• IDEAL Distance Education and Blended Learning Handbook, 8th Edition
  • Acknowledgements
  • Introduction
  • Chapter 1 | Setting the Stage
  • Chapter 2 | Recruitment
  • Chapter 3 | Assessing Readiness
  • Chapter 4 | Orientation
  • Chapter 5 | Instruction
  • Chapter 6 | Assessment
  • Chapter 7 | Administrative Issues
  • Appendix A: Tools to Assess Learner Readiness and Supports Needed
  • Appendix B: Tips for Teaching Distance or Blended Learning
  • Appendix C: Description of an Effective Teacher
  • Appendix D: Computer Skills Assessment for Teachers
  • Appendix E: Using Webinars in Distance Education Pilots
  • Download
  • Translations
  • Appendix D: Computer Skills Assessment for Teachers

    Computer Skills Assessment for Teachers

    Adapted from digital literacy self-assessments developed by SABES Program Support PD Center and the Outreach and Technical Assistance Network (OTAN)

    This self-rating form is comprehensive and suitable for use in helping teachers determine their own technology competencies. You may want to use the items here as a guide to develop your own checklist that focuses on the skills required by the particular distance education program you are offering.

    Access to Technology 

    1. Do you have a device for teaching that you can use at your local agency, satellite locations, and/or home (if needed)?
    2. Do you have access to high-speed internet at your local agency, satellite locations, and/or home (if needed)?
    3. Do you have access to other technology needed for the distance education program (e.g., smartphone, tablet, software, applications)?

    For each of these areas below, please indicate your skill level integrating these tools/skills into teaching activities and your interest in attending professional development on this topic using the scales below:

    Rating
    My skill level integrating these tools/skills into learning activities
    My interest in attending
    PD on this topic
    1 I have no experience, or I do not feel comfortable with this tool/skill.  Not interested 
    2 I have used this before a few times, or I am somewhat comfortable with this tool/skill.  Somewhat interested 
    3 I use this skill/tool fairly regularly or I feel comfortable with this tool/skill.  Interested
    4 I use this skill/tool regularly or I feel very comfortable with this tool/skill.  Very interested

    Basic Computer Operation

    There are some basic skills and knowledge that both you and your students need to have in order to learn with technology, such as start-up steps, using the keyboard, printing, and troubleshooting simple problems.

    Area
    My skill level integrating
    these tools/skills into learning activities
    My interest in attending
    PD on this topic
    Performing basic computer operations, such as managing files, using the toolbar, keyboarding, opening and closing programs, moving between programs, and printing    
    Fixing minor computer problems, such as the computer freezing, not printing, or no sound coming from the speakers    

    Productivity Software

    These tools allow people to perform various tasks, including creating written documents, graphs and spreadsheets, and presentations. Some popular productivity software includes MicrosoftOffice (Word, Excel, PowerPoint, Publisher) and Google Applications (Docs, Sheets, Slides).

    Area
    My skill level integrating
    these tools/skills into learning activities
    My interest in attending
    PD on this topic
    Using a word processing program (e.g., MS Word, Google Docs) to create a variety of documents    
    Using presentation software (e.g, PowerPoint, Google Slides) to create presentations    
    Using a spreadsheet (e.g., Excel or Google Sheets) for personal use and to automate administrative tasks, such as keeping a gradebook, making a budget, or graphing survey results    
    Locating, scanning, and manipulating graphics and saving them in a variety of formats    

    Instructional Software

    These resources include a wide array of programs, ranging from complete online curricula to those used for specific skill development, e.g., reading, writing, math, work skills, and ESOL.

    Area
    My skill level integrating
    these tools/skills into learning activities
    My interest in attending
    PD on this topic
    Evaluating and using a variety of content-specific instructional software programs for specific learning purposes    
    Regularly tracking and supporting student progress online    
    Developing and aligning individual learning plans for students with particular software and the goals of the student    
    Using a learning management system or a digital homeroom where students can access and submit assignments    
    Teaching online classes via webinars or video chats    

    Assistive Technology (AT)

    These tools include assistive, adaptive, and rehabilitative devices. AT promotes greater independence for people with disabilities by enabling them to perform tasks that they were formerly unable to or had great difficulty accomplishing.

    Area
    My skill level integrating
    these tools/skills into learning activities
    My interest in attending
    PD on this topic
    Creating learning resources that are
    accessible for learners with disabilities
       
    Making computers and other technology more accessible (e.g., making the cursor speed slower, increasing font size, or using text-to-speech software)    
    Locating software, such as graphic organizers, and/or assistive devices, such as adaptive keyboards    

    Using Online Resources

    Many classes have access to and use the Internet on a regular basis because adult learners need the skills involved for further education, at their places of employment, and for daily life needs.

    Area
    My skill level integrating
    these tools/skills into learning activities
    My interest in attending
    PD on this topic
    Using online resources on a regular basis; moving easily between websites for purposes such as research and communication    
    Evaluating the content of websites for validity and appropriateness    
    Creating and maintaining a website for information and communication    
    Saving and sharing documents, bookmarks, and other materials online    

    Communication Tools

    People communicate using a variety of online technology tools such as email, text messaging, shared online documents, blogs, and social networking sites

    Area
    My skill level integrating
    these tools/skills into learning activities
    My interest in attending
    PD on this topic
    Setting up an email account and communicating via email, including attachments    
    Creating or contributing to online discussions via a blog, wiki, discussion, board, podcast, instant messaging, or social media    
    Joining and participating in an online (e.g., webinar, videoconference) meeting    

    Video Technologies

    These tools include video cameras and other digital media tools as well as video editing software. These tools can be used to create both teacher- and student-generated videos.

    Area
    My skill level integrating
    these tools/skills into learning activities
    My interest in attending
    PD on this topic
    Creating video using a smartphone, camera, or tablet    

    Creating a screencast video, for example a video showing learners how to log in to a website 

       
    Uploading/sharing video, for example via Google Drive or YouTube    

    Professional Development

    Keeping up with and integrating technology into classrooms requires continuous learning and exploring. There are many ways you can continue to learn, including doing research online, subscribing to email lists, using Twitter or other social networking sites, talking to colleagues, attending conferences, and even using this self-assessment tool.

    Area
    My skill level integrating
    these tools/skills into learning activities
    My interest in attending
    PD on this topic
    Participating in professional development courses or workshops related to integrating technology into the curriculum    
    Using listservs (email discussion lists), blogs, social media, online courses, and other web-based resources    

    Evaluating and Using New Technologies

    One of the most challenging tasks you may face is simply keeping up with current technologies and choosing what is best to use in your classroom and program. Sometimes our students are way ahead of us!

    Area
    My skill level integrating
    these tools/skills into learning activities
    My interest in attending
    PD on this topic
    Having knowledge of and using technology tools to design and develop digital learning experiences and assessments    
    Using features of a mobile device or phone such as text messaging, web access, and downloading and logging onto apps    
    Selecting technology appropriate for tasks; understanding and applying examples of how subject matter and technology are integrated into the teaching/learning process to facilitate student achievement, creativity, and innovation    

    Social and Legal Issues

    The instructor serves as a role model when it comes to using technology. This includes knowing and obeying copyright, privacy, and other computer and Internet usage laws; modeling healthy habits while using computers; and thinking and talking about the role of technology in society.

    Area
    My skill level integrating
    these tools/skills into learning activities
    My interest in attending
    PD on this topic
    Knowing about Internet safety, privacy, and security; digital footprint; and online reputation    
    Knowing strategies and techniques regarding
    information literacy and impact on daily life
       

    This content is provided to you freely by EdTech Books.

    Access it online or download it at https://edtechbooks.org/ideal_dl_handbook/appendix_d_computer_.