Introduction


This is a quick Technology Audit Tool that I have put together. It is for use in doing a quick audit of the level of technology use in the classroom. The tool uses the three levels of technology use that Bernajean Porter outlines in her 2002 paper. This is in a draft form and I would appreciate any feedback.


Technology Use Audit


This is a snap shot of the use of technology in the classroom. In this exercise I would like you to consider first the technology you use and how you use it. Enter this into the first column. Then read the criteria for the level of technology use below. There are three levels to consider: Literacy, Augmentative and Transformative
Level 1: Literacy use - This is often “Teaching about technology”. This level of use often manifests itself as learning how to use technology etc. This is critical as there must be an aspect of this before we progress to the higher levels.

eg. This could be teaching of word processing techniques, discussing use of colour in a presentation, writing formula in a spreadsheet etc
Level 2: Augmentative/Integrating use - This is often “Teaching with technology”. Does the use of technology reinforce, augment or substitute for a traditional teaching approach? The key question here is “Can we do this without technology?” If the answer is Yes, then this is augmentative or integrating.
eg. This could be using an email system to distribute class notes or materials, having students process mathematical formula or process on a smartboards, developing a presentation etc. Each of these can be achieved using traditional teaching approaches.
Level 3: Transformative use - This is “Teaching through technology”. Here the activity or learning you are doing can only be completed by using the technology. The learning is focused is on learning by and developing skills in collaboration & communication, self-directed learning, higher order thinking and use of electronic information. Technology here is not the goal, rather learning is. At this level the use of technology is seemless and this level of learning could not happen without the technology.
eg. Students collaboratively researching a presentation topic and assembling the research in Google documents and then each students prepares a section of the presentation synchronously using the presentation tool in the Google apps suite. A teacher who holds a regular evening homework tutorial between 7pm and 7.30pm for his students using a collaboration tool. etc.

Technology

State technology & use in the classroom

Level 1

Literacy Use

Level 2

Augmentative / integrating Use

Level 3

Transformative Use

























































The three levels of use represent a progression from learning how to use the technology, basic implementation to eventually using it to transform the classroom. An example that you could use would be the use of blogging in a classroom.

The process starts with Literacy use - the teacher and the class explore the blogging site, they learn about the user interface and what the various features of the site are. They probably post a number of test blogs posts where they use different formatting, add images, links and other enhancements.
Once the students have developed a basic understanding of the tool and its use, the teacher then integrate this into the classroom practice. The initial use of the individual student blogs is a process and reflective journal, where the student reflects on their learning and progress through a project or unit of learning. This is integrating or augmentative use as the student could do the same task using a paper based journal, writing daily entries.
Transformative use occurs when the teacher and the students peers use the comment feature to discuss and comment on the students post. They establish a learning conversation that could not have been done with out the use of technology.

Technology

State technology & use in the classroom

Level 1

Literacy Use

Level 2

Augmentative / integrating Use

Level 3

Transformative Use

Blogging - using Edublogs. Students learning about the blog site
Explore basic features
Understanding formatting
include media
Blooms: - Understanding and Applying


Blogging - using Edublogs. Student writing and maintaining a process and reflective journal

Student reflect on their learning. Posting regular updates on their learning.
Students consider the learning outcomes and link lessons
Blooms: - Analysis and Evaluation

Blogging - using Edublogs. The students peers and teacher use the discussion feature to comment and reflect


Students reflect and comment on their peers posts.
The students moderate the posts, considering the worth of the comments and discussions and approve these accordingly.
Student start a threaded discussion using the comment feature.
Blooms: - Analysis and Evaluation

Reference


Grappling with Accountability 2002: Mapping Tools for Organizing and Assessing Technology for Student Results, Bernajean Porter