BaileyA-Individual Teacher Technology Use Assessment

Amy Bailey
Individual Teacher Technology Use Assessment
ITEC 7460
Dr. Lokey-Vega
Fall 2014

BaileyA-Individual Teacher Technology Use Assessment

Assessments
Ms. Lane is a Pre-K teacher at Wilcox County Elementary School. She
participated in to questionnaires to help assess her level of technology use and how
she feels about adopting change in her classroom. "Adoption of a new idea,
behavior, or product does not happen simultaneously in a social system; rather it is
a process whereby some people are more apt to adopt the innovation than others."
(sphweb.bumc.bu.edu) According to Ms. Lane's responses to her first
questionnaire, The LoTi Survey, she is between a LoTi Level 1 and 2. She uses
technology is enhance her teaching methods and/or presentations but she also uses
technology as according to Level 2, as extension activities for students. ("LoTI
Framework," 2011) Levels 1 and 2 are very common in elementary and primary
grades. This year is Ms. Lane's first year of teaching, but she has a lot of
experience as a Paraprofessional in Pre-K as well as some experience in
Kindergarten where she did her student teaching. Ms. Lane is able to use
technology in her classroom to the best of her ability considering the age of her
students. Ms. Lane teaches with two other Pre-K teachers, including myself. Their
Pre-K classrooms are currently in the process of receiving 1 students computer.
Ms. Lane feels that once they have received the student computers she will be able
to incorporate more technology use in her classroom with her students. In order for
Ms. Lane to move further up the LoTi Framework, she will need support and

BaileyA-Individual Teacher Technology Use Assessment

guidance on creating activities that will allow her students to use technology more
creatively and encourage higher-order thinking. According to Ms. Lane's Adopter
Level Survey, she is considered to be an Early Adopter. "The early adopter is
considered by many as the "individual to check with" before using a new idea."
(Soong, 2000) Ms. Lane is a first year teacher and very excited about trying out
new things. She does not consider herself one to wait and let other teachers try
before seeing if it will work for her or her classroom.
Interview
As I stated above, Ms. Lane is in her first year of teaching, so she is very
excited and willing to try new ideas. Ms. Lane has already discovered some ways
of incorporating technology into the Pre-K classroom which has rarely been done
in the past. She is always eager to learn new ways of improving her teaching
methods that will benefit her students. Ms. Lane shows great interest in learning
more ways of integrating technology into her teaching approach. Within Pre-K,
Ms. Lane teaches 22 students between the ages of 4 and 5 years old. Digital tools
within her classroom consists of an interactive white board (SmartBoard), an iPad,
a teacher laptop, and a digital camera. At this time, these are the only technology
tools she has access to. As I stated above in the assessment, Pre-K teachers are
looking forward to receiving a student computer that their students will have
access to during the rotation of centers within the classroom. Ms. Lane is looking

BaileyA-Individual Teacher Technology Use Assessment

forward to teaching her students the basics of computers and keyboarding so that
they will be prepared for Kindergarten where they are required to use a computer
to take tests for Accelerated Reader. Ms. Lane is very open to coaching and looks
forward to learning new tools from someone she knows personally rather than a
professional. Ms. Lane does not have much background knowledge due to the fact
that this is her first year teaching and she has only taught in Pre-K which does not
require much technology use. She is looking forward to working closely with a
coach that will be able to help her and train her to use technology effectively.
Needs
While we are still in the process of finalizing our coaching plans, peer
coaching seems to be the best approach for Ms. Lane. Peer coaching will allow
working closely with Ms. Lane as partners where we can bounce ideas off of each
other, but will also allow me to be there for support and advice. As Jim Knight
stated, "partnership involves relationships between equals. When this principle is
applied to instructional coaching, it means that collaborating teachers are
recognized as equal partners and, consequently, no one's views is more important
or valuable than anyone else's." (p.24) The teacher and coach will meet once every
2 weeks until mid to late November 2014. Pre-K teachers need a little longer on
integrating and trying new technologies. Ms. Lane will decided which technology
tool she would like to incorporate into her classroom teaching. Since Ms. Lane

BaileyA-Individual Teacher Technology Use Assessment

teaches all subject areas, she will decided which content area she would like to
focus on. The coach will instruct Ms. Lane on how to use the tool as well as model
a lesson. The coach and Ms. Lane will meet to discuss the results of how
successful or unsuccessful the implementation of the tool was in the classroom.
The coach and Ms. Lane will continue to meet once every two weeks to reflect and
plan together. The peer coaching goal is to simply act as a sounding board and
resource for the other. The goal includes helping Ms. Lane implement technology
in a way that encourages students to use higher-order thinking skills.

References
Knight, J. (2007). What is the partnership philosophy? In Instructional coaching: A
partnership approach to improving instruction (pp. 24). Thousand Oaks, CA: NSDC.
LoTi Framework. (2013). LoTi Framework. Retrieved from
http://loticonnection.cachefly.net/global_documents/LoTi_Framework_Sniff_Test.pdf
Behavioral Change Models
http://sphweb.bumc.bu.edu/otlt/MPH-Modules/SB/SB721-Models/SB721Models4.html
Soong. R. (2000, February 11). Early Adopters of Technological Innovations
http://www.zonalatina.com/Zldata99.htm