Hernandez Evaluation Report Final

7/23/2019 Hernandez Evaluation Report Final

http://slidepdf.com/reader/full/hernandez-evaluation-report-final 1/19

Submitted by: Nicolas Hernandez

Educational Technology Evaluator

Texas Independent School District

Submitted to: Dr. rancisco !epeda

Educational Technology Director

Texas Independent School District

Texas School District

Technology "pplications#rogram:

"n Evaluation $eport



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SUMMARY

The &rade '() Technology "pplications #rogram at Texas Independent School

District aims to prepare students *or +,st -entury sills use o* technology in the

classroom in middle school and beyond. "dditionally/ the program aims to teach

students the technology literacy sills they 0ill use throughout their academic careers.

Each campus at the Texas Independent School District has a Technology "pplications

#rogram. Each campus employs a teaching assistant to teach the course and the

students rotate into the class once every nine days. There are no prior *ormal

evaluations o* the Technology "pplications program.

The purpose o* this evaluation report is to provide in*ormation on 0hether or not

the &rade '() Technology "pplications program met the Texas Independent School

District goals and overarching ob1ective to prepare students to use +,st(century

technology sills in the classroom. " secondary purpose o* this evaluation is todetermine 0hether or not the program met the +2,3(+2,) school district goals *or the

teaching o* technology applications sills.

The results o* the evaluation sho0 that the Texas Independent School District

students and teachers have an opportunity to gro0 into one o* their goals. 4ased on the

data collected/ the program is success*ul at training students in technology sills.

Ho0ever/ the ma1ority o* the technology is used in 0ays outside o* the district5s goals

and ob1ectives. 6ost notably/ +,st century related classroom use o* technology scored

lo0 on both teacher and student surveys.

DESCRIPTION OF THE PROGRAM EVALUATED

The &rade '() Technology "pplications program at the Texas Independent School

District is located on all *ive elementary campuses. The total population o* the program

on these campuses consists o* approximately +/)22 students. Each campus utilizes a

teaching assistant to teach the entire population o* students in the technology course.

The teaching assistants each have six classes 0ith an average class size o* +'

students. They see each o* their classes once every nine days on a rotation that permits

them to see all o* their students regularly. Each computer lab is out*itted 0ith high(speed

Internet access 7Ethernet and 8II9/ '2 late model Dell destop computers running

8indo0s and 6icroso*t ;**ice/ a ceiling mounted pro1ector/ speaers/ and aSmart4oard. The technology applications teachers use a curriculum *rom learning.com

to teach the students the basic technology sills they need to be success*ul.

The primary goal o* the &rade '() Technology "pplications program is to prepare

students to use +,st(century sills in the classroom. " secondary goal o* the program is

to provide students 0ith the technical <no0 ho0= re>uired o* a +, st(century classroom.

This is done by teaching students the computer literacy sills they 0ill use throughout



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their academic careers. Students also have access to technology in the classroom 0ith

their content area teachers. The expectation is that students 0ill tae 0hat they learn

*rom the Technology "pplications program and begin to use those sills in the

classroom. -ontent area teachers are expected to design lessons that incorporate +,st(

century sills *or their students.

Program Goals & Ob!"#$%!s

The Texas Independent School District is preparing students *or the 0orplace by

stressing +,st(century sills such as collaboration/ problem(solving/ creativity/ critical

thining/ and online communication in the classroom. The school district5s overarching

ob1ective *or the Technology "pplications program is:

• The Technology "pplications program 0ill prepare students to use +,st(century

technology sills in the classroom.

The school district has goals *or the program to help maintain alignment and *ocus.

These are:

• 4y the end o* the +2,3(+2,) school year/ ?2@ o* students in the Technology

"pplications program 0ill ac>uire the technology sills and master the

technological processes that are re>uired in +,st(century classrooms.

• 4y the end o* the +2,3(+2,) school year/ at least ?2@ o* students 0ill trans*er

the sills they learn in the Technology "pplications class to the content area

classroom on a monthly basis.

Program Como'!'#s

The Technology "pplications program *eatures a *ully *unctional lab on each campus

that is dedicated to the program5s use. The computer lab includes '2 late model Dell

destop computers that are connected to high(speed Internet access. The computers all

run 8indo0s and have 6icroso*t ;**ice installed on them *or students to use. The

district also provides each student 0ith a &oogle "pps *or Education account. The lab

also includes a ceiling mounted pro1ector/ an audio system/ and a Smart4oard.

The curriculum *or the Technology "pplications classes is *rom learning.com. This

curriculum 0as installed last year. The learning.com curriculum *eatures interactive

lessons that teach students +,st century sills. -ontent area teachers have access to

the curriculum/ and they are expected to complete the Technology "pplications lessons

be*ore the school year begins. They are expected to design lessons that incorporate+,st century sills.

EVALUATION METHOD

Par#$"$a'#s



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This evaluation 0as conducted o* the entire Texas School District &rade '() Technology

"pplications program. The student population consists o* +/)A students on the *ive

elementary campuses. 8hile participation in the evaluation 0as mandatory *or all third

to *i*th(grade students/ '3 students *ailed to complete the survey taing the total number

o* student participants in the evaluation to +/)3+. This accounts *or approximately +'

students per Technology "pplications class. These students are all Texas IndependentSchool District students. The *ive Technology "pplications teachers and all + content

area teachers 7mandatory participation9 *rom all *our core sub1ect areas on the *ive

campuses also participated in the evaluation.

Pro"!)*r!s

To test *or the district5s overarching goal o* the Technology "pplications program/ the

data *ocused on the t0o district goals 0hich stated:

• 4y the end o* the +2,3(+2,) school year/ ?2@ o* students in the Technology

"pplications program 0ill ac>uire the technology sills and master the

technological process that are re>uired in +,st(century classrooms.

• "t least ?2@ o* students 0ill trans*er the sills they are learning in the

Technology "pplications class to the content area classroom on a monthly basis.

The evaluation consisted o* surveys that aimed to test 0hether or not these goals 0ere

met. Surveys 0ere administered to student and teacher participants/ and &radeboo

data *or the Technology "pplications courses and end o* course exam grades 0ere

used to determine 0hether or not students mastered the course curriculum. The student

surveys 0ere conducted over a standard nine(day rotation in the Technology

"pplications classroom *rom "pril th to "pril ,th. #rior to taing the survey/ an email

0as sent to all the Technology "pplications teachers 0ith instructions on ho0 to havestudents complete the survey. " lin to the survey 0as included in the email. 7 "

samples o* these email messages can be *ound in "ppendix -9.

;n the day that students 0ere to tae the survey/ students 0ould log into the computer

as normal/ navigate to the survey as directed by the instructor and complete the survey.

;n average the surveys 0ere completed in about +2 minutes and students continued

0ith the technology class as normal. During the survey/ the teaching assistant 0as

permitted only to issue clari*ying statements about the survey directions. The teaching

assistants 0ere not permitted to provide students 0ith any other assistance outside o*

0hat is provided to them as part o* their special education or )23 accommodations.

Teachers also too a survey over the same nine(day period. " lin to the survey 0as

sent to each teacher speci*ically. Teachers logged into the account and completed the

survey 0hen it 0as convenient *or them to do so. "ll + participants completed the

survey on time. ;utside o* having to login and tae a +2(minute survey/ the teachers5

participation in the evaluation did not distract *rom their normal routine.



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#ermission 0as obtained to analyze &radeboo data 0ith the understanding that

grades 0ould only be discussed in general terms/ and test >uestions could not be made

public under any circumstances.

Da#a So*r"!s

Student Survey

The student survey consisted o* , >uestions. The >uestions 0ere geared to get data

*rom three main categories: student sills/ digital citizenship/ and classroom technology

use. 4ecause the district5s goals re*erenced <monthly= as a target/ the ans0er choices

*or the classroom technology use and digital citizenship 0ere all based on *re>uency o*

use 0ith ) ans0er choices ranging *rom <almost daily= to <never= 0ith monthly at the

midpoint. The student sill >uestions also had *ive ans0er choices ranging *rom <easy=

to <impossible= 0ith <some0hat di**icult= as the midpoint. The complete list o* >uestions

and ans0er choices *or the Student Survey can be *ound in "ppendix ": Student

Survey.

Teacher Survey

The teacher survey included ,B >uestions. The >uestions 0ere designed to gather data

regarding classroom technology use. The >uestions ased teachers about their

behavior and expectations 0ith their students regarding the *re>uency o* use and the

types o* technology use in the classroom. 4ecause the district5s goals re*erenced

<monthly= as a target/ the ans0er choices *or the teacher survey 0ere based on the

*re>uency o* technology use. There 0ere *ive ans0er choices ranging *rom <almost

daily= to <never= 0ith <monthly as the midpoint.

Gradebook Data

&radeboo data *rom all *ive o* the Technology "pplications teachers 7*or all grade '()

Technology "pplications students9 0as analyzed to determine the percentage o*

students 0ho sho0ed mastery o* the Technology "pplications sills. To reach a level o*

mastery/ students had to have a *inal grade o* ) or above in either the Technology

"pplications course or the end o* course exam

RESULTS

The student and teacher surveys 0ere administered in "pril o* +2,) over a nine(day

period. The &radeboo data 0as analyzed in Culy o* +2,). The results o* the datacollection are included belo0.

Pr$mar, Da#a So*r"!- S#*)!'# S*r%!,

The student survey results are broen do0n into three di**erent tables. Each table

consists o* data *rom the student survey that is pertinent to its category. Table , includes

data on the *re>uency o* classroom technology use by students. The table includes



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seven >uestions. The table is shaded slightly darer in the three columns to the right.

These columns represent scores in the target zones according to district goals. Except

*or the generic >uestion involving computer use in the classroom/ the other six

>uestions re*lect scores 0here the ma1ority o* students responded that their use o* +, st(

century sills occurred less *re>uently than the district5s goal o* monthly.

Table(, Student Survey $esults 7re>.

o* -lassroom technology use9

Neve

r

Every

e0

6onth

s

6onthly8eel

y

"lmos

t Daily

Com*#!r *s! $' "lassroom 3/ 03/ 00/ 2./ (1/

F!!)ba" rom o#4!rs $' "lass 3./ 0./ 23/ 0./ 5/

O'l$'! !!)ba" NOT rom #!a"4!r 16/ 0(/ 06/ +/ 2/

Us! %$)!o "4a# or "4a# as $' "lass 1./ 1/ 1/ 5/ 6/

Us! 7!b #ools #o r!"!$%! o'l$'! $'o8 (5/ 0./ 0+/ 06/ 5/

9r$#! o'l$'! +5/ 02/ 02/ 00/ ./

9or o' !:or#ol$o .;/ 0+/ 00/ ./ 6/

The data in Table(+ contains *our >uestions. The table contains in*ormation about the

*re>uency 0ith 0hich students receive training in digital citizenship 7a ey aspect o* +,st(

century sills training9. The data sho0 that a ma1ority o* students rate in the target zone

*or citing online in*ormation/ but belo0 the target zone *or the other three >uestions in

this set.

Table(+ Student Survey $esults 7re>.

o* Digital -itizenship essons9

Neve

r

Every

e0

6onths

6onthly8eel

y

"lmos

t Daily

C$#! o'l$'! $'orma#$o' 00/ 25/ 3+/ 0+/ 06/

S4ar$'g !rso'al $'orma#$o' o'l$'! +5/ 0;/ 0(/ 5/ 6/

Ho7 #o a"# r!s!"#*ll, o'l$'! 30/ 21/ 20/ 0+/ ./

R!so') #o o'l$'! b*ll,$'g 3(/ 32/ 01/ 0+/ 2/

The in*ormation in Table(' is about student technology sills. The table contains seven

>uestions. "t least ?2@ o* students claimed they could per*orm the tass listed in the

table except *or <maing online purchases= 0hich had only A@ o* students claiming

they could do this. This particular >uestion may have to be examined to rule out apossible con*ounding variable relating to student access to maing online purchases.

Table(' Student Survey $esults

7Student Technology Sills9

Impossibl

e

Di**icul

t

Some0ha

t Di**icultEasy

ery

Easy

S!')$'g !ma$l 0/ 0/ ./ 01/ 1(/

A##a"4$'g a r$'#!r 03/ 1/ 22/ 22/ 3./

Cr!a#$'g a sr!a)s4!!# ./ 1/ 2+/ 2+/ 3./



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S!')$'g a #!<# m!ssag! +/ 0/ 0/ ;/ ;+/

Ma$'g o'l$'! *r"4as!s 03/ 26/ 2./ 22/ 05/

V$!7$'g Fr$!')s= 4o#os o'l$'! 03/ (/ +/ 0;/ .0/

Pr$mar, Da#a So*r"!- T!a"4!r S*r%!,

The teacher survey results can be *ound in Table(). Table() consists o* ,B >uestions

and ans0ers about ho0 teachers incorporate technology into their lessons 0ith

students. 6uch lie 0hat the students reported/ except *or the generic <students use

technology in class= >uestion/ all o* the +,st century related classroom technology use is

used less than once a month in the core content classrooms. Nine o* the >uestions had

a score o* over ?2@ in the never column 0ith <online collaboration 0ith other schools=

receiving a score o* BA@ in the never column.

Table() Teacher Survey $esults 7re>.

o* use9

Neve

r

Every

e0

6onth

s

6onthly8eel

y

"lmos

t Daily

S#*)!'#s *s! #!"4'olog, $' "lass ./ 00/ 00/ 2;/ (+/

S#*)!'#s g!# !!)ba" $' "lass +./ (/ 26/ 02/ ;/

As s#*)!'#s #o r!"!$%! o'l$'!

!!)ba" NOT rom #4! #!a"4!r ;1/ 1/ 2/ (/ 6/

As S#*)!'#s #o *s! "4a# or %$)!o

"4a# al$"a#$o's

50/ 2/ (/ 2/ 6/

Ha%! s#*)!'#s r!"!$%! $'o 7$#4 7!b

#ools;(/ 1/ (/ 3/ 0/

Ha%! s#*)!'#s 7r$#! o'l$'! ;1/ 1/ (/ 0/ 0/

Ha%! s#*)!'#s "r!a#! !:or#ol$os 53/ (/ 2/ 6/ 6/

S#*)!'#s "ollabora#! 7$#4 "lass 53/ (/ 2/ 6/ 6/

S#*)!'#s "ollabora#! 7$#4 #!a"4!r ;5/ (/ 1/ 6/ 6/

O'l$'! s#*)!'# "ollabora#$o' 7$#4

o#4!r s"4ools5./ (/ 6/ 6/ 6/

S#*)!'#s s4ar! )o"*m!'#s o'l$'! 10/ 5/ 0;/ 2/ 6/

S#*)!'#s *s! )$g$#al #ools #o "oll!"#

a') a'al,>! )a#a (1/ 25/ 26/ 3/ 0/S#*)!'#s "o')*"# !<!r$m!'#s or

!rorm m!as*r!m!'#s.6/ 26/ 0;/ 2/ 6/

Co')*"# r!s!ar"4 7$#4 )$g$#al #ools 33/ (1/ 0;/ 2/ 6/

S#*)!'#s *s! #!"4 #o $)!'#$, a')

sol%! r!al:7orl) robl!ms(1/ 2(/ 22/ +/ 2/

Ha%! s#*)!'#s "r!a#! a') *loa) 1./ 26/ 2/ 2/ 6/



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ar#? m*s$"? mo%$!s? or 7!b"as#s

Ha%! s#*)!'#s "r!a#! a'$ma#$o's?

)!mo's#ra#$o's? mo)!ls? or s$ms8;2/ 03/ (/ 6/ 6/

Ha%! s#*)!'#s )!%!lo or r!s!'#

m*l#$m!)$a r!s!'#a#$o's(5/ (2/ 5/ 6/ 6/

Ha%! s#*)!'#s *s! )$g$#al "am!ra 13/ 22/ 2/ 2/ 6/

Pr$mar, Da#a So*r"!- T!a"4!r Gra)!boos

The Technology "pplications teacher5s &radeboos 0ere also gathered and analyzed to

determine ho0 many students success*ully mastered the Technology "pplications sills.

The district threshold *or mastery is ?2@. In order to reach a level o* mastery/ students

had to have a *inal grade o* ) or greater in the Technology "pplications class or pass

the Technology "pplications End o* -ourse Exam 0ith a grade o* ) or above. Students

0ho achieved both 0ere placed in the mastery category as 0ell. Students 0ho did notmeet either o* these thresholds 0ere considered to not have mastered the Technology

"pplications course sills. 7The End o* -ourse Exam and the &radeboos are not

available to be included as an attachment due to state and licensing regulations.9

Third grade rated belo0 the mastery threshold/ but 3 th and )th grade rated above the

threshold. -umulatively/ the group had a passing rate o* ?)@. The data is organized by

grade level in the graph belo0.

3rd 4th 5th Cumulative0%

20%

40%

60%

80%

100%

75%

94%

86% 85%

Technology Applications Mastery by Grade Level



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DISCUSSION

The purpose o* this evaluation 0as to determine 0hether the +2,3(+2,) &rade '()

Technology "pplications program met the Texas Independent School District5s goals and

ob1ectives. The overarching ob1ective o* the Texas Independent School District &rade '(

) Technology "pplications program is to prepare students *or the use o* +, st(century

technology sills in the classroom. The district created t0o goals *or the Technology

"pplications program to help measure this ob1ective. The *irst goal calls *or ?2@ o*

students to reach a level o* mastery in the Technology "pplications courses. The secondgoal is *or ?2@ o* students to trans*er the +,st century sills learned in the Technology

"pplications course to the core content classroom by utilizing the sills in the core

content classroom at least once a month. The results o* the evaluation are intended to

be used so that the Educational Technology Department can mae educated decisions

about the Technology "pplications program5s *uture. T0o surveys 0ere created and

administered/ and &radeboo data 0as evaluated to measure 0hether the Technology

"pplications program accomplished the goals set by the district *or the +2,3(+2,)

school year.

Goal 0 @;6/ o s#*)!'#s 7$ll mas#!r #4! T!"4'olog, Al$"a#$o's s$lls

The student survey results sho0 that students met the district expectations concerning

+,st(century technology applications sills in six o* the seven >uestions. The one

>uestion 0here students *all belo0 the district5s Technology "pplications sills

expectation revolves around maing online purchases. Due to the sensitive nature o*

maing online purchases/ a con*ounding variable may be at play here because some

caregivers may not entrust credit card in*ormation to ?(,, year old children.

The &radeboo data 0as analyzed to determine the numbers o* students that mastered

the Technology "pplications sills course. The &radeboo data sho0 that cumulatively/

the Technology "pplications students mastered the Technology "pplications sills.

8hen analyzed by grade level/ ho0ever/ the third(grade students did not meet the ?2@threshold. ;nly )@ o* the students 0ere considered to have mastered the Technology

"pplications sills. ourth and )th(grade students both mastered the Technology

"pplications sills. The &radeboo data is consistent 0ith the student survey data and

accurately re*lects sill attainment 0ith the ?2@ threshold established by the district.

The lo0er numbers o* the third(grade students 0ill need *urther evaluation to determine

potential causes *or the lo0er per*ormance.



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Goal 2 @;6/ o s#*)!'#s 7$ll *#$l$>! #4! 20s#:"!'#*r, s$lls l!ar'!) $' #4!

T!"4'olog, Al$"a#$o's "o*rs! #o #4! "or! "o'#!'# "lassroom a# l!as# mo'#4l,8

The student survey results sho0 that ?3@ o* students report the use o* technology in

the classroom at least once a month. This number is consistent 0ith the district5s

expectations that ?2@ o* students 0ill use technology in the content area classroom ona monthly basis. Ho0ever/ 0hen the >uestions became more detailed about speci*ic

types o* technology use that are in line 0ith +,st(century technology sills/ the scores

0ere drastically di**erent. There 0ere six >uestions that addressed speci*ic +, st(century

sills technology use. ;ver )2@ o* students reported that their use o* these sills in the

classroom 0as less than once a monthF and *or all but t0o o* these >uestions/ over 2@

o* students reported that that they do not use these sills in the classroom on a monthly

basis. "n analysis o* the data re*lects that student technology use in the classroom is

not in line 0ith the school district5s goals and ob1ectives.

The teacher survey 0as primarily *ocused on +,st(century technology sills use in the

core content classroom. The results o* the survey sho0 a similar pattern to 0hat 0asreported by students. Teachers reported that ?'@ o* students used technology in the

classroom. 4ut 0hen ased about speci*ic types o* +,st(century sills related

technology use/ teachers reported the *re>uency o* use in the classroom as less than

monthly. ;nly t0o o* the ,? >uestions re*lected the *re>uency o* use o* +,st(century

sills in the classroom at greater than +)@. "dditionally/ *ourteen o* the eighteen

>uestions contained a response o* never by more than )2@ o* the teachers surveyed.

4ased on the survey results/ the &rade '() Technology "pplications program has *ailed

to meet the district5s goal calling *or ?2@ o* students to trans*er the +, st century sills

no0ledge *rom the Technology "pplications classroom to the content area classrooms.

The data sho0 that teachers report technology use/ but the type o* use is inconsistent0ith the district5s goals. urther evaluation o* teachers/ lesson plans/ and campus(

speci*ic goals and ob1ectives 0ill need to be done to understand 0hy this is occurring.

O%!rall

The Technology "pplications program met the district5s +, st(century sills technology

sill ac>uisition goal/ but did not achieve the goal calling *or the trans*er o* these sills to

the core content classrooms. The data sho0 that the Technology "pplications program

is e**ective at teaching the sills that the district believes are essential *or students.

Ho0ever/ the sills are not trans*erring to use in the core content classroom. This

suggests that teacher behavior andGor training may be an issue 0ith this trans*er. "nevaluation *ocused on ho0 teachers use technology/ teachers5 com*ort 0ith technology/

teacher no0ledge o* +,st century sills/ ho0 teachers plan lessons/ and campus goals

and ob1ectives should be conducted to gather the pertinent in*ormation about potential

0ays to improve the program so that it can meet the district5s goals and ob1ectives.



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APPENDICES

A!')$< A- S#*)!'# S*r%!,

Ho7 o#!' )o ,o* *s! "om*#!rs $' #4! "lassroomB

a9 "lmost daily b9 8eely c9 6onthly d9 Every *e0 months e9 Never

Ho7 o#!' )o ,o* g!# !!)ba" @o' ,o*r 7or rom o#4!rs $' #4! "lassroomB


Ho7 o#!' )o ,o* r!"!$%! o'l$'! !!)ba" rom som!o'! o#4!r #4a' ,o*r

#!a"4!rB


Ho7 o#!' )o ,o* *s! %$)!o or "4a# al$"a#$o'sB




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Ho7 o#!' )o ,o* *s! 7!b #ools #o r!"!$%! o'l$'! $'orma#$o'B


Ho7 o#!' )o ,o* 7r$#! o'l$'!B


Ho7 o#!' )o ,o* 7or o' a' !:or#ol$oB


Ho7 o#!' ar! ,o* #a*g4# 4o7 #o "$#! o'l$'! $'orma#$o'B


I am #a*g4# 4o7 #o s4ar! $'orma#$o' abo*# m,s!l o'l$'!8


I am #a*g4# 4o7 #o a"# r!s!"#*ll, o'l$'!




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I am #a*g4# 4o7 #o r!so') #o o'l$'! b*ll,$'g8


For m!? s!')$'g a' !ma$l $s

a9 ery easy b9 easy c9 6oderately Di**icult d9 Di**icult e9 Impossible

I $') a##a"4$'g a r$'#!r #o b!


I $') "r!a#$'g a sr!a)s4!!# #o b!


I $') s!')$'g a #!<# m!ssag!


I $') ma$'g o'l$'! *r"4as!s




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I $') %$!7$'g m, r$!')s= 4o#os or %$)!os o'l$'!


A!')$< - T!a"4!r S*r%!,

Ho0 o*ten do students use technology in the classroom


Ho0 o*ten do you as students to receive digital *eedbac *rom other students in the

classroom




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Ho0 o*ten do you as students to receive online *eedbac *rom someone other than

you


I as my students to use chat or video chat applications


I as students to use 0eb tools to receive online in*ormation


I as students to 0rite online


I as my students to create e(port*olios


6y students collaborate online 0ith classmates




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6y students collaborate online 0ith me


I as my students to collaborate online 0ith students at other schools


I as my students to store documents online


I as my students to use digital tools to collect and analyze data

b9 "lmost daily b9 8eely c9 6onthly d9 Every *e0 months e9 Never

I as my students to conduct experiments or per*orm measurements using digital tools


6y students conduct research using digital tools




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6y students use digital tools to identi*y and solve real(0orld problems


I as my students to create and upload art/ music/ movies/ or 0ebcasts


I as my students to create animations/ demonstrations/ models/ or simulations


6y students develop or present multimedia presentations


I as my students to use a digital camera 7photo or video9




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A!')$< C- S#*)!'# S*r%!, Ema$l #o T!a"4$'g Ass$s#a'#s

Technology "pplications teachers/

4eginning Tuesday/ the Ath o* "pril/ your ' through ) th grade students 0ill tae theTechnology se survey. Selecting the lin no0 0ill tae you to a page that re*lects thatthe survey is not taing additional responses at this time. Ho0ever/ it 0ill be open onTuesday and it 0ill remain open until riday the ,th. #lease con*irm that the survey isactive Tuesday morning prior to giving access to students. I* there is a problem youshould noti*y Nicolas.

#lease have the students complete the survey by riday/ the ,th o* "pril. This survey ismandatory *or all o* your students.

Than you

Nicolas Hernandez



# a g e % 05

A!')$< D- S*r%!, Ema$l #o T!a"4!rs

Teachers/

#lease Tae ,) minutes to help your school improve use o* technology 0ithin thelearning and teaching environment.

This is an anonymous survey regarding your technology use. It 0ill tae

approximately ,) minutes to complete. 7#articipation is mandatory.9

Jour ans0ers are very importantK They 0ill help your school choose the right technology

*or your classrooms.

There are no right or 0rong ans0ers. Everyone 0ill have a di**erent set o* ans0ers to

these >uestions/ depending on hisGher experience.

Than you *or your timeK Select the lin belo0 to start the survey.

Nicolas Hernandez

Documents

Hernandez Evaluation Report Final