Agenda - 09-20-1994 - Laserfiche WebLink

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software use (5%),keyboarding (5%), word processing (20%),databases (20%), spreadsheets (15%), and telecommunications (15%). The Committee reviewed the competencies and the sample questions provided by the state. They discussed the following concerns: • Need for Systematic Approach to Competencies: Currently,most students do not receive the instruction they need to develop the competencies. Students who are in COTT classes develop many of the skills, but many students are not in COTT classes. Also, those students who are in COTT classes generally do not develop all the skills in their one year of COTT. • Need for Profession. Development: A large number of the teachers in our district are not themselves proficient in the competencies we expect them to develop in their students. Although many teachers use word processing, most have not used databases, spreadsheets and telecommunications. Many are not familiar with the societal and ethics issues related to computer use. Although many of our teachers have taken one or more computer workshops, the level of knowledge needed to adequately address the competencies far exceeds the current knowledge level of most of our professional staff. Based on an understanding of the needs, the Committee considered several different approaches to addressing the competencies as follows: • Current Model: The current model is to have teaching about technology and teaching with technology the responsibility of the classroom teacher. Teachers are provided with the state and the local technology curricula and are encouraged to use technology in their instructional program. Computers are available, to varying degrees, in classrooms and labs. • Specialist Model: This model would make technology-related learning a specialty area, similar to music, art, or elementary school foreign language. A specialist would work in a computer lab, and students would spend a certain amount of time with the specialist each week. Classroom teachers would be encouraged, but not required, to use technology as part of their instructional program. • Teacher and Specialist Model: This model would have the teacher and a specialist share responsibility for developing the technology competencies. The role of the specialist would be focused on professional development. This professional development would be very individualized, as our teachers are at different levels in their own understanding of technology and its application to their instructional program. The professional development would take place through modeling,one-to-one consulting, small group instruction with teachers, and any other means that would help each teacher in our district move forward with his or her own ability to use technology meaningfully in the classroom. Classroom teachers would,over time, be held accountable for using technology in their instructional program. The following chart compares the three models across a variety of issues: 3