Faculty and Staff Development Needs
Determining the areas in which faculty and staff will require technology training is a unique task for each school system. Factors to consider include the technology infrastructure of the school system, essential student learning outcomes goals of the school community, skill levels and technology experience of the faculty and staff, available software, time, money, and so on. Below is a list of general areas for staff development needs with a description of basic skills within each area.
Operations
Start up and shut down a computer system. Use icons, windows, and menus. Start an application and create a document. Name, save, retrieve, and revise a document. Print a document. Insert and eject a CD-ROM and a floppy disk. Copy a document from the hard disk to a floppy disk and vice versa. Work with more than one application at a time.
File
Management
Create and name folders and
subdirectories. Save, open, and place
documents into folders and subdirectories.
Word
Processing
Create a new document. Enter and edit text. Copy and move blocks of text. Set text format, style, margins, line spacing, tabs. Change text format, style, margins, line spacing, tabs. Check spelling, grammar, and word usage. Create a header or footer. Insert the date, time, or page number. Add columns to the document. Insert clipart into the document.
Spreadsheets
Create a spreadsheet with rows, columns, and headings. Enter data into the spreadsheet. Create a graph from spreadsheet data. Create or copy formulas and functions to perform calculations with data in a spreadsheet. Interpret and communicate information found in a spreadsheet. Insert a spreadsheet into a word processing document.
Databases
Create a database with multiple fields and records. Create custom layouts. Sort a database by specific fields, add and delete records. Use information from a database. Insert database fields into a word processing document.
Graphics
Place pictures into documents using clipart, a scanner, or drawing programs. Edit and create graphics. Create graphics to help clarify or amplify learning concepts. Encourage student display of visual data using a variety of tools. Use a digital camera. Produce a newsletter, brochure, or poster using columns, clip art, tables, word art, and captions.
Internet
Use
Connect to the Internet. Send and receive e-mail. Download files. Incorporate e-mail use in classroom activities. Use e-mail to request and send information. Use security passwords. Use specialized e-mail lists relevant to professional information needs. Create and group addresses for electronic mail. Upload a file and send as an attachment to e-mail.
Telecommunications
Use FTP to send or retrieve files from a remote computer. Use distance learning, desktop video conferencing, or teleteaching technologies. Write URLs to share information locations with others.
Ethics
Understand social, legal, and ethical issues related to technology use. Establish classroom policies that comply with district rules concerning student and adult use of e-mail and internet. Establish classroom policies that comply with copyright law, fair-use guidelines, security, and child protection.
Research
Use a search engine to browse resources on the Internet and locate subject specific information. Access and use resources on the World Wide Web. Create bookmarks to Web sites of educational value. Write a bibliographic citation for information found.
Presentations
Create a linear multimedia presentation. Create a non-linear, hypermedia presentation. Display the presentation in different views. Add various types of new slides to the presentation. Delete a slide. Edit text on a slide. Add images from clipart, files, or a scanner. Use slide transitions and build effects into the presentation. Sort the slides. Include sound from a microphone or audiocassette player or recorder into a presentation. Add animation to a presentation.
Integration
Use school television resources that support the curriculum. Access resources for planning instruction using telecommunications. Use technology for learning. Use technology for communication. Use media and technology to present subject material. Use technology-based tools specific to subject area. Create performance tasks requiring students to problem solve. Use technology to collect data on student learning. Use technology to communicate information on student learning. Use technology to create learning experiences that satisfy curriculum goals. Use technology to support learner expression using different media tools.
North Carolina Public Schools Infoweb, Technology Assessment Project, “NC Technology Competencies for Educators – Basic”, retrieved May 27, 2000 from the World Wide Web: http://www.dpi.state.nc.us/tap/basic.htm
North Carolina Public Schools Infoweb, Technology Assessment Project, “NC Technology Competencies for Educators – Advanced”, retrieved May 27, 2000 from the World Wide Web: http://www.dpi.state.nc.us/tap/advance.htm
Microsoft Office Rubrics, Teacher Self-Rating Rubric on Microsoft Office, retrieved May 27, 2000 from the World Wide Web: http://www.ga.k12.pa.us/curtech/stucours/offrubr.htm
Johnson,
Doug. Internet Skill Rubrics,
retrieved May 30, 2000 from the World Wide Web: http://www.isd.77.k12.mn.us/resources/dougwri/Rubint.htm
Bellingham
Public Schools. Staff Use of
Technology 1999-2000 Self-Evaluation Rubrics, retrieved May 30, 2000 from
the World Wide Web: http://www.bham.webnet.edu/tcomp.htm