Page 126 - Lakeland Catholic Technology Plan

•Spreadsheets.
2.1.2 Teacher Achievements
•Elementary schools and the Dr. Bernard Brosseau Middle School
2.2 Assessment of School Technology Stages of Development
To self assess each school, nine indicators were used to place a school at a specific stage of tech- nology development. From the School Technology Self Assessment Form information the following four graphs were created:
• Technology Development: An Individual School;
• Assessment of Technology Stages of Development: All District Schools;
• Assessment of Technology Stages of Development: All District Elementary Schools;
• Assessment of Technology Stages of Development: Middle School;
• Assessment of Technology Stages of Development: All District High Schools;
• Summary of Technology Stages of Development For 81 Schools Audited by The ALTIS Group — 1998 - 1999 (including the Lakeland R.C.C.S District schools) ; and
• The CEO Forum School Technology and Readiness Report.
NOTE:
The number in brackets ( ) is the number of schools reporting the activity or feature.
• (3)
• (3)
• (2)
• I can find information on the Internet for my theme in the classroom; and •Greater use of the Internet in classrooms.
Teachers usage of Integrade, IPPs and MEPs.
Use of Powerpoint, digital camera and video editing. Internet:
•I can write tests and stories on the computer.
•Use of tech. for student lesson worksheets.
•Courses from Phil.
•Daily use of Claris Works, Microsoft Word in the classroom by students. •Use for parent notes, letters and make up exams.
•Good attendance at computer courses.
•Many teachers are using the computer for recording Personal Growth Plans and Long-Range Plans.
•I have learned to work with these programs:
•Integrade Pro;
•Word 97;
•Windows 98;
•E-mail;
•Print;
•Import;
•Export files; and
•Educational programs.
•Getting programs for very young children so that technology is used right from the time children start school.
•From a personal point of perspective my best educational successes stem from those projects in which I personally incorporate the usage into a presentation and students ask, “How did you do that?” and follow that question with, “Can you show me how to do that?” and then on their next assignment ask, “Can I use the technology you just taught me to do my project?”
•Language Arts materials on CD are used a great deal giving at - risk students a greater opportu- nity both in their use of the computer and in reading.
•High schools
•Proxima and Powerpoint presentations.
•Student interest in Smart Boards and Science Workshop Centres. •Presentation at ATA Institute Day.
NOTE:
For additional information see, Summary of School Stages of Technology Integration, Development and Implementation, October 1999.
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