiences that are appropriate for curriculum goals, relevant to learners, based upon principals of effective teaching and learning, incorporate the use of media and technology for teaching where appropriate, and support learner expression in a variety of media communication tools.

Expanded knowledge and skills: - I can demonstrate these skills: (not required for certificate)

8.25 Use painting and drawing tools

8.26 Use digital camera and scanner

8.27 Use camcorder and edit video from a camcorder

8.28 Produce a video

8.29 Set up and operate a videodisk player and TV receiver or monitor
8.30 Locate, evaluate and select appropriate teaching/learning resources and curriculum materials for the content area and target audience, including computer-based products, videotapes and discs, local experts, primary documents and artifacts, texts, reference books, literature, and other print sources
New Mexico Essential Competencies

Give an example of how you have used these skills to help you in your personal/professional work in a few sentences:

The 8.0 Media Communications section began with 30 skills and ended with 11. The skill use the digital camera and scanner was starred by Frank Ingram but was crossed off by Sara Ivenski with the additional comment "not always necessary" (SI-TSM1). Finally, the skill produce a video was crossed off by Sara Ivenski and Tammy W. Earlson, but starred by Tina Ebber. This skill remained on the TSM.

Following this data analysis, there was a TSM modified and a list of Deleted Skills list which was sent to participants for member checking feedback.

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