Somewhere County School System


There are no right or wrong answers to these questions. The statistics generated from this survey will be used to measure our progress toward a variety of technology goals. In fact, some survey items relate to technology that is very new to the system, such as distance learning, alpha smarts, and palm pilots. These are included, even though we expect respondents to indicate very little if any use of these, because by the end of next year we would like to see a appreciable increase in activity with these technologies. So please, just answer as accurately as you can. Your responses will help us plan how to better support your use of technology and your professional development opportunities.

The items in brackets that appear along with questions [i.e. IMPACT x.x] refer to goals on the System's technology plan that align with the State technology plan.

If a question does not apply to you, input NA in the blank.

                        You will not be individually identified in this survey.
           Only group analysis by school and grade level will be conducted.

Level. At which level do you teach?

School. Select the school from the list below with which you are associated.

Years Teaching.


Conditional Factors used for Data Analysis

1. I taught ___ (#) students the first semester of 2003 school year.

2. Some or all of the classes I teach are entirely technology-based. (Examples: computer applications classes, or digital graphic design class, etc.)

3a. I participated in ___ hours of technology related professional development between the end of the last school year and January 1st, 2003?

3b. I attended _________ (#) technology-based conferences since the end of the 2001 - 2002 school year. (Examples: Alabama Education Technology Conference - AETC, National Educational Computing Conference - NECC)

4. I attended ProTech at some time during my career as a teacher in Somewhere County?

5. I am involved in DATA?

6a. In my school, MY students have access to the following technology devices:

6b. If other, please define.

7. In my classroom I have ____ computers.

8. In my school all students have access to a research computer lab or computer skills lab.

9. I have a computer at home.

10. I have Internet access from home.

11a. I have installed Microsoft Office on my home computer using the Somewhere County School System's Site license.

11b. I have installed Microsoft Front Page on my home computer using the Somewhere County School System's Site license.


12. I use technology at school to increase my productivity?

13a. If yes, please indicate which you use: [IMPACT 4.1, 4.3]

13b. If other, please define?

14a. I use software-based assessments to measure student abilities?

14b. If yes, please indicate which you use: [IMPACT 2.6]

14c. If other, please define.

15. Given a choice of software, I feel confident that I select the most appropriate technology tool for a given task. [IMPACT 1.8, 2.5, 3.5]
(Example: would select Excel over Word to do graphing; would use Athena rather than looking or asking for books; would use MS Access instead of Excel for demographic data analysis.)

16. I design lesson plans focused on my core content that include the use of technology.

17. I have posted one or more of my technology-based lesson plans to the Alabama Learning Exchange website (ALEX).

18. I actively look for new lesson plans that focus on my core content that include the use of technology.

19. I consider myself up-to-date on current technology devices and software. [IMPACT 3.1]
(Example: You know what a Palm Pilot can do, You are able to use Word, Excel, and PowerPoint; you can use a digital camera; you can search the web effectively to find answers; you know what "plug-ins" are; you know what computer viruses are; you have a basic understanding of how to access your school network, etc.)

20. I use technology to collect and/or analyze data in order to make decisions regarding changes I may want to make in my teaching priorities and strategies. [IMPACT 1.6] 

(Examples: Use of Excel to graph trends in student performance on specific skills or concepts, use of AR or Plato results to direct my teaching emphasis, etc.)

21. I use a variety of assessment instruments/methods when evaluating student work performed or created with technology. [IMPACT 1.2, 2.1]
(Example: rubrics, checklists, peer review, etc.)

22. I use a school-, state-, or nationally-designed checklist of technology skills and concepts, when I make assignments involving technology for my students? [IMPACT 1.9, 3.3]

23. I have created and maintain a website to provide students a content-rich resource to use from home or school. [IMPACT 4.4]

24. I have created and maintain a website to provide parents information about my classes. [IMPACT 4.5, 5.8]

25. What percentage of all of the professional development (of any type) I attended since the end of last school year modeled the use of technology. [IMPACT 3.4]

(Example: The instructor used
a digital projector and PowerPoint, Internet, etc; the instructor used a Palm Pilot or other digital device during the session.)

26. I use a variety of technology in order to teach and complete other duties. [IMPACT 4.7]

(Emphasis here is on variety. Example: If you use computers for email, STI, and Power Point or take digital pictures, you answer would be yes. If you only use STI and email, that would not be considered a variety of technology and your answer would be no.)

27. My school administrator(s) models the use
of technology by using it for correspondence, communications, presentations, and/or data analysis.

27b. I use email on a ___________ basis for communicating with parents.


28. Students use at least one computer in my classroom on a ___________ basis.
[IMPACT 4.4]
(Example: Even if you only have one computer in your classroom, at least part of the time, all of your students may use it to complete assignments or conduct research.)

29a. My students use the computer in the media center: [IMPACT 4.4]

29b. My students use the computer in a computer lab: [IMPACT 4.4]

30. My students use school computers/technology before or after school. [IMPACT 4.6] (Example: use computers in the school, take digital devices home)

31. Each grading period approximately ___% of the assignments, projects, or other activities my students perform involve technology.

32. Given a choice of technologies, _______% of my students are capable of selecting the most appropriate technology tool for a given task.  [IMPACT 1.8]
Example: (note: these examples do not include every grade level) Student would select Excel over Word to do graphing or would use Athena rather than looking or asking for books, would use MS Access instead of Excel for demographic data analysis.]

33. ___% of my students complete assignments using a variety of technology. [IMPACT 4.7]
(Emphasis on variety. Example: If all of your students u
se computers in the lab and library at some time during the semester your answer would be 100%. If all of your students are assigned AR tests and occasionally take digital pictures, your answer would be 100%)

When answering the questions below use the one descriptor on the answer scale that best describes how often your students do the activity.  

My students participated in lessons where they use the following technology during the first half of this school year:

34. Software for remediation

Software for enhancement 

Software for practice/reinforcement

Internet or software for research  [IMPACT 1.1]

Application software for preparing projects or assignments to hand in or present (i.e. Word, PowerPoint, Web page, Excel, Graphing Software, etc.)  [IMPACT 2.2, 2.3]

Software, graphing calculators, or Palms/Handsprings are used to collect and analyze data  [IMPACT 41.5]

Devices to prepare or present assignments (i.e. PalmPilots, Handsprings, digital cameras, scanners, Smart Boards, Digital Projectors, large group presentation devices, etc.)  [IMPACT 2.2, 2.3]

Software/Internet is used for problem solving and decision making (i.e. data analysis, concept mapping, etc)  [IMPACT 1.4]

Use email, message boards, web meetings, or other forms of digital communication/collaboration with other students, experts, professionals, or others to learn and make decisions.  [IMPACT 2.4]

Use digital video editing to create video presentations

Use distance learning (video conferencing technology.)

45a. Students video-conferenced with (check all that apply)

45b. If other, please describe.
46. Are you a media specialist?


Questions or comments regarding this survey should be addressed to
Jane Doe at


Copyright 2003 Somewhere County School System. All Rights Reserved.
Data collection and aggregation provided by DECADE Consulting.