Doug Johnson

CODE77 Rubrics - Beginning 2009 version

These rubrics primarily address professional productivity. They are the foundation on which more complex technology and technology-related professional skills are built. Teachers who have mastered these skills are able to use the computer to improve their traditional instructional tasks such as writing, record-keeping, designing student materials, and presenting lessons. These skills also build the confidence teachers need to use technology to restructure the educational process.

I. Basic computer operation (NETS TBD)

Level 1 I do not use a computer.

Level 2 I know the basic operations of using a mouse and trackpad, clicking, and working with a windows-type interface. I can use the computer to open, run and close a few specific, preloaded programs. Computer use has little effect on how I work. I am somewhat anxious I might damage the machine or its programs.

Level 3 I can set-up my computer and peripheral devices, load software, print, and use most of the operating system tools like the clipboard, clock, note pad, find command, and trash can (recycling bin). I can connect to my school’s network and access programs and resources on the network. I have a virus protection program that scans my files on a regular basis. I can identify the type and version of operating system my computer uses. I can put my computer in a sleep mode for energy conservation.

Level 4 I can run several programs simultaneously, and have multiple windows open at the same time. I can customize the look and sounds of my computer. I use techniques like shift-clicking to work with multiple files and right-clicking to access contextual menus. I can so some basic trouble-shooting if my computer is not working properly. I feel confident enough to teach others some basic operations.

II. File management (NETS TBD)

Level 1 I do not save any documents I create using the computer.

Level 2 I save documents I’ve created but often have difficulty finding them. I store duplicates of my files on disks, servers or flash memory for back-up purposes on an irregular basis.

Level 3 I have a filing system for organizing my files, and can locate files quickly and reliably in folders and subfolders. I can use the search command in my operating system to locate a file by name, type or content. I back-up my files to writable CD or DVD disks, separate hard drive, network file server, or Internet storage site on a regular basis. I use local network or Internet file storage server when provided so I can access my files from any computer, including my home computer. I save my files with the appropriate extension (.txt, .jpg, doc, , etc.) to facilitate cross-platform use. I can use a portable flash drive to transport my files.

Level 4 I regularly run a disk-optimizer on my hard drive, and use an automated back-up program to make copies of my files on a regular schedule. I have a system for archiving files which I do not need on a regular basis to conserve my computer’s hard drive space. I keep my back up files in physical locations that are at a distance.

III Time management and organization (NETS TBD)

Level 1 I do not use electronic tools or devices to help me keep a calendar or organize my tasks and address book.

Level 2 I can access the school’s calendar for basic schedule information. I can use the directory on the school’s website to locate staff e-mail addresses.

Level 3 I use an integrated electronic calendar program, to-do list, and address book that includes e-mail addresses to help organize and schedule my professional activities. I can synchronize the information on my computer with that in my PDA (personal digital assistant) or cell phone and my shared online calendar. I can set alerts to help remind me of upcoming meetings or events.

Level 4 I store my calendar, task manager, web bookmarks, and address book online so it can be accessed from any Internet-worked computer. I can access the shared calendars of other staff members to help schedule meetings and events. I help my students with using technology for time management and organizational purposes.

IV. Word processing (NETS TBD)

Level 1 I do not use a word processor, nor can I identify any uses or features it might have which would benefit the way I work.

Level 2 I occasionally use the word processor for simple documents that I know I will modify and use again. I generally find it easier to handwrite or type most written work I do.

Level 3 I use the word processor for nearly all my written professional work: memos, tests, worksheets, and home communication. I can edit my document using commands like copy and paste, find, undo, and save as. I can spell check, and change the format of a document. I can paginate, preview and print my work. I can use tables within my documents and insert graphics. I can save my document as a .pdf file. I feel my work looks professional.

Level 4 I can save my document as a text or rtf document so it can be opened by others who may not use the same word processor I use. I take advantage of collaborative writing/editing environments when available, including online word processors and wikis. I can suggest an open source word processor for those who wish or need to use one. I use the word processor not only for my work, but have used it with students to help them improve their own communication skills.

V. Spreadsheet use (NETS TBD)

Level 1 I do not use a spreadsheet, nor can I identify any uses or features it might have which would benefit the way I work.

Level 2 I understand the use of a spreadsheet and can navigate within one. I can create a simple spreadsheet that adds a column of numbers. I understand the basic types of data that can be placed in cells: labels, numbers, formulas, and references.

Level 3 I use a spreadsheet for several professional applications such as keeping a budget or analyzing student data. I can change the format of the spreadsheets by changing column widths and text style. I can use the spreadsheet to make a simple graph or chart. I can import and export data from a spreadsheet. I understand the difference between a workbook and a worksheet, and can create a workbook with multiple worksheets.

Level 4 I can import or link a spreadsheet into a word processing document or presentation program when needed. I can custom design a variety of graphs and charts. use the spreadsheet not only for my work, but have used it with students to help them improve their own data keeping and analysis skills. I can use cloud-based spreadsheets for collaborative and shared work.

VI. Database use (NETS TBD)

Level 1 I do not use a database, nor can I identify any uses or features it might have which would benefit the way I work.

Level 2 I understand the function of a database and can locate information within one that has been pre-made. I can add or delete data in a database.

Level 3 I use databases for professional applications. I can create a simple original database that has a professional application such as an address book by defining fields and creating layouts. I can find, sort and print information that is useful to me. I can use database information to do mail merge in a word processing document. I can use my building’s student information system database to find information about students in my class.

Level 4 I can use formulas with my database to create summaries of numerical data. I use the database not only for my work, but have used it with students to help them improve their own data keeping and analysis skills. I can use cloud-based databases for collaborative and shared work.

VII. Graphics and digital image use (NETS TBD)

Level 1 I do not use graphics in my word processing or presentations, nor can I identify any uses or features they might have which would benefit the way I work.

Level 2 I can open and create simple pictures with stand-alone painting and drawing programs or with graphics tools within wordprocessing documents. I can use photo-editing software to crop and resize digital photographs.

Level 3 I use both pre-made clip art and simple original graphics in my word-processed documents and presentations. I know sources of royalty-free clipart and photographs. I can edit clip art, change its size, and place it on a page. I can use most of the drawing tools, and can group and un-group objects. I can use the clipboard to take graphics from one application for use in another. I can take, import, edit, and use images from a digital camera in my work. I can use a scanner. The use of graphics in my work helps clarify or amplify my message.

Level 4 I use graphics not only for my work, but have used them with students to help them improve their own communications. I can use graphics and digital images to create a professional looking newsletter and website. I can do basic editing of digital video production. I can share my photographs and artwork with others using file sharing Interent sites. I can use cloud-based image generation and editing tools.

VIII. Presentation software use (NETS TBD)

Level 1 I do not use presentation software, nor can I identify any uses or features it might have which would benefit the way I work.

Level 2 I can navigate through a pre-made presentation program. I can create a simple presentation using a program’s templates or wizards.

Level 3 I can create my own computer presentations that can be used to accompany a lesson in my classroom. These slideshows use navigation buttons, dissolves, graphics, and text fields. I can embed sounds, movies, and links to other files and to websites. I know basic rules of graphic design that apply when designing the presentation. I can use an LCD projection device to display the presentation to a class. The computer generated slides help reinforce or amplify my message.

Level 4 I use presentation programs with students in their own information keeping and communication efforts. I can use cloud-based presentation creation tools and can share my slideshows with others using file sharing Interent sites.

IX. Network and Internet use (NETS TBD)

Level 1 I do not use the on-line resources available in my building or on the Internet, nor can I identify any uses or features they might have which would benefit the way I work.

Level 2 I understand that there is a large amount of information available to me as a teacher that can be accessed through networks, including the Internet. With the help of the media specialist, I can use the resources on the network in our building. I use the online student information system to take attendance and record grades. I can do a simple search for information on the World Wide Web. I can send and receive e-mail.

Level 3 I use the networks to access professional and personal information from a variety of sources including on-line library catalogs, periodical databases, and the World Wide Web. I use my e-mail account on a regular basis to communicate with parents and other professionals. I use the district-specific networked resources that are available to me such as file storage space, student information systems, IEP forms, curriculum guides, and online forms. I have a strategy for analyzing the quality of information I find online. I maintain a professional website for my classroom that includes information of use to students and parents. With the assistance of the media specialist, I can created a content-specific webquest.

Level 4 Using telecommunications, I am an active participant in on-line discussions, can download files and programs from remote computers. I use the network to share documents with my colleagues for collaborative review and editing. I accept student work sent to me electronically. I read blogs and track them with RSS feeds and use a variety of social networking tools to create a personal learning network. I use telecommunications activities with my students.

X. Student Assessment (NETS TBD)

Level 1 I do not use the computer for student assessment.

Level 2 I understand that there are ways I can keep track of student progress using the computer. I keep some student produced materials on the computer, and write evaluations of student work and notes to parents with the word processor. I use an electronic gradebook and electronically complete report cards/progress reports.

Level 3 I effectively use an electronic grade book to both keep track of student data and to give students and parents access to real-time information on assignments and outcomes of projects, tests and quizes via a student/parent portal. I keep portfolios of student produced materials on the computer. I use the electronic data during parent/teacher conferences. I can access my district’s data-mining program to find useful data about my students. I can use a rubric/checklist generator to create authentic assessment tools for formative assessment.

Level 4 I rely on the computer to keep track of outcomes and objectives individual students have mastered. I use that information in determining assignments, teaching strategies, and groupings. I have access and use the district curriculum management and common assessments systems.

XI. Safe and ethical use understanding (NETS TBD)

Level 1 I am not aware of any ethical or safety issues surrounding computer use.

Level 2 I know that some copyright restrictions apply to computer software and I can advise students on some safety issues surrounding Interent use.

Level 3 I clearly understand the difference between freeware, shareware, open source, and commercial software and the fees and responsibilities involved in the use of each. I know the programs for which the district or my building holds a site license. I demonstrate ethical use of intellectual property and let my students know my personal stand on legal, moral, and safety issues involving technology. I know and enforce the school’s technology policies and guidelines, including its Internet Acceptable Use Policy. In each lesson I teach that involves technology, I address issues of safe and ethical behaviors online. I have a personal philosophy I can articulate regarding the use of technology in education.

Level 4 I am aware of other controversial aspects of technology use including data privacy, equitable access, and free speech issues. I understand and teach copyleft practices such as Creative Commons and ask that students license their own creative works. I can speak to a variety of technology issues at my professional association meetings, to parent groups, and to the general community.