Manitoba

Education and Training

IMYM Logo

Research Results

ICT Application and Integration by Teachers Beginning to Implement the IMYM Model

Prepared by Distance Learning and Information Technologies Unit, Program Development Branch, Manitoba Education, Citizenship and Youth


< Previous | TOC | Next >

Appendix A

Interdisciplinary Middle Years Multimedia (IMYM) Model
Self-Assessment of Information and Communication Technology (ICT) Literacy

This self-assessment will help you and your ICT trainer to develop an individual plan to meet your ICT training needs, and will also help you to determine areas in which you might continue to learn and practice in a self-directed manner. Please judge your competency level in each of the following ICT skill areas by checking the box that best describes your current skill level. (Be honest, but be kind!)

Self-Assessment of Information and Communication Technology (ICT) Literacy
Level Beginning Developing Accomplished Exemplary
ICT Skill
I. Basic computer operation Check BoxI do not currently use a computer. Check BoxI use a computer to run specific, pre-loaded software. Check BoxI can set-up my computer and peripheral devices, load software, print, and use most of the operating system tools such as the scrapbook, clock, find command, and trash can. I can run two programs simultaneously, and have several windows open at the same time. Check BoxI can customize the look and sounds of my computer. I can make preference settings to customize applications. I feel confident enough to teach students basic computer operations.
II. File management Check BoxI do not save any documents I create using the computer. Check BoxI save documents I've created but I cannot choose where they are saved. I do not know how to copy files to a floppy disk. Check BoxI have a filing system for organizing my files, and can locate files quickly and reliably. I back-up my files on a regular basis. Check BoxI have a system for archiving files that I do not need on a regular basis. I have taught my students how to manage their files on my classroom computers and on the school network.
III. Networking Check BoxI do not have any knowledge of computer network operation. Check BoxI have used a computer network to store files and to access a printer. Check BoxI am able to troubleshoot and correct problems such as a shared printer dropping off a peer-to-peer network. I can add or remove computers and shared devices on a peer-to-peer network. Check BoxI have set up a peer-to-peer network in my classroom, complete with a shared printer. I am able to administer the network including passwords and permissions for students on the network.
IV. Word processing Check BoxI do not use a word processor. Check BoxI occasionally use a word processor for simple documents that I know I will modify and use again. I generally find it easier to hand write or type most written work I do. Check BoxI use a word processor for nearly all my written professional work: memos, tests, worksheets, and home communication. I can edit, spell check, and change the format of a document. Check BoxI use the word processor not only for my work, but have taught students to use it for all stages of the writing process.
V. Spreadsheet use Check BoxI do not use a spreadsheet. Check BoxI understand the use of a spreadsheet and can navigate within one. I can create a simple spreadsheet that adds a column of numbers. Check BoxI use a spreadsheet for several purposes. These spreadsheets use labels, formulas, and cell references. I can change the format of the spreadsheets by changing column widths and text style. I use a spreadsheet to keep track of student grades and can make a simple graph or chart. Check BoxI use a spreadsheet not only for my work, but have taught students to use a spreadsheet to help them improve their own data-keeping and analysis skills, showing them how to explore questions and the power of mathematical relationships.
VI. Database use Check BoxI do not use a database. Check BoxI understand the use of a database and can locate information within one that has been pre-made. I can add or delete data in a database. I can sort and print the information in layouts that are useful to me. Check BoxI use databases for several purposes. I can create a database from scratch - defining fields and creating layouts in order to support inquiry. I can use database information to perform queries. Check BoxI can use formulas with my database to create summations of numerical data. I use the database not only for my work, but have taught students to use databases to help them improve their own data-keeping and analysis skills.
VII. Concept Mapping Check BoxI do not use concept mapping software. Check BoxI understand how to use concept mapping software for creating simple concept maps and outlines in preparation for writing. Check BoxI use concept mapping software as a note-taking and organizational tool. I can customize the symbols, links, and layout of my concept maps. I print out concept maps for my students to use. Check BoxI can use concept mapping software as a presentation tool, complete with Internet links. I can also export my concept maps into multimedia presentations. I have taught my students how to use concept mapping software to brainstorm, organize, and outline for writing.
VIII. Graphics/
Animation
Check BoxI do not use graphics in my word processing or presentations. Check BoxI can open and create simple graphics with paint and draw programs. Check BoxI use both pre-made clipart and simple original graphics in my word-processed documents. I can edit clipart, change its size, and place it on a page. I can purposefully use most of the drawing tools, and can group and ungroup objects. I can use the clipboard to take graphics from one application for use in another. Check BoxI have createe digital animations to help my students visualize changes in a process over time. I use graphics and animation not only for my own demonstrations, but have taught students to use graphics to improve their own communications.
IX. Information Searching I am unlikely to seek information when it is in electronic formats (e.g. electronic encyclopedias). Check BoxI can conduct simple searches with electronic encyclopedias and library software for major topics. Check BoxI have learned how to use a variety of search strategies on several information programs, including the use of "logical operators" such as "and" and "or" to help target the search and find just the right information in the most efficient manner. Check BoxI have incorporated logical search strategies into my work with students, showing them the power of such searches with electronic sources.
X. Internet research I do not use the Internet. I can use a web browser to access the World Wide Web to find basic information, but I spend little time doing so. I am able to make efficient use of Web searching software as well as lists of Internet resources to explore educational applications of the Internet. I use a variety of search engines and can evaluate the source of information and its URL to assess its validity. Check BoxI can create my own hot-lists of Internet resources for student use. I have shown my students how to access Internet resources and how to evaluate the source of information and its URL to assess its validity. I insist my students respect copyright and reference their sources.
XI. Web page creation Check BoxI have never created a web page. Check BoxI have created a simple single web page with graphics, and Internet links and mail-to links. Check BoxI have created a well-designed multilevel classroom website with a simple navigation scheme. I use my classroom website to communicate with students and parents. Check BoxI have created a classroom website that links to student work. I have taught my students how to make their own simple websites and electronic portfolios on our Intranet or the Internet.
XII. Email use Check BoxI do not use electronic mail. Check BoxI understand that there is a large quantity of information available to me as a teacher that can be accessed with electronic mail. I send occasional messages and requests for information using email. Check BoxI check my email accound on a regular basis. I use email to access professional infomration from listservs, and am an active participant in online discusssions. Check BoxI involve my students in using email to communicate globally with other students and various kinds of experts. I use email to communicate reflectively with individual students and to distribute/collect assignments.
XIII. Multimedia Check BoxI have never created my own multimedia presentation. Check BoxI have created a simple multimedia presentation integrating text and graphics. Check BoxI have authored multimedia presentations that include actions, animations, audio, and video. Check BoxI use multimedia not only for classroom presentations, but have taught my students to create their own multimedia presentations.
XIV. Digital Imaging Check BoxI have never connected a digital camera to a television or computer. Check BoxI can connect a digital camera to a computer to download digital images. I can alter images by cropping, rotating and resizing. Check BoxI am able to import digital images into word processing documents, concept maps, and multimedia presentations. Check BoxI have used digital images, not only for classroom presentations, but have taught my students how to use digital images in their own word processing documents, concept maps and multimedia presentations.
XV. Videography/ Video editing Check BoxI have never connected a digital camera to a VCR, television, or computer. Check BoxI am able to connect a digital camera and VCR to a television in such a way that I can transfer video and monitor the image at the same time. Check BoxI have used video-editing software to clip and sequence video. I am able to import stills and video clips into presentations and multimedia. Check BoxI have created video clips, not only for classroom presentations, but have taught my students to create their own video presentations.

Top

 


Share This