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 |
 I
do not currently use a computer. |
I
use a computer to run specific, pre-loaded software. |
I
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. |
I
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 |
I
do not save any documents I create using the computer. |
I
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. |
I
have a filing system for organizing my files, and
can locate files quickly and reliably. I back-up my
files on a regular basis. |
I
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 |
I
do not have any knowledge of computer network operation. |
I
have used a computer network to store files and to
access a printer. |
I
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. |
I
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 |
I
do not use a word processor. |
I
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. |
I
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. |
I
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 |
I
do not use a spreadsheet. |
I
understand the use of a spreadsheet and can navigate
within one. I can create a simple spreadsheet that
adds a column of numbers. |
I
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. |
I
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
|
I
do not use a database. |
I
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. |
I
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. |
I
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 |
I
do not use concept mapping software. |
I
understand how to use concept mapping software for
creating simple concept maps and outlines in preparation
for writing. |
I
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. |
I
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 |
I
do not use graphics in my word processing or presentations. |
I
can open and create simple graphics with paint and
draw programs. |
I
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. |
I
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). |
I
can conduct simple searches with electronic encyclopedias
and library software for major topics. |
I
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. |
I
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. |
I
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 |
I
have never created a web page. |
I
have created a simple single web page with graphics,
and Internet links and mail-to links. |
I
have created a well-designed multilevel classroom
website with a simple navigation scheme. I use my
classroom website to communicate with students and
parents. |
I
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 |
I
do not use electronic mail. |
I
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. |
I
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. |
I
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 |
I
have never created my own multimedia presentation. |
I
have created a simple multimedia presentation integrating
text and graphics. |
I
have authored multimedia presentations that include
actions, animations, audio, and video. |
I
use multimedia not only for classroom presentations,
but have taught my students to create their own multimedia
presentations. |
| XIV. Digital
Imaging |
I
have never connected a digital camera to a television
or computer. |
I
can connect a digital camera to a computer to download
digital images. I can alter images by cropping, rotating
and resizing. |
I
am able to import digital images into word processing
documents, concept maps, and multimedia presentations. |
I
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 |
I
have never connected a digital camera to a VCR, television,
or computer. |
I
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. |
I
have used video-editing software to clip and sequence
video. I am able to import stills and video clips
into presentations and multimedia. |
I
have created video clips, not only for classroom presentations,
but have taught my students to create their own video
presentations. |
