Teacher Questionnaire Sets Note: this site is underdevelopment and each of the individual surveys will be added to the site.   This set of surveys and questionnaires will provide evaluators with comprehensive data. The entire set can be administered in under an hour.   Demographics Teacher Demographics - Typical questions about grade level taught, gender, subjects taught, experience, etc. These questions are usually customized to the individual client.   Teaching, Instruction, & Learning Teachers improve achievement, not laptops. Certainly computers can be one of teachers' powerful tools for reaching students. The instrument sets below will help evaluators assess the teaching and learning at the school, not to judge the teachers, but to provide valuable feedback to validate and improve practice. Engaging Teaching Questionnaire - Muir identified 9 Essential Elements for meaningful engaged learning, especially for reaching hard to teach students. This survey looks at how teacher implement each of those elements. Developed by Mike Muir at the Maine Center for Meaningful Engaged Learning at the University of Maine at Farmington. Based on McMEL's model for meaningful engaged learning: http://www.mcmel.org/engaged.html. For more information, email mmuir@maine.edu Teaching Philosophy - Becker (2000 - http://epaa.asu.edu/epaa/v8n51/ ) found that teachers who tended toward a "constructivist" philosophy were more successful at integrating technology into their teaching. This survey will help categorize teachers' philosophies. Adapted from the Teaching Learning, and Computing: 1998 National Survey (H. Becker, University of California, Irvine, and R. Anderson, University of Minnesota, Principal Investigators). Available at http://www.crito.uci.edu/tlc/html/questionnaires.html Teacher Efficacy Scale - Bandura and others have shown that teacher self efficacy, their beliefs about whether they can help hard to teach children learn, will predict how successful they actually are at helping those children achieve (see http://www.emory.edu/EDUCATION/mfp/self-efficacy.html). Ten item "short form" Likert instrument focusing on teacher efficacy. In Hoy, W.K. & Woolfolk, A.E. (1993). Teachers' sense of efficacy and the organizational health of schools. The Elementary School Journal 93, 356-372.   Teacher Technology Attitude Teacher Attitude Toward Computers Questionnaire - Christensen and Knezek have shown that teachers' attitudute toward technology, combined with their skill level, can predict up to 15% percent of achievement. Teachers' Attitudes Toward Computers Questionnaire (TAC 3.2a) is a 105-item Likert/Semantic Differential Instrument for measuring teachers' attitudes toward computers on 7 subscales. Available at http://www.iittl.unt.edu/IITTL/publications/studies2b/ (click on "Research Instruments" then click on "TAC")   Technology Access & Support Teacher Technology Access and Support - Questions looking at access and use of technology at school and at home, as well as questions about how well they perceive the equipment works and is maintained, and how they help their students learn new technology skills. Portions created by MLLS. Others adapted from the Teaching Learning, and Computing: 1998 National Survey (H. Becker, University of California, Irvine, and R. Anderson, University of Minnesota, Principal Investigators). Available at http://www.crito.uci.edu/tlc/html/questionnaires.html. Other portions adapted from the "NeedSnap Survey" published in Equity and Diversity in K-12 Applications of Information Technology: KIDS Project Findings for 2000-2001 by Drs.  Rhonda Christensen & Gerald Knezek. Available online at http://www.iittl.unt.edu/KIDS2001/index.htm.   Technology Use and Proficiency How effective teachers are at improving learning by integrating technology depends, in part, on their own comfort with, skill at, and level of use of technology. Teacher Technology Use - Surveys looking at frequency of technology use at home and at school. Survey adapted from Technology Acceptance and Use Survey developed by Basham, J. D., & Ching, C. (2004) as part of the Technology Integration Complexity Model. University of Illinois Urbana-Champaign. For more information email jbasham@uiuc.edu. Teacher Technology Proficiency - A self report of perceived ability to use various applications. The Student Technology Proficiency Self-Assessment was adapted from the Technology Proficiency Self-Assessment created by Dr. Margaret Merlyn Ropp. For additional information or for permission to use the TPSA in other studies, e-mail megropp@mivu.org. Stages of Adoption - From: Christensen, R. (1997). Effect of technology integration education on the attitudes of teachers and their students. Doctoral dissertation, Univ. of North Texas. Based on Russell, A. L. (1995) Stages in learning new technology. Computers in Education, 25(4), 173-178. Available at http://courseweb.tac.unt.edu/rhondac/research/dissert/appc.htm. Levels of Use - Griffin, D. and Christensen, R. (1999). Concerns-Based Adoption Model (CBAM) Levels of Use of an Innovation (CBAM-LOU). Denton, Texas: Institute for the Integration of Technology into Teaching and Learning. Available at http://www.iittl.unt.edu/pt3II/WordFiles/cbam.doc [Word Document]   Professional Development Teacher Professional Development - Addresses a teacher's satisfaction with technology related professional development offerings, extent of participation in professional development opportunities, and types of professional discussions and interactions. Portions created by MLLS and others adapted from Teaching, Learning, and Computing: 1998 National Survey (H. Becker, University of California, Irvine, and R. Anderson, University of Minnesota, Principal Investigators - Available at http://www.crito.uci.edu/tlc/html/questionnaires.html).   Leadership Leadership Teacher Questionnaire - Measures teachers' persections about their administration's advocacy & support; vision building and setting; understanding of learning and teaching with technology; and policies and procedures. A MLLS Questionnaire.

The 1-to-1 Advocate 1-to-1 Evaluation MLLS Home MLTI MLLS Research Briefs         The Maine Learning with Laptop Studies is a project of the Maine Center for Meaningful Engaged Learning in collaboration with The Institute for the Integration of Technology Into Teaching and Learning   Maine Center for Meaningful Engaged Learning University of Maine at Farmington 252 Main St. Farmington, ME 04938 http://www.mcmel.org Mike Muir, Director mmuir@maine.edu 207-778-7179 Inservice Available   The Institute for the Integration of Technology Into Teaching and Learning University of North Texas Matthews Hall Rm. 316 1300 Highland Ave. Denton, TX 76203 http://www.iittl.unt.edu/ Gerald Knezek, Director gknezek@gmail.com 940-565-2057 Rhonda Christensen, Associate Director rhonda.christensen@gmail.com Created by Mike Muir Last updated: April 2, 2005