Reflection on Technology Applications Inventory & SETDA Survey

Taking the Technology Applications Inventory and the SETDA Survey opened my eyes to the amount of technological abilities that I have not mastered and have not made available to my students. Both of these assessments seem accurate, and I have followed with a reflection on both of them. Analyzing the Technology Applications Inventory showed me that while I do have a mediocre base in Foundations (56% yes responses), Information Acquisition (6o% yes responses), and Solving Problems (56% yes responses), I scored low in Communication (only 25% yes responses). In Foundations, I understood and could use most of the devices that attach to the computer itself like the mouse, scanner, etc., but do not have knowledge about the internal workings such as the memory storage, RAM requirements, digital file formats, and retaining image quality of pictures. In Solving Problems with Technology Tools, I knew beforehand that I was relatively at ease with creating word processing, spreadsheet and publishing products, but now realize that I need to improve in the applications that facilitate evaluation of work, both process and product. In my highest scoring area, Information Acquisition, I am strong in knowledge of search engines and strategies, online help, and discerning the relevance and validity of information online. However, I cannot identify, create, or use image, audio and video files, nor do I understand the difference between vector graphic files and bit-maped graphic files. My lowest scoring area, Communication, was not all that surprising as communication through technology is not my strong suit. I have never created an interdisciplinary multimedia presentation, though I would care to learn more about that. I do produce a newsletter for my students' parents through Microsoft Publisher that communicates the upcoming events and academic objective for the week. The SETDA Teacher Survey is about my use of technology at school, the availability of technology, and the school's technology policies. I found that there were many questions that I had to reply "Don't Know" on, which says quite a bit to me about the amount of information and communication that my school has about technology-related policies and procedures. I do not know if my school is collecting any data about the effect of technology on students' literacy, and if they are, what they are doing with the information. I found that my students spend 1 to 2 hours on the computer each week, but do not use technology to solve real-world problems, communicate with experts or peers, or collaborate with students in or beyond their school, or use digital tools to enhance their learning. I use technology in my class to review taught objectives, research to find information, and create visual projects to present information. I rarely use research to guide my decision-making when designing technology-supported learning experiences, though I would like to have more information on the best avenue to receive this research. Only occasionally am I exposed to innovations and best practice in teaching with technology. Though my own skill level is low in the area of multimedia editing or authoring tools and video edition technology, my interest level is high! I do try to think of ways that technology can enhance student learning, but need more professional growth to optimize my ability to incorporate technological tools into my teaching.