This study will address technology issues at Edison Middle School by summarizing findings from an exploratory study of the uses of technology by teachers and students. The purposes of the study were twofold: (1) to add to the growing base of knowledge about how Edison uses the technology currently available in the building in the educational setting; and (2) to determine whether Edison is meeting our district, and national standards for technology usage. This information will be used to improve the quality of students' and teachers' use of technology in learning and teaching in Edison 's computer lab, industrial technology lab and classrooms.

The profile provides a snapshot of Edison Middle School ’s progress within Six Essential Conditions for effective use of educational technology outlined by the North Central Regional Educational Laboratory. This profile also contains information regarding how teachers and parents prioritized technology skills and the importance of technology integration in various content areas.

Rational and importance of conducting the evaluation

With the emergence of technology in nearly every facet of today’s life the school district developed a vision for technology use and implementation in the school district. This evaluation is being done to learn how we can improve Edison ’s teacher use of technology and improve the education of its students to become technologically literate. It is important to evaluate how and why we are using technology in our school. The following questions served as the guide for this evaluation.

Effective teaching and learning practices
Is the practice of using technology in learning environments characterized by strategies which effectively use Edison ’s current technology?

Equity
Has Edison ensured that socioeconomic status, gender and race is not a barrier to technology use by students?

Learning Environment
Do the school and classroom engage and motivate students, respect individual differences, and work to meet the learning needs of all students?

Standards and Assessment
Do student standards reflect technology skills? Are curricula, instruction, and assessments aligned with the standards set by the district, state, national educational technology standards.

Once we know what we are doing with technology we will then be better able to provide effective in service training for the teachers, provide students with equipment and education to meet the needs of our technology based society. All students can learn. Technology brings new approaches to teaching and learning never before possible, providing new ways to reach and engage all students. The research is clear. Emerging brain research and cognitive learning theory indicate that students learn better when they are actively engaged. Interactive technologies support such engagement. Alignment of goals, curriculum, instruction, assessment, and technology use is vital to the effective use of technology in schools. If it is not measured, it will not be systematically addressed with all children. It is important that multiple measures of student performance and achievement include student uses of technology in the context of the academic content standards. It is the school district’s vision to use a wide variety of technology, incorporating it throughout instruction and the curriculum in order to educate lifelong learners who will:

Understand the capabilities of technology.

Wisely use technology as an integral part of their lives.

Determine when to use technology resources.

Gather information using a variety of methods and technology.

Organize and evaluate information gathered.

Share information with others effectively.

Use technology to become part of the global community.

Furthermore, we expect:

All teachers will have the training and support they need to help all students learn through computers and through the information superhighway.

All teachers and students will have modern computers in their classrooms.

Every classroom will be connected to the information superhighway.

Effective and engaging software and on-line resources will be an integral part of every school curriculum.

With this technology use profile, Edison Middle School will be better prepared to make decisions that will ultimately improve teaching and learning.

Data Collection:

Data was collected through the use of surveys that were given to teachers, students, and parents of the Edison community. The survey questions were compiled from questions sets from the North Central Regional Educational Laboratory. Teachers, learning coordinators, and the technology supervisor were interviewed. Observations were conducted of teachers who are using technology in their classrooms. Teacher surveys were given to all academic teachers in the building. 70% of the teachers completed the survey. Of those teachers who completed the survey several were selected for the interviews. We interviewed a range of teacher who show technology use prominently in their class through teachers who do not use technology in their class.

Student surveys were given to approximately 60 sixth graders, 60 seventh graders and 60 eighth graders. The students were randomly selected from various academic classes. Students were selected from both classes that use the computer lab and classes that do not use the computer lab. Parent surveys were made available to all parents of Edison Middle School .

Potential use by stakeholders

It is our hope by completing this evaluation of Edison Middle Schools technology use that we can identify how we can improve that use by all stakeholders. This evaluation will help administrators guide future in service training to meet the needs of the teachers so that they can effectively use technology in their curriculum that address the needs of the students and meet or exceed the district, state, and national standards. This evaluation can be used by teachers to help them identify their own needs and areas for improvement and help familiarize them with current technology uses and standards.

Executive Summary: Respondents

This profile represents 70.0% of teachers at Edison Middle School . It is based on surveys completed by:

2	Building Technology Coordinators
14	Educators
16	Parents
184	Students

The following demographic information about the evaluation may be an aid to interpreting the results or planning next steps. Information reported for teachers was gathered from the respondents to the teacher survey.

Executive Summary: Essential Conditions

The framework from NCREL describes six system-wide conditions that are essential for the effective use of technology. The chart below shows Edison ’s technology evaluation status on a 4-stage continuum of six Essential Conditions. Indicators with a status of 2.75 or higher should be considered areas of strength. Indicators with a status below 2.75 suggest areas of special focus for system wide planning and improvement efforts. The condition details section of this report focuses on questions within each condition and contains descriptions of the continuum.

Status: Six Essential Conditions

Currently, Edison Middle School is at the awareness stage for vision. Although Champaign Unit District # 4 has a clearly stated vision regarding the use of technology in the district’s curriculum, many of the stakeholders including some of the faculty at Edison are not unaware of Unit Four’s vision for technology, nor are they aware of where they can locate this vision statement. The areas of community, research, and communication, with means ranging from 1.62 to 1.83 with little variation clearly demonstrate that Edison and Unit Four are not doing a good enough job at publicizing this vision. There is a lack of communication and dissemination of the Unit Four vision for technology at Edison . Administrators and other key players that helped form Unit Four’s vision must work harder at making all stakeholders aware of this vision. It will be very important for administrators at Edison , to encourage the stakeholders to do whatever they can to further support and promote this vision. Once the vision is better understood, there should be more “ownership” of the vision among the stakeholders.

Condition: Effective Teaching and Learning Practice

    Environment   Mean = 2.73     Variation = 0.45
    Research   Mean = 2.33     Variation = 0
    Alignment   Mean = 3.96     Variation = 1.04
    Relevance   Mean = 2.94     Variation = 0.34
     Range of Use    Mean = 3.22     Variation = 0.16

Edison Middle School is at or above the adoption stage for effective teaching and learning practice. One area of weakness is in the indicator of research. It is significant that the mean was 2.33 with no variation. It will be important for the teachers and administration to look for professional development opportunities which use current research to support educational practices with technology. The environment for learning with technology has recently changed at Edison and may not be reflected in this survey accurately. Since the evaluation was begun Edison received two wireless mobile computing labs and 32 next generation iMacs for the computer lab. So the technology environment has been greatly enhanced.

Condition: Educator Proficiency

    Skills   Mean = 3     Variation = 0.2
    Planning   Mean = 2.79     Variation = 0
    Implementing   Mean = 2.99     Variation = 0.01
    Assessment   Mean = 2.29     Variation = 0.2
    Productivity   Mean = 3.16     Variation = 0.08

Again Edison was in the adoption stage of educator proficiency with technology use. One area to concentrate on would be that of assessment. While Edison teachers report feeling comfortable with most forms of technology in their classroom they also report that it can be more difficult to assess on-line projects and collaborative efforts where the use of computers is concerned. Many teachers stated in the interviews that they would like more training on how to assess technology based assignments. They also reported that they would do more with technology if they could properly assess students knowledge when using that technology.

Condition: Equity
    Socioeconomic   Mean = 2.46     Variation = 0.51
    Gender   Mean = 3     Variation = 0.71
    Race   Mean = 3.55     Variation = 0.57
    Special Needs   Mean = 3.57     Variation = 0.49
    Systemwide   Mean = 3.11     Variation = 0.15

Edison on average is at the Exploration stage with equity issues and technology. The staff and administration are very aware of the equity issues. The school and district have made a concentrated effort to address equity issues within the school setting.

Condition: Access

    Thinking   Mean = 3.08     Variation = 0.2
    Standards   Mean = 2.58     Variation = 0.28
    Culture   Mean = 3.26     Variation = 0.24
    Community   Mean = 1.84     Variation = 0.5
    Proficiency   Mean = 3     Variation = 0
    Development   Mean = 2.33     Variation = 0.59
    Accountability   Mean = 2.4     Variation = 0.74

The systems and leadership condition represents one of Edison ’s weakest areas overall. The indicators of standards, community, development and accountability all fall below 2.75 which means that these areas are indeed areas the Edison will need to concentrate on. Edison does not have strong community partnerships with local businesses or organizations which could contribute to the school. Accountabliltiy and development are also weak. While Edison does provide opportunities for professional development teachers are either not aware or are unable to take advantage of them. The training/development opportunities need to be aligned with the needs of the staff. There is not a clear system of accountability within the school. Many responsibilities are left to the teacher and team without being accountable to the administration.

Executive Summary: Indicators

Within each Essential Condition, “Indicators” have been identified that describe measurable aspects of the condition.

Executive Summary: Skills

The tables below show how the teachers and parents rated these skills in terms of

The priorities that parents and teachers placed on various technology related skills revealed that both parents and teachers agree that more emphasis needs to be placed on these skills across the board. The parents perceive the current level of emphasis to be 2.4 on average while the teachers place the current level at 2.7 on average. The parents’ desired importance of these skills averaged 3.9 while the teachers desired average priority is slightly less at 3.7.

Executive Summary: Academic Focus

The tables below show how the respondents rated the importance of integrating technology into various disciplines in terms of:

Six Essential Conditions: The Details

This section of the profile provides an in-depth look at each of the Six Essential Conditions required for effective use of technology in schools and the Indicators that can be used to assess those conditions.

Condition Details: Vision

How is the education system building a shared, community-based vision that prepares students to learn, work, and live successfully in the Digital Age?

Today’s world brings with it significant changes that are due, in large part, to technology and telecommunications. As society changes, the skills that citizens need to negotiate the new complexities of life also change. To thrive in this environment, students need clearly defined technological proficiencies. Edison Middle School is one of three middle schools in Champaign Unit Four. Unit Four has developed a vision statement regarding technology which was used as the evaluation was conducted.

Teacher and parents were asked questions about Indicators related to Vision. The combined answers across the Indicators places Edison as follows in the Condition:

This graph demonstrates that currently, Edison ’s technological vision is not a strong one. Upon further investigation, it was determined that many of Edison ’s personnel were unaware of Champaign Unit Four’s vision for technology and that was reflected in this survey. It is recommended that Edison ’s technology vision should be an area of focus in the building’s school improvement plan with ongoing improvements. Scores for each Indicator in the Condition follow.

Condition: Vision
Indicator: Vision for Learners

Does the vision define what it means to be “educated” in a knowledge-based society? Does it describe the type of learning organization required to achieve the vision?

Mean = 2.4 Variation = 0.23

Indicator Continuum Description:

Adoption

At this level, the vision recognizes the shift to an information age, but does not fully address the changes brought by today's knowledge-based age. Schools focus on the traditional purpose of public education. The vision is focused on how technology is advancing that purpose. The school's vision is focused primarily on technology used to accelerate students' achievement of content skills and literacy skills. The vision describes innovations through technology to meet learner needs—but only in the traditional setting of classroom and school.

Recommendation:

In order to achieve a vision for learners, two things need to be accomplished. All stakeholders in the Edison Middle School community must become aware of the skills and dispositions children might need to be successful as they live, learn, and work in a digital age. Documents describing these conditions should be disseminated to all participants in the visioning process. Additionally, members of the planning team need access to examples of what these skills look like in practice and how they might be related to a child's academic work. This can be accomplished through visits to model sites (if resources allow) or through presentations, using video if possible.

Condition: Vision
Indicator: Research

Is the vision for technology use grounded in sound research on how people think and learn and how technology influences and adds value to these processes?

Mean = 1.65 Variation = 0.58

Indicator Continuum Description:

Awareness

Adoption

The vision is based on a few well-known studies on how people learn and the impact of technology on learning. Best practices in the local and regional setting are considered—complemented by best practices highlighted at conferences and workshops and in professional journals.

Recommendation:

One of the dangers in the visioning process is that false assumptions about crucial issues related to students and learning will cause the vision to be flawed. Early in the process, and throughout the process, all stakeholders should be exposed to the research base that underlies the assumptions in the vision. Plenty of information should be provided, in a clearly defined and understood format, about research related to learning, technology, and digital-age skills.

Condition: Vision
Indicator: Community Linkages

Does the vision recognize the linkages that technology has created to local and global communities as critical partners and stakeholders in the teaching and learning process? Does it capitalize on the potential benefits from and contributions to both the learners and the community?

Mean = 1.62 Variation = 0.65

Indicator Continuum Description:

Awareness

The school is viewed as a self-contained system. There are few, if any, partnerships. Those that exist are typically limited to events. School is perceived as a self-contained system with limited, if any, partnerships or linkages. There is no electronic interaction between the community and the school. Few linkages with the community are in place.

Recommendation:

An important component of the visioning process is the inclusion of the community as both a contributor and a beneficiary. To ensure this happens, community members should be included on the team responsible for crafting the vision. The district's vision for technology should specifically address the role of and benefits to the community.

Condition: Vision
Indicator: Stakeholder Commitment

Were all stakeholders involved in creation of the vision? Is the vision understood and committed to by the full range of stakeholders? Are school, district, and community leaders formally committed to implementing the vision?

Mean = 2.09 Variation = 0.79

Indicator Continuum Description:

Awareness

All key stakeholders were not represented in the visioning process. Educators whose job responsibilities include learning technology crafted the vision. There was little or no opportunity for building awareness provided to stakeholders. Stakeholders are unaware of the vision. The stakeholders are not supportive or committed to the vision.

Adoption

The vision was developed by educators with review and commentary by key stakeholders. Stakeholders were provided extensive background material prior to visioning. Stakeholders are generally aware of the vision, but do not fully understand its implications for teaching and learning. While the stakeholders are supportive of the vision, they have yet to commit to implementing it.

Recommendation:

As Edison Middle School defines the visioning process, it is important that it includes all stakeholders in the community. This can be accomplished through a variety of mechanisms such as stakeholder surveys, town meetings, principal/parent, coffees etc. The stakeholders' participation should be broadly reported to ensure that the vision is known to have support from a large group of stakeholders.

Condition: Vision
Indicator: Communication

Do the district and the schools effectively communicate the vision to students, staff, and the community?

Mean = 1.83 Variation = 0.43

Indicator Continuum Description:

Awareness

The stakeholders in the school and community are not familiar with the vision for technology in learning. The vision has not been communicated to most of the stakeholders. Stakeholders do not have opportunities to discuss the vision in the context of school-community sessions. Communiqués are rarely exchanged between school and community. No technology used.

Adoption

Some stakeholders are aware of the vision but it is neither internalized nor driving decisions and actions. Stakeholders did receive an initial copy of the vision at the time it was established. While it has not been incorporated into the culture, stakeholders are beginning to discuss the implications. The various schools and community groups are beginning to discuss the translation of the vision into practice, but have not done so jointly. The vision statement has been disseminated using print only. It is beginning to show up in presentations to staff inside schools.

Recommendation:

Widespread, ongoing communication about the vision and Edison’s/Unit District Four’s implementation of that vision is critical to maintaining community, business/industry, and school staff support. A communications committee should be established early in the process. This committee should work with public relations staff at the school to ensure that existing communication and dissemination channels are used effectively. The school's progress with technology should be included in every appropriate media opportunity.

Condition Details: Effective Teaching and Learning Practice

Are learning environments characterized by powerful, research-based strategies that effectively use technologies?

Teacher, students, and parents were asked questions about Indicators related to Practice. The combined answers across the Indicators places Edison between adoption and exploration on the continuum.

Mean = 3.036 Variation = 0.398

Condition: Effective Teaching and Learning Practice
Indicator: Learning Environment

Do the school and classroom cultures engage and motivate students, honor differences, support innovation and meet the learning needs of all students?

Mean = 2.73 Variation = 0.45

Indicator Continuum Description:

Adoption

At this level, technology is used to motivate students within the context of traditional learning activities. While the teacher is still at the center of most learning activity, technology in the classroom may be encouraging student independence. Much of student learning with technology is still done by individuals, but opportunities for collaboration are beginning to appear. Students have opportunities to work outside of traditional grouping structures. If significant technology resources are available, teachers at this level often notice that students are becoming more independent in their learning although this has not been a goal of the teacher. Assessment is still viewed as primarily a summary judgment activity, but new student products and learning modes enabled by technology are beginning to require new modes of assessment.

Recommendation:

Using technology provides teachers the opportunity to better meet the learning needs of individual students. Research suggests that students learn better when they are actively engaged in relevant, meaningful activities that bridge the gap between conceptual and applied learning. Improving learning through technology requires not only technology, but also requires the right combination of technology, teacher proficiencies, instructional design, and updated curriculum. Edison can build the capacity of teachers to use technology by providing models of effective uses of technology. Models enable teachers to experience immediate success both for their students and themselves. Until teachers and administrators are immersed in the culture of technology, they will need such models along with advice on the context, content, instructional design, curriculum, and assessment that together shape effective teaching and learning with students.

Condition: Effective Teaching and Learning Practice
Indicator: Research and Best Practices

Is technology use based on both high-impact, research-based practice and field-based, best practices shown to add value to learning?

Mean = 2.33 Variation = 0

Indicator Continuum Description:

Awareness

Schools at this level typically neither have access to nor use research in instructional planning. Technology use may be limited, and decisions related to its use may be based on time, availability, or other practical concerns. As little information related to current research and practice is available, decisions are often made in isolation and on the basis of craft knowledge.

Recommendation:

As professionals, teachers share a base of common knowledge about teaching and learning practice. While such a base exists for most content areas and teaching specialties, the knowledge base for technology and learning is only now emerging and is not extensive. Thus, it will be important for schools to provide teachers with the latest information on how technology can add value to that teacher's work with students. Such information must bridge the gap between research and practice to provide the teacher with practical recommendations that stem from the research.

Condition: Effective Teaching and Learning Practice
Indicator: Relevance

Are students working on substantive projects addressing issues that have meaning, reaching out beyond the classroom to real-world practice?

Mean = 2.94 Variation = 0.34

Indicator Continuum Description:

Adoption

At this level, educators use technology to support instructional strategies that were in place prior to the arrival of the technology. Most schools at this level are still primarily teacher-directed featuring work that is exercise-based. The products of student work are usually shared only between the student, the teacher, and perhaps an interested parent. There may be first efforts to increase relevance through participation in online projects, experimental use of professional tools such as science "probeware," or simulation software. Structures are typically not in place to support regular access to outside experts or participation in community-based projects.

Exploration

At this level, technology is firmly embedded in the instructional program. Many educators use instructional strategies such as problem-based or project-based learning and these strategies are supported by technology. Technology resources are dedicated increasingly to applications used by professionals in the field of study. Participation in online projects and analysis of real data sets/primary source data is becoming the norm. Partnerships that link students with outside experts and resources on a regular basis are being established.

Status	Condition - Indicator	Continuum Stage
3.85	Access - Support	Exploration
3.58	Access - Connectivity	Exploration
3.57	Equity - Special Needs	Exploration
3.55	Equity - Race	Exploration
3.33	Access - Resources	Exploration
3.26	Systems - Culture	Exploration
3.22	Practice - Range of Use	Exploration
3.16	Proficiency - Productivity	Exploration
3.11	Equity - System wide	Exploration
3.08	Systems - Thinking	Exploration
3.00	Equity - Gender	Exploration
3.00	Proficiency - Skills	Exploration
2.99	Proficiency - Implementing	Adoption
2.94	Practice - Relevance	Adoption
2.79	Proficiency – Planning	Adoption
2.58	Systems - Standards	Adoption
2.46	Equity - Socioeconomic	Adoption
2.40	Systems - Accountability	Adoption
2.40	Vision - Learners	Adoption
2.33	Systems - Development	Adoption
2.33	Practice - Research	Adoption
2.29	Proficiency - Assessment	Adoption
2.15	Access - Facilities	Adoption
2.09	Vision - Commitment	Adoption
1.84	Systems - Community	Awareness
1.83	Vision - Communication	Awareness
1.65	Vision - Research	Awareness
1.62	Vision - Community	Awareness
1.28	Access - Opportunities	Awareness

Edison Middle School ’s

Contents

About the Evaluation Profile

Status: Six Essential Conditions

Condition: Effective Teaching and Learning Practice

Condition: Equity Socioeconomic Mean = 2.46 Variation = 0.51 Gender Mean = 3 Variation = 0.71 Race Mean = 3.55 Variation = 0.57 Special Needs Mean = 3.57 Variation = 0.49 Systemwide Mean = 3.11 Variation = 0.15

Indicator Continuum Description:

Adoption

Recommendation:

Indicator Continuum Description:

Awareness

Adoption

Recommendation:

Indicator Continuum Description:

Awareness

Recommendation:

Condition: Vision Indicator: Stakeholder Commitment

Indicator Continuum Description:

Awareness

Adoption

Recommendation:

Indicator Continuum Description:

Awareness

Adoption

Recommendation:

Indicator Continuum Description:

Adoption

Recommendation:

Indicator Continuum Description:

Awareness

Recommendation:

Indicator Continuum Description:

Adoption

Exploration

Condition: Equity
Socioeconomic Mean = 2.46 Variation = 0.51
Gender Mean = 3 Variation = 0.71
Race Mean = 3.55 Variation = 0.57
Special Needs Mean = 3.57 Variation = 0.49
Systemwide Mean = 3.11 Variation = 0.15

Condition: Vision
Indicator: Stakeholder Commitment