Note: Please use the enclosed Campus Best Practices Assessment Rubric prior to completing this form.
Return completed form to: Texas Center for Educational Technology, University of North Texas, P.O. Box 311337, Denton, Texas, 76203.
Or fax to: 940 565 4425, Attention: TCET
Content area/grade level
Number of Students
Core Technology Skills
Curriculum, Learning, Assessment
Classroom & Instructional Management
The following Assessment Rubric is designed to help campus leaders identify truly innovative and consistently high-level technology classroom practice in three key areas. Use of this rubric should precede nomination of a classroom/classroom teacher as an exemplar of technology best practice.
Directions:
Identify a classroom and/or teacher you think might serve as an example of innovative uses of teaching with technology.
Observe the classroom on more than one occasion focusing on the uses of technology throughout the teaching and learning process. Observe how the teacher uses technology, how the students react to the uses of technology, how the students use technology, and how classroom practice (management, communication, level of student engagement, etc.) is impacted by the use of technology.
Have a conversation with the teacher(s) and some students (where appropriate) about what you observed.
Complete the rubric by “bubbling in” your perception of what level (traditional, transitional, innovative) the classroom operates in each of the three categories.
The teacher uses computers and other technologies at a basic level; Primarily for personal productivity. (Minimal use).
The teacher uses computers at a more advanced level (e.g., management options, formatting features, automated features, etc.); Peripherals are used appropriately on a regular basis; Technology use is primarily supplemental. (Regular use).
The teacher uses computers and peripheral devices transparently in the classroom; Use is integral to instructional and management functions. The teacher transfers skills to new tools with ease. (Substantial use).
The teacher is aware of instructional uses for technologies but lacks the skill and/or access to use these technologies for teaching and learning.
The teacher uses technologies to support instruction similar to that which existed in the classroom prior to the introduction of technology (e.g., Internet research for a term paper has replaced library research.)
The teacher uses technology in unique and creative ways, invents new ways to use existing technologies to meet classroom objectives, and actively seeks out technology solutions when evidence exists that specific technologies are likely to improve student learning.
The teacher uses technology for correspondence (e.g., letters, progress reports, etc.). He/she makes limited use of e-mail and other communication technologies.
The teacher uses e-mail to communicate across the network and navigates network environments comfortably. He/she uses a variety of network communication and resource functions to address instructional decisions.
The teacher uses network resources transparently as an integral part of everyday teaching and decision-making. He/she uses multiple communication technologies at an advanced level.
The teacher primarily uses technology in the instructional program as a reward, incentive, or as an end in itself. Software is often used outside of the context of curriculum with little or no relationship to standards.
The teacher regularly applies technology that supports the existing curriculum standards. Technology is applied in a supplemental manner.
The teacher is skilled in engaging students in technology-enriched learning activities that are authentic, multidisciplinary, and directly related to academic standards. There is substantial use of technology-related, innovative teaching and learning strategies.
The teacher uses teacher-centered instruction where tasks are usually subject-specific without real-world referents. Students work in collaborative teams only occasionally.
The teacher regularly uses technology in varied ways to support existing instruction and to make instruction more engaging. The teacher uses cooperative groupings and other strategies (e.g., project-based learning) to support and engage learners.
The teacher consistently weaves technology into many learning situations, and most learning activities are highly interactive and responsive to student needs. Students are highly engaged in learning supported by technology.
The teacher is aware of the Technology Applications Texas Essential Knowledge and Skills (TEKS), but uses these TEKS infrequently for planning and/or instructional purposes.
The teacher regularly applies the Technology Applications TEKS to instructional decision- making; the Technology Applications curriculum is a scheduled part of instruction.
The teacher consistently uses the Technology Applications TEKS as a part of the instructional program; technology is systematically used to teach the skills and concepts of the Technology Applications curriculum.
The teacher assumes the primary responsibility for classroom direction and serves in the role of “dispenser of knowledge”. (Sage on the Stage)
The teacher uses facilitation and coaching strategies with increasing frequency allowing for increased student independence. (Guide on the Side)
The teacher acts as facilitator of learning, allowing students to construct their own meaning from the learning activities. He/she is often a co-learner and collaborator with students as they use appropriate technologies to explore the curriculum.
The teacher’s practice is not impacted by technology; Introduction of technology resources into the classroom may be viewed as overwhelming.
The teacher is able to organize technology resources to support existing classroom instruction. He/she has adopted appropriate technology management skills and has developed schedules that allow regular access for all students to technology resources.
The classroom technology is appropriate, sufficiently available, and used seamlessly by teachers and students in the course of daily teaching and learning. The teacher and students may frequently reorganize the classroom environment in response to a change in activities.
The teacher is aware of the possibilities for instructional management through technology, but lacks the requisite skills and access to make it a part of the learning environment.
The teacher makes regular use of technology-based tools for instructional management. These tools (e.g., database and spreadsheet applications) are used to support existing practice and the teacher retains responsibility for managing and communicating student progress.
The teacher uses a variety of technology tools to manage and communicate student progress. Students share responsibility for collection and reporting of their own progress information.
