One of the interesting challenges in creating the Technology Integration
Self-Assessment (www.adultedonline.org) was to determine exactly what
should be included in the definition of technology integration. After
looking at a variety of tools, lists, and sets of standards, we decided on
12 categories of competencies. The list was reviewed and discussed by
several experts in the field, including Mariann Fedele, our fearless list
moderator; David Rosen, a consultant and frequent list participant; Laurie
Cozzolino, a consultant who has been active with technology for adult
education for many years; and Donna Price, a technology resource teacher
for adult ESOL in San Diego. With their input, and feedback from a number
of teacher/reviewers and pilot testers, we settled on the following list:

I. Basic Computer Operation
     Includes file management, minor troubleshooting, and helping students
learn these skills

II. Productivity Software
     Includes word processing, presentation programs (like PowerPoint),
spreadsheets, and graphics

III. Instructional Software
     Includes evaluating instructional software and assigning and tracking
learners

IV. Assistive Technology 
     Includes making computers accessible as well as locating appropriate
software and assistive devices

V. Using the Internet
     Includes using the Internet personally as well as in the classroom

VI. Virtual Communication and Collaboration
     Includes using email, discussion boards, blogs, podcasting and other
ways of communicating, both personally and in the classroom

VII. Video Technologies
     Includes using a video camera and doing video projects with learners

VIII. Evaluating and Incorporating New Technologies
     The list of new technologies will always be a moving target, but the
questions mostly ask about strategies for keeping up with whatever is new

IX. Managing the Technology-Enhanced Classroom
     Not a specific technology, but a set of strategies and attitudea
about integrating new technology possibilities into teaching

X. Assessment
     Asks about both standardized testing and creating online and
performance-based assessments

XI. Professional Development
     Includes professional development about technology, and also
professional development through technology

XII. Social, Legal and Health Issues
     Includes acceptable use policies, copyright laws, ergonomics and the
role of technology in society

This can be a pretty daunting list, but the site encourages users to focus
on only 1 or 2 competencies at a time, and definitely not to select more
than 4 items to include in a professional development plan.

Hopefully just taking the self-assessment will be an enlightening
experience for some, raising the possibilities and providing examples.

Not everyone has access to all kinds of technology, so the assessment asks
people to rate both their skills and the importance to their teaching now
or in the future. You might not have access to a video camera right now,
for example, but that could change in the future. The areas that will show
up as priorities for professional development are the ones that have an
average rating of above 2 in priority, on a scale of 1 to 4, and below 2
on skills.

Does it seem to you that this list covers the important areas? Any
thoughts about the areas covered, or how the self-assessment might affect
teachers? Can you see the teachers in your program using the
self-assessment?

Marian
~~~~~~~~~~~~~~~~~
Marian Thacher, OTAN
P.O. Box 269003
Sacramento, CA 95826-9003
(916) 228-2597
www.otan.us



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