MELTI Skill and eFolio Survey

Dear Melti Participants,

You have participated a similar survey at the beginning of the MELTI Learnign Technology program in fall 2004. Now you have completed two courses, please judge your level of achievement in each of the following competencies. Check the one that best reflects your current level of skill attainment. (Be honest, but be kind.) This tool is designed to help understand your current level of skills with computer technologies and to plan for future training. Your prompt feedback is highly appreciated.

Candace Chou
University of St. Thomas

  1. Basic Computer Use
    I do not use a computer.
    I use the computer to run a few specific, pre-loaded programs
    I run two programs simultaneously, and have several windows open at the same time.
    I trouble-shoot successfully when basic problems with my computer or printer occur. I learn new programs on my own. I teach basic operations to my students.

  1. File Management
    I do not save any documents I create using the computer.
    I select, open and save documents on different drives.
    I create my own folders to keep files organized and understand the importance of a back-up system.
    I move files between folders and drives, and I maintain my network storage size within acceptable limits. I teach students how to save and organize their files.

  1. Word Processing
    I do not use a word processing program.
    I occasionally use a word processing program for simple documents. I generally find it easier to hand write most written work I do.
    I use a word processing program for nearly all my written professional work: memos, tests, worksheets, and home communication. I edit, spell-check, and change the format of a document.
    I teach students to use word processing programs for their written communication.

  1. Spreadsheet
    I do not use a spreadsheet.
    understand the use of a spreadsheet and can navigate within one. I create
    I use spreadsheets for a variety of record-keeping tasks. I use labels, formulas, cell references and formatting tools in my spreadsheets. I choose charts which best represent my data.
    teach students to use spreadsheets to improve their own data keeping and analysis skills.

  1. Database
    I do not use a database.
    I understand the use of a database and locate information from a pre-made database such as Library Search.
    I create my own databases. I define the fields and choose a layout to organize information I have gathered. I use my database to answer questions about my information.
    I teach students to create and use databases to organize and analyze data.

  1. Graphics
    I do not use graphics with my word processing or presentations.
    I open, create, and place simple pictures into documents using drawing programs or clipart.
    I edit and create graphics, placing them in documents in order to help clarify or amplify my message.
    I promote student interpretation and display of visual data using a variety of tools and programs.

  1. E-mail
    I have an e-mail account but rarely use it.
    I send messages using e-mail mostly to district colleagues, friends, and family. I check my e-mail account on a regular basis and maintain my mail folders in an organized manner.
    I incorporate e-mail use into classroom activities. I use e-mail to access information from outside sources.
    I use e-mail to request and send information for research.

  1. Research/Information-Searching
    I am unlikely to seek information when it is in electronic formats.
    I conduct simple searches with the electronic encyclopedia and library software for major topics.
    I have learned how to use a variety of search strategies on several information programs, including the use of Boolean (and, or, not) searches to help target the search.
    I have incorporated logical search strategies into my work with students, showing them the power of such searches with various electronic sources to locate information which relates to their questions.

  1. Desktop Publishing
    I do not use a publishing program.
    I use templates or wizards to create a published document.
    I create original publications from a blank page combining design elements such as columns, clip art, tables, word art, and captions.
    I design original publications that communicate to others what I've learned.

  1. Video Production
    I do not use a video camera.
    I create original videos for home or school projects.
    I create original videos using editing equipment.
    I use computer programs to edit video presentations and I teach my students to create and edit videos.

  1. Technology Presentation
    I do not use computer presentation programs.
    I present my information to classes or groups in a single application program such as a word processor, a spreadsheet, or a publishing program.
    I present my information and teach my class using presentation programs such as Powerpoint or SuperLink, incorporating various multimedia elements such as sound, video clips, and graphics.
    I teach my students how to use presentation software. I facilitate my students' use of a variety of applications to persuasively present their research concerning a problem or area of focus in their learning.

  1. Internet
    I do not use the Internet.
    I access school and district websites to find information. I follow links from these sites to various Internet resources.
    I use lists of Internet resources and make profitable use of Web search engines to explore educational resources.
    I contribute to my school or district websites. I teach students how to effectively use the resources available on the Internet.

  1. Responsible Use/Ethics
    I am not aware of any ethical issues surrounding computer use.
    I know that some copyright restrictions apply to computer software.
    I understand district rules concerning student and adult use of e-mail and internet. I know the programs for which the district or my building holds a site license. I understand the school board policy on the use of copyrighted materials.
    I model ethical use of all software and let my students know my personal stand on this issue.

  1. Technology Integration
    I do not blend the use of computer-based technologies into my classroom learning activities.
    I understand the district technology plan supports integration of technology into classroom activities, but I am still learning about what strategies will work and how to do it. I accept student work produced electronically, but do not require it.
    From time to time, I encourage my students to employ computer-based technologies to support the communicating, data analysis and problem solving outlined in the district technology plan.
    I frequently model and teach my students to employ computer-based technologies for communication, data analysis, and problem-solving as outlined in the district technology plan.

  1. How would you rate the application of E-Folio for K-16 educators?
    Extremely useful
    Very useful
    Can be useful
    Not so useful
    Not useful at all

  1. On a a scale of 5, how useful is E-Folio to your profession?
    Extremely useful
    Very useful
    Can be useful
    Not so useful
    Not useful at all

  1. What do you see as the advantages of creating E-Folio?

  1. What do you see as the disadvantages of creating E-Folio?

  1. How could the E-Folio assignment have been more effective than it was?

  1. How do you plan to use E-Folio in the future?

  1. Other comments or suggestions for the MELTI Learnign Technolgy program.