Introduction
Taking a Good Look at Instructional Technology (TAGLIT) is a set of assessments and reports designed to help school personnel understand the current status of technology use in their schools. TAGLIT includes surveys for school technology leaders, teachers and students. During the fall semester of 2003 our school completed a TAGLIT assessment.
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School Technology Leaders: Charlie Langley completed TAGLIT for School Technology Leaders. Greg McCall, Beth Sanderson and Barbara Ayers-Best also helped in the assessment. |
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Teachers: Sixty-one out of sixty five teachers from A.G. Cox completed TAGLIT for Teachers. They answered a series of questions about their knowledge and use of technology as an instructional tool. |
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Students: About 100 students also completed the TAGLIT for Students. |
This page provides a summary of some of the findings from TAGLIT, a list of some of the strengths of our school technology program and an action plan that details an area for further work. Although hardware, software and connectivity are important elements of a school technology program, they are not the focus of this page. Elements such as planning, student use, professional development and community involvement receive attention here.
Current Status
TAGLIT results are presented on a 4-point developmental scale.
| 1. Embarking | Getting started |
| 2. Progressing | Making some effort and showing some progress |
| 3. Emerging | Making considerable effort and showing considerable progress |
| 4. Transforming | Transforming the way teaching and learning take place |
Schools can be at one stage in some aspects of school technology use, and at other stages in different aspects. Overall, based on TAGLIT and informal data, our school is at the Progressing Stage. Some indicators that we are at the progressing stage are:
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Some teachers are very proficient and actively use technology in the instructional presentations. |
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Some teachers are not very comfortable and never use technology in the classroom. |
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Many teachers are seeking to improve their technology skills and see the benefits of using technology. |
Strengths
Some strengths of our school technology program include:
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Teacher leaders who are using technology and experimenting with new strategies |
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Limited state of the art equipment. |
Areas for Work
Some areas of our school technology program that need more work include:
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Lack of access to connected computer stations |
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Getting more teachers to use the available technology effectively. |
Action Plan
| Area for Attention | Staff development and implementation |
| Action or Objective | Get teachers to use what they already know in the classroom |
| Rationale | Data indicates that many teachers know how to use the technology but are reluctant because of confidence level. |
TAGLIT Data Supporting Need for Work in this Area
Activities and Responsibilities
| What | Who | Start | End |
| Each Science teacher will be required to create and teach a lesson plan that integrates technology into a specific learning objective. We will compile all lesson plans and share lessons with colleagues | Charlie Langley and Sue Ellen Brock | January 2004 | June 2004 |
| Social studies teachers will be required to create and present a lesson that integrates technology into a specific learning objective. We will compile lessons and share with colleagues. | Charlie Langley and Sue Ellen Brock | January 2004 | June 2004 |
| All teachers will be required to create and teach a lesson integrating technology into instruction . We will compile lessons by content area and share with colleagues. | Charlie Langley and Sue Ellen Brock | August 2004 | June 2005 |
Evaluation
We will know our objective has been accomplished when we see regular integration of technology in all classrooms.
Supporting Resources
| Appalachian Educational Laboratory (AEL). Principal Connections: A Guide to Technology Leadership. Macromedia and Interactive Design & Development. CD-ROM. 2000. http://www.ael.org |
| Apple Computer. The Impact of Technology on Student Achievement. Online. 2001. http://www.apple.com/education/research/ |
| enhancing Missouri's Instructional Networked Teaching Strategies (eMINTS). Expanding for a Brighter Future. Missouri Research and Education Network. Video. 2001. http://emints.more.net |
| International Society for Technology in Education (ISTE). National Educational Technology Standards for Students - Connecting Curriculum and Technology. Eugene, Oregon: ISTE. 2000. http://www.iste.org |
| McKenzie, Jamie. How Teachers Learn Technology Best. Bellingham, Washington: FNO Press. 1999. http://fno.org |
| Sun, Jeff with Marilyn Heath, Elizabeth Byrom, Janet Phlegar, and K. Victoria Dimock. Planning into Practice: Resources for Planning, Implementing, and Integrating Instructional Technology. Durham, North Carolina: SEIR-TEC,. 2000. http://www.seirtec.org |
| Cory, Sheila Levine with Jennifer Peterson. Taking A Good Look at Instructional Technology (TAGLIT). Principals' Executive Program. Online. 2001. http://www.taglit.org |
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last modified: 12/10/03