Gray, R.

Reflection
Individual Teacher Technology Assessment
5.1 Needs Assessment
Candidates conduct needs assessments to determine school-wide, faculty, grade-level, and
subject area strengths and weaknesses to inform the content and delivery of technology-based
professional learning programs.
According to Standard 5.1 candidates will be able to conduct needs assessments to
determine school-wide, faculty, grade-level, and subject area strengths and weaknesses to inform
the content and delivery of technology-based professional learning programs. In the ITEC 7460
Professional Learning and Technology Innovation course, I was able to demonstrate this by
completing an Individual Teacher Technology Assessment using Knights Partnership
Approach.
Using a Loti Questionnaire, an Innovation & Ideas Adoption Survey, and interviews, I
administered a needs assessment to Mrs. Smith, an AP Calculus Teacher, to determine her level
of technology use, her attitudes towards change, and to identify her needs. In order to assess her
level of technology use and attitudes towards change, I administered a Loti Questionnaire, a sixpoint Likert Scale. The responses on the scale ranged from Strongly Agree to Strongly
Disagree with an additional response for Other. Data results revealed that she scored between
a LoTi level 3 and LoTi 4b, Routine Integration. Her response to the questionnaire indicated that
she was comfortable in integrating technology and is proficient in web tools that maximize
student learning and foster higher order thinking skills.
To determine which adopted category best describes Mrs. Smiths attitude regarding
adopting new technology strategies, I administered a ten question Innovation & Ideas Adoption
Survey. Data from this survey indicated that she is between the Early Adopter and Early
Majority. This indicates that she is comfortable integrating content-specific technology and uses
current research to aid her in implementing these new technology strategies within her

Gray, R.
Reflection
Individual Teacher Technology Assessment
curriculum. However, Mrs. Smith is not comfortable with aiding her colleagues with technology
integration.
To assess the individual needs of Mrs. Smith, I conducted a one-on-one interview in
which I asked Mrs. Smith her concerns, her interests, and her learning preferences. She
expressed that she was interested in finding an easier way to collect data. She expressed that she
used data results from assessments to identify student needs and to adjust her instruction.
Therefore, she was interested in finding a digital tool that would make data collection easier.
After conducting a needs assessment, I researched the best strategies that would aid in collecting
data. As a result of my research, I found two strategies. However, after meeting with Mrs.
Smith, we decided that Socrative would be the best strategy.
This artifact taught me the importance of using assessments such as the Loti
Questionnaire and the Innovation & Ideas Adoption Survey, to identify a colleagues needs and
determine which strategy is appropriate for technology integration. If I could change one thing
about this artifact, I would change the way I viewed the self-reflections written in my Coaching
Journal. Instead of viewing them as an additional requirement, I now view them as a selfcorrecting tool that aids me in identifying my strengths and weaknesses.
This artifact will have an impact on faculty development because it will help Instructional
Coaches see the benefits of utilizing assessments. When Instructional Coaches use assessments
to identify needs, they can help educators implement the appropriate strategies to improve
student learning. To assess the impact of this artifact, Instructional Coaches can use selfreflection, observation, and interviews.

Gray, R.
Reflection
Individual Teacher Technology Assessment
References
Knight, J. (2007). Instructional coaching: A partnership approach to improving
instruction. Corwin Press: Thousand Oaks