Running Head: INDIVIDUAL TEACHER TECHNOLOGY ASSESSMENT NARRATIVE

Individual Teacher Technology Assessment Narrative

Adam Keith
PL & Tech Innovation
Fall 2014

A colleague at Hillgrove High School answers two questionnaires relating to

his level of technology literacy and use as well as his attitude toward change in the

INDIVIDUAL TEACHER TECHNOLOGY ASSESSMENT NARRATIVE

classroom. Mr. L is in his tenth year of teaching at the high school level and has
taught at two different high schools in two different systems. Mr. L currently teaches
Advanced Placement United States History (11th and 12th grade) and on level World
Geography (9th grade). His classes include gifted students, on level students,
students with Individual Education Plans (IEPs), students with 504 plans, and
students enrolled in the English Language Learners (ELL) program. Mr. Ls
classroom has a project (no SMART board) and a student desktop (which is in less
than stellar working order). Mr. L routinely uses a class set of net books that the
school has available and makes quality use of our library computers (forty desktop
computers dedicated to student use) as well as the computer lab for the Social
Studies department (thirty six computers dedicated to student use and instruction).
Mr. L also has the use of a county issued lap top for his planning and instructional
purposes.
Mr. L first submitted answers to an Instructional Technology Survey. This
survey was designed to gauge Mr. Ls current level of comfort and usage of
technology. Question one discussed comfort with technology use in lesson planning.
On a scale of 1 (very uncomfortable) to 5 (very comfortable), Mr. L replied that he
was a 3 (somewhat uncomfortable). When questions further, Mr. L stated that he
was not technology inept, just unsure of how to make quality technology choices
and a lack of knowledge of where to look for resources. Mr. L then answers a series
of questions about his technology use in his classroom. The seven questions use a
scale of 1 (Never) to 5 (Very Often). Mr. L graded himself a 4 (Often) or 5 (Very
Often) in the areas of frequency of technology use in class, student use of
technology to access course materials, and technology use for managerial tasks. Mr.
L graded himself with a 2 (Rarely) or 3 (Sometimes) in the areas of teaching
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technology to students, using technology to demonstrate understanding, and using

technology to differentiate. Overall, Mr. L summarized his technology use in the
classroom as substitution with technology use generally replacing the use of
books, pen, paper, etc.
Mr. L was also asked in this survey to identify some potential technology
topics that he feels would be of use or interest to him in his teaching. Mr. L
identified Web 2.0 tools, Simulations, and Google Drive as elements he felt could
benefit his students, particularly his Advanced Placement students. When I
discussed this with him, he stated that these all seemed very simple to implement
and on the surface appeared to be the easiest to relate to students. Based on his
responses, Mr. L would fall in LoTi level 2; Exploration (LoTi Framework, 2011). Mr.
L uses technology every day through the use of learning management systems,
presentation delivery software (primarily PowerPoint), excellent utilization of a class
blog, and use of technology in extension and enrichment style activities. It is clear
through this survey and my own observations that it will not be necessary for Mr. L
to undergo basic technology training. Mr. L will, however, need coaching in order to
find resources pertinent to his content area and teaching style. Additionally, Mr. L
has expressed concern over the amount of time technology integration may take. It
will also be necessary to show him the ways in which technology can actually
simplify his teaching practice as opposed to adding to his daily procedures.
To better gauge Mr. Ls willingness to accept change in regards to technology,
he then completed the Diffusions of Innovations Adopter Survey. Mr. L answered
eleven questions with which to rate himself on a scale of 1 (Strongly Disagree) to 5
(Strongly Agree). Overall, Doug cited ample funding, his social contacts within the
school, and a willingness to try new strategies as topics he could strongly agree
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with. However, Doug did cite that he is not a risk taker, does not necessarily feel he
has influence in other classrooms, and was not completely sold on using strategies
that have little research behind them. Doug definitely fits Orrs description of riskaverse (Orr, 2003). I do not feel that Doug is adverse to technology, but several of
Orrs following questions seem to fit his persona and his answers to the
questionnaires; It sounds good, but does it work? Is it compatible with existing
habits and values? What degree of innovation would disrupt other functions? (Orr,
2003) Doug would most likely be an Early Adopter. As Orr points out, Early
Adopters are reliant on data and are meticulous in their research and
implementation of new technologies and programs (Orr, 2003). Doug is quick to
see the merits in technology after seeing it implemented by other teachers and
discussing with those educators the pros and cons of the technology or strategy in
play. One of the major obstacles Doug has facing him in regards to integration is the
time element. Doug not only teaches two subjects, but is also a father to two boys,
husband, Student Government Sponsor, and only recently relinquished some
coaching duties to allow more time with family. While he may not be adverse to new
strategies, Doug will definitely have to be shown the merits of new ideas instead of
taking initiative on his own.
Overall, I feel Doug is an excellent candidate for coaching. I have already
discussed coaching with Doug and he readily agreed, citing his main reasons for
questioning technology included the fact that he wants to see things in action
before he commits to using strategies. Our main focus will be weekly meetings that
will occur from now until the end of the fall semester. Doug will also visit my
classroom in order for me to model certain technologies and strategies to my
students. Doug has also invited me into his classroom so that we can both teach his
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students new technologies in order for not only the students to feel more
comfortable, but for Doug to feel more comfortable as he steps outside his comfort
zone.

References
LoTi Framework. (2011). LoTi Framework. Retrieved October 8, 2014, from
http://www.loticonnection.com/index.php/more/frameworks/20-lotirframework
Orr, G. (2003, March 8). Diffusion of innovations by Everett Rogers, (1995). Diffusion
of Innovations, by Everett Rogers (1995). Retrieved October 8, 2014, from
http://www.stanford.edu/class/symbsys205/Diffusion%20of
%20Innovations.htm