Technology Self-Assessment For Teachers (TSAT)

The Technology Self-Assessment For Teachers (TSAT) has been designed for:

Teachers: to determine their own levels of technology proficiency and to identify personal technology professional development needs.

Schools/Districts: to assess their professional development needs and to plan professional development activities that will help all teachers become proficient in technology.

The State: to gather and report data on technology competencies and technology professional development.

In 2010, the state's Educational Technology Advisory Council updated the TSAT so that it aligns with the Massachusetts Technology Literacy Standards and Expectations adopted in 2008.

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* School Year:

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* School:

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* Name (optional):

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* Please assign yourself a profile based upon four phases of DOE teacher technology adoption. This list underscores the idea that understanding and using technology well takes time. It also outlines very distinct stages that suggest the need for tailored activities for future professional development. Select only one!

Early - I am beginning to feel comfortable using technology. I use it mainly as a productivity tool (email, Internet browsing, word processing). My students are learning with and using technology; however, someone else usually determines their use.

Developing - I've successfully use technology for increase productivity (designing newsletters, keeping grades), and to enrich curriculum, (research, lesson planning). Under my guidance and with some assistance of others, my students use technology to work on projects.

Proficient - I confidently use technology as a tool for research, lesson planning, multimedia presentations and /or simulations. Technology is integrated into my lessons, and I facilitate my students in the use of scanners, digital cameras, and mobile wireless technology where applicable.

Advanced - I'm prepared to develop new learning environments that utilize technology as a flexible tool. Learning has become more collaborative, interactive and customized which involves students in tasks that require higher-order thinking skills and extend learning beyond the classroom walls.

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* Teacher Administrative Use
Estimate your use of administrative technology , including some of the following areas: research, lesson planning, organization, administrative tasks, communications, and collaboration.

I use technology for administrative/productivity nearly every day

I use technology for administrative/productivity about once a week

I use technology for administrative/productivity about once a month

I rarely or never use technology for administrative/productivity

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* Teacher Instructional Use
Estimate your use of instructional technology with students for activities such as research, multimedia, simulations, data interpretation, communications, and collaboration:

I use technology for instruction nearly every day

I use technology for instruction about once a week

I use technology for instruction about once a month

I rarely or never use technology for instruction

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* School Year:

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* School:

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* Name (optional):

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* Teacher Administrative Use Estimate your use of administrative technology , including some of the following areas: research, lesson planning, organization, administrative tasks, communications, and collaboration.

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* Teacher Instructional Use Estimate your use of instructional technology with students for activities such as research, multimedia, simulations, data interpretation, communications, and collaboration:

* Teacher Administrative Use
Estimate your use of administrative technology , including some of the following areas: research, lesson planning, organization, administrative tasks, communications, and collaboration.

* Teacher Instructional Use
Estimate your use of instructional technology with students for activities such as research, multimedia, simulations, data interpretation, communications, and collaboration: