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3. Student Needs

b. Student technology literacy needs

Guidelines / Requirements for compliance in this section (from the Peer-Response Rubric):


Narrative:

Local School Development of Student Technology Literacy Skills Goals

Gwinnett County Public Schools (GCPS) technology literacy skills instruction and assessment are a site-based activity, and part of the overall planning process for each school. Unlike some school districts with district-wide technology performance goals for its students, GCPS has designed a system to enable local schools to use their technology resources in the most effective manner for their students. This site-based planning means that each school focuses on the most appropriate technology skills as part of the regular curriculum, instead of mandating specific skills that each student must have. Additionally, this is consistent with the State DOE's incorporation of technology standards into subject areas of the Georgia Performance Standards (GPS).

At the time of this writing , no district-wide assessment has been established for determining the levels of technology literacy skills. At the time of this writing, there is no plan to create specific Technology Literacy standards in the Georgia Performance Standards framework. Click here to view the QCC Technology Integration Standards.

Through the Results-Based Evaluation Process (RBES), student technology literacy skills are identified as part of the site-based management planning cycle. This cycle, which continues through the calendar year, allows schools to identify key goals and objectives as well as implement changes throughout every learning activity in the school. As noted on the RBES cycle graphic below (starting in July), the RBES cycle includes the development of a Local School Plan for Improvement (LSPI). This plan development is echoed in every classroom, as teachers make their own instructional goals that support their school's LSPI.

To gain insight into key areas for LSPI development, GCPS also distributes a district-wide survey, called the Perception Survey, to randomly selected students, staff members, parents, and community members. Several questions on the Perception Survey address technology use in the schools, as well as other school environment and instruction topics. As an example of some of the data gathered, the following extract from the 2005 Results-Based Evaluation System are provided, including input from students, that was used in the instructional technology planning process. As you can see, a significant number of people contributed to the data collection for these responses, and reports are also provided to each school with detailed information from their specific constituents:

Question

Data Source

Count

No Response

Don’t Know

Strongly Disagree

Disagree

Agree

Strongly Agree

Mean

During this school year, I increased technology use in the classroom or continued to make extensive use of it as in prior years.

ES Teachers

MS Teachers

HS Teachers

6315

2198

2262

3.0%

3.0%

2.3%

5.2%

4.0%

4.3%

1.8%

1.3%

1.3%

10.0%

11.7%

8.6%

46.0%

45.6%

43.5%

34.0%

34.4%

40.0%

3.22

3.22

3.31

I am satisfied with the technology available for use at my student’s school.

ES Parents

MS Parents

HS Parents

4936

1495

1466

1.5%

1.4%

1.3%

3.9%

4.2%

3.5%

0.8%

1.3%

1.6%

3.4%

7.4%

6.3%

52.0%

53.7%

57.4%

38.5%

32.0%

29.9%

3.35

3.23

3.21

I am satisfied with my student’s computer skills

ES Parents

MS Parents

HS Parents

4936

1495

1466

2.2%

1.5%

1.2%

6.5%

2.8%

1.4%

0.9%

1.7%

1.8%

6.8%

9.8%

8.0%

50.7%

53.3%

53.2%

32.9%

30.9%

34.4%

3.27

3.19

3.24

My computer skills have increased at this school.

ES Students

MS Students

HS Students

9233

8453

6005

1.9%

2.2%

2.7%

10.1%

9.2%

7.3%

5.6%

11.7%

11.4%

13.5%

24.4%

27.5%

34.8%

33.7%

33.8%

34.1%

18.9%

17.2%

3.11

2.68

2.63

My teachers help me learn more about how to use a computer to find information I need for reports and research.

ES Students

MS Students

HS Students

9233

8453

6005

0.9%

0.9%

0.9%

5.5%

6.3%

5.9%

4.2%

9.8%

12.3%

11.3%

25.1%

31.6%

40.0%

44.9%

39.4%

38.1%

13.1%

9.9%

3.20

2.66

2.50

Each school then uses feedback from the Perception Survey, Local School Councils, and district objectives to identify targeted technology literacy goals for its students. For example, Craig Elementary School developed a detailed plan for each grade level along with specific technology competencies to be achieved. For this matrix, the letter "I" denotes the introduction of a competency, while "R" is for the reinforcement of previously learned competencies.

  Competency Kdg 1st 2nd 3rd 4th 5th
1 Sit appropriately at the computer I R R R R R
2 Identify parts of the computer I R R R R R
3 Identify parts of the desktop I R R R R R
4 Use appropriate software to support and enhance curriculum I R R R R R
5 Use the mouse for pointing, clicking, double clicking and dragging I R R R R R
6 Select, open, use and quit programs with teacher direction I R R R R R
  Word Processing            
7 Locate and use keyboard letters, numbers, backspace/delete, return/enter, and spacebar I R R R R R
8 Use the shift key to capitalize letters I R R R R R
9 Use arrow keys to move about in a document I R R R R R
10 Use correct spacing I R R R R R
11 Print work with teacher direction I R R R R R
12 Understand the word wrap feature I R R R R R
13 Save work and retrieve it with teacher direction I R R R R R
14 Insert and delete letters, words and spaces I R R R R R
15 Insert and delete sentences with teacher direction   I R R R R
16 Use punctuation keys   I R R R R
17 Use left hand for left side of keyboard and the right hand for the right side of the keyboard   I R R R R
18 Use various fonts, sizes and styles   I R R R R
19 Use alignment icons   I R R R R
20 Locate and use alt/option, caps lock   I R R R R
21 Start, reboot/restart the computer with teacher direction     I R R R
22 Manipulate windows with teacher direction     I R R R
23 Begin formal keyboarding       I R  
24 Continue formal keyboarding, developing speed and accuracy           I
25 Use the shift key to access key tops     I R R R
26 Use the I-beam to insert and delete letters, words, sentences, spaces and returns     I R R R
27 Use the tab key to indent     I R R R
28 Select page setup to change orientation of page     I R R R
29 Use different ways to select information (highlight text)       I R R
30 Cut, copy, and paste with teacher assistance       I R R
31 Use spell check       I R R
32 Use automatic tab settings       I R R
33 Develop an understanding of an integrated software package (MS Office, Lotus Smartsuite, ClarisWorks)         I R
34 Begin to use headers and footers           I
35 Begin to use columns           I
36 Begin to set document margins           I
  Graphics            
37 Insert a graphic from a graphic library with teacher direction I R R R R R
38 Use graphic tools to modify or create a graphic I R R R R R
39 Select and deselect a graphic     I R R R
40 Manipulate a graphic     I R R R
41 Insert a graphic from outside a program with teacher direction       I R R
42 Understand the difference between graphics tools and text tools       I R R
43 Begin to recognize and understand some uses of a database           I
  Information Access            
44 Use computer as a research tool   I R R R  
45 Locate materials using the online catalog   I R R R  
46 Use multimedia resources   I R R R  
47 Cite sources of information used     I R R  
48 Identify topic & formulate questions       I R  
49 Indentify/use most appropriate resource       I R  
50 Record & organize information       I R  
51 Report findings       I R  
52 Select, evaluate & analyze information           I
53 Use Boolean search strategies           I
  Multimedia            
54 Operate instructional equipment   I R R R R
55 Use CD-ROMs   I R R R R
56 Use storyboard     I R R R
57 Use multimedia presentation product     I R R R
58 Create presentation       I R R

Other schools might choose differing ways to denote technology use as part of the curriculum, such as these goals from Brookwood High School:

Still other schools support instructional goals through technology resources available at all schools, as noted by Lawrenceville Elementary School in their Reading LSPI:

Another school, Crews Middle School, sets technology goals for teachers and students in their LSPI:

Still another school, Lilburn Middle School, has a separate LSPI section titled "Technology" that identifies technology-based instructional goals:

In summary, each school identifies technology literacy skills and implements those skills as part of regular instruction. Additionally, each school is given the data from its local constituents to make decisions about how to best implement instructional technology, which are then incorporated into the Local School Plan for Improvement (LSPI). This site-based management strategy is consistent with the State DoE's incorporation of technology literacy standards into the Georgia Performance Standards.

Supporting Documents:

 


Copyright 2006 Gwinnett County Public Schools. All Rights Reserved.
Click here for a glossary of terms used in this document.