JITT Skill Assessment Survey (OPEN)

Feedback
Let us know what you think. What works? What would help you more? We're interested in your comments and if you have ideas for links that would be beneficial for other K-12 educators, by all means let us know. Your response to the more structured questions below will also help us serve you better.

Comments:

Tell Us About Yourself
This survey was used to determine professional development needs of Oregon K-12 educators. Results of the initial survey guided development of the "just-in-time" training (JITT) project, part of a larger effort funded by the Oregon Department of Education for development of this Web.
The idea of "just-in-time" training is that it's what you need, when you need it, and you can get it wherever you can access the Web. The JITT project has developed and identified high-quality professional development and technical assistance (just-in-time) resources. These resources are hosted by OPEN, the Oregon Public Education Network.
As educators make greater use of technology, we expect these needs to change. The few minutes it takes for you to answer these questions significantly increases the quality of the services we are able to provide you. You are also welcome to e-mail feedback directly to: jittwebmaster@open.k12.or.us.

Your Name: (optional)

Your E-Mail:

School/District:
I am a:
Teacher
Library/Media Specialist
Administrator

My primary assignment is:
Elementary
Middle School
High School
Other (please specify below)

I'm most familiar with:
Mac
DOS
Win 3.1
Win95
Other (please specify below)

Skill Assessment

Mark the item that best indicates your skill level in each of the following categories. Mark only one for each category.
Basic Computer Use:

I do not use a computer.

I can use a computer to do a few basic things if the programs are already installed.

I can install software, set up printers, print, and use system tools like the scrapbook (clipboard), notepad, find command, and trash can (recycle bin).

I can run two or more programs simultaneously, and have several windows open at the same time. I can customize the look and sounds of my computer.

I look for programs and techniques to optimize my operating system. I feel confident enough to teach others basic computer operations.

File Management:

I don't save any documents.

I save documents on the computer but I don't know where to find them later. I don't back up my files.

I have a filing system for my documents and can find them quickly and reliably.

I regularly use a backup program to make multiple copies of my files. I have a system for archiving files that I don't need on a regular basis to conserve hard drive space.

Netscape Operation & Internet Research:

I do not use Netscape or any other Web browser (e.g., MS Internet Explorer, Mosaic).

I can start up Netscape (or other Web browser) and use World Wide Web menus to find basic information on the Internet, but I feel like I'm lost in the Web.

I am able to make profitable use of Web searching software as well as lists of Internet resources to explore educational opportunities.

I can create my own HTML pages and hot lists of resources.

Telecommunications Use:

I do not use electronic mail, nor can I see how it would benefit my work.

I understand there are resources available to me as a teacher which can be accessed with electronic mail; I use e-mail to communicate with family and friends.

I use e-mail to access information from listservs. I am an active participant in online discussions, and check my e-mail account regularly.

I involve students in using e-mail to communicate with other students and/or adult resources.

Ethical Use Understanding:

I am not aware of any ethical issues surrounding computer use.

I know that some copyright restrictions apply to computer software, and that ethical issues on use of the Internet are growing.

I clearly understand the ethical issues with regard to software copyright, appropriate citation, and information use.

I engage my students in the discussion and learning of ethical use of information, including appropriate citation of sources and adherence to copyright regulations.

Integrating Technology and Learning:

I need help in understanding how to blend the use of new technology into classroom activities.

I would like to blend the use of new technologies into classroom activities more often but I don't have enough time or access to equipment, and I need more help understanding what strategies will work and how to do it.

From time to time, I encourage students to employ new technologies to support the communicating, data analysis, and problem solving outlined in district and state curriculum documents.

I frequently encourage students to employ new technologies to support the communicating, data analysis, and problem solving outlined in district and state curriculum documents.

Your Access to the Internet at School:

I do not have access.
I have access but my students don't.
My students and I have limited access.
My students and I have adequate access to conduct lessons.

Preference:
I would benefit most from training in the following category:

Basic Computer Use
File Management
WWWeb Operation & Internet Research
Telecommunications
Ethical-Use Issues
Integrating Technology & Learning

This survey adapted from Portland Public Schools and Online Internet Institute surveys.

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	I do not use a computer.
	I can use a computer to do a few basic things if the programs are already installed.
	I can install software, set up printers, print, and use system tools like the scrapbook (clipboard), notepad, find command, and trash can (recycle bin).
	I can run two or more programs simultaneously, and have several windows open at the same time. I can customize the look and sounds of my computer.
	I look for programs and techniques to optimize my operating system. I feel confident enough to teach others basic computer operations.

	I don't save any documents.
	I save documents on the computer but I don't know where to find them later. I don't back up my files.
	I have a filing system for my documents and can find them quickly and reliably.
	I regularly use a backup program to make multiple copies of my files. I have a system for archiving files that I don't need on a regular basis to conserve hard drive space.

	I do not use Netscape or any other Web browser (e.g., MS Internet Explorer, Mosaic).
	I can start up Netscape (or other Web browser) and use World Wide Web menus to find basic information on the Internet, but I feel like I'm lost in the Web.
	I am able to make profitable use of Web searching software as well as lists of Internet resources to explore educational opportunities.
	I can create my own HTML pages and hot lists of resources.

	I do not use electronic mail, nor can I see how it would benefit my work.
	I understand there are resources available to me as a teacher which can be accessed with electronic mail; I use e-mail to communicate with family and friends.
	I use e-mail to access information from listservs. I am an active participant in online discussions, and check my e-mail account regularly.
	I involve students in using e-mail to communicate with other students and/or adult resources.

	I am not aware of any ethical issues surrounding computer use.
	I know that some copyright restrictions apply to computer software, and that ethical issues on use of the Internet are growing.
	I clearly understand the ethical issues with regard to software copyright, appropriate citation, and information use.
	I engage my students in the discussion and learning of ethical use of information, including appropriate citation of sources and adherence to copyright regulations.

	I need help in understanding how to blend the use of new technology into classroom activities.
	I would like to blend the use of new technologies into classroom activities more often but I don't have enough time or access to equipment, and I need more help understanding what strategies will work and how to do it.
	From time to time, I encourage students to employ new technologies to support the communicating, data analysis, and problem solving outlined in district and state curriculum documents.
	I frequently encourage students to employ new technologies to support the communicating, data analysis, and problem solving outlined in district and state curriculum documents.