EdTechProfile Data Elements For Information Literacy 

Teacher Technology Assessment Profile

Category: Computer Knowledge and Skills

Sub-category: Internet Skills

Indicators of Proficiency:

• I know how to configure page setup in an Internet browser to print citation resources.
• I can troubleshoot URL address errors to find the web site I am trying to access.
• I regularly use chat, newsgroups, and threaded discussions lists to communicate with members of a group.
• I can use the Internet and other electronic reference tools as a resource for lesson development.
• I can use the advanced search features of a search index, search engine, metasearch tool, or an electronic reference resource.
• I can use multiple search strategies to locate and validate information.
• I can use a wide variety of sources such as Internet, electronic reference, and others, when conducting research.
• I can explain the anatomy of a URL.

Category: CCTC Program Standard 9 - Using Technology in the Classroom

Sub-category: Standard 9b

Question 1: Knowledge of research and best practices in technology in education

Indicators of Proficiency:

• When I locate or create lessons that integrate technological resources, I analyze them according to best practices in technology integration and adapt them when I need to. I prefer to select specific technological resources that all of my students use to complete content-based assignments.
• Research on engaging students in a collaborative student-centered environment in which they work on authentic tasks drives my use of technology in the classroom and how I organize and present lesson content. I often encourage each of my students to select from a variety of technological resources that s/he would like to use to gather, organize and report information.

Sub-category: Standard 9f

Question 1: Use of electronic research tools and assessment of data gathered

Indicators of Proficiency:

• I use a variety of electronic tools to gather information to use in my classroom. I use resources such as CLRN, ERIC and online Encyclopedia Britannica. I am cautious to select only that information that is authentic, reliable, and unbiased. I select the resources for my students to use in their assignments and am very careful regarding which Internet resources I ask them to use.
• I am able to teach students how to use a variety of electronic research tools and how to evaluate the authenticity, reliability and bias of data they gather using those tools. I design lessons that require them to identify, select and use appropriate electronic research tools and to assess the quality of the information they gather.

Sub-category: Standard 9i

Question 1: Knowledge of state and federal laws for uses of computer-based technologies

Question 2: Knowledge of computer and network security and shared resource management

Question 3: Knowledge of Acceptable Use Policies, safety, and health issues

Indicators of Proficiency:

• I regularly use technology in my classroom in accordance with state and federal laws concerning use of computer-based technologies such as: software piracy, plagiarism, electronic media licensing, and copyright laws.
• I regularly use technology in my classroom in accordance with best practices of computer and network security and shared resource management.
• I regularly use technology in my classroom in accordance with my school's/district's Acceptable Use Policy and safety and health issues.

Category: CCTC Program Standard 16 - Using Technology to Support Student Learning

Sub-category: Standard 16d

Question 1: Development of information literacy skills

Question 2: Development of problem-solving skills

Indicators of Proficiency:

• My students use print, electronic, and online resources I recommend to gather information they need to complete learning goals. They evaluate the quality of the information they gather using criteria I have given them.
• Using technological resources in my classroom is essential for my students as they work to solve real-life problems. They use technological resources such as probes, video, and databases to gather information. They use tools such as thinking maps and multi-media to organize and report information. Students are unable to adequately complete their learning objectives without using a variety of technology tools and resources.

Sub-category: Standard 16e

Question 1: Creation of technology-enhanced learning opportunities

Indicators of Proficiency:

• My lessons incorporate the use of technology tools and resources to cover content required by our curriculum in order to provide students with opportunities to locate, evaluate, select and use information to solve problems and draw conclusions.
• I design my lessons to provide diverse learning opportunities for my students that engage them in planning strategies, locating, evaluating, selecting and using information to solve problems and draw conclusions. Students select and use a variety of technology tools and resources to complete their learning objectives.

Student Survey

Research and Problem-Solving Tools

Indicators of Proficiency:

• Use CD-ROMS to gather information
• Use the Internet to research, locate, and analyze information for classroom projects/assignments
• Use graphic organizer software to create concept maps for research or problem-solving
• Gather information from people (e.g., experts or mentors) using email, text messaging, or online discussions
• Evaluate information found on the World Wide Web (for accuracy, relevance, comprehensiveness, bias, etc.)