Post on 13-Mar-2018
transcript
Deborah L. Lowther Steven M. Ross
Survey of Computer Use
Observer’s
Manual
SCU CREPCenter for Research in Educational Policy The University of Memphis
This manual was designed by Jongpil Cheon
CONTENTS Compu
ter Use
5
4
3
2
1
Introduction
General Information
1.1 Observation Period --------------------------------------------------------------------------------------- 3
1.2 Observation Manner ------------------------------------------------------------------------------------- 3
1.3 Basic Data of Observation ------------------------------------------------------------------------------ 4
Computer configuration 2.1 Number of Computers for Student Use --------------------------------------------------------------- 52.2 Computer Age and Capacity --------------------------------------------------------------------------- 5
2.3 Computers with Internet Access ----------------------------------------------------------------------- 5
Computer Use5.1 General Guidelines ---------------------------------
Appendix A SCU Data Collection Form
Appendix B SCU Data Summary Form
Appendix C SCU Practice Activities
Appendix D SCU Practice Answer sheets
3.1 Percent of Student Using Computers ----------
3.2 Students per Computer/Digital Tool -----------
3.3 Rate Student Computer Literacy Skills ---------
3.4 Rate Student Keyboard Skills --------------------
3.5 Types of Computers and/or Didital Tools -----
CONTENTS
------------------------------------------------------- 6
------------------------------------------------------- 6
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------------------------------------------------------- 7
------------------------------------------------------ 8
Data Summary
Survey ofSCU
Computer Activity
4.1 General Guidelines ------------------------------------------------------------------------------------- 104.2 Types of Computer Use -------------------------------------------------------------------------------- 11
4.3 Checking Subject Areas -------------------------------------------------------------------------------- 25
4.4 Meaningfulness of the Activities --------------------------------------------------------------------- 26
4.5 Observation Notes -------------------------------------------------------------------------------------- 27
----------------------------------------------------- 28
Survey of Computer Use
he ST urvey of Computer Use (SCU) is designed to collect data regarding student use of
I N T R O D U C T I O N
computers or digital tools rather than teacher use of these tools. This manual guides
observers to identify and code what they observed on student’s computer use in the
classroom with a consistent manner.
The procedures of SCU observation are:
Receiving formal training of the use of SCU
Requesting approval for visiting a school
Completing SCU Data Collection Forms for each classroom
Completing a SCU Data Summary Form for each school
The SCU Data Collection Forms should be completed for each classroom. Then these
forms should be used to complete the SCU Data Summary at the conclusion of the visit.
Observers may bring the manual as a reference. Reporting accurate data is an
important role of the observer.
The skilled observer is able to improve the accuracy, authenticity, and reliability of
observations through intensive training and rigorous preparation.
Lowther & Ross (2005) Center for Research in Educational Policy
University of Memphis 3
Survey of Computer Use
Total number of classroom is typically from 1 to 12 at each school.
Each classroom is observed for approximately 15 minutes.
When entering the classroom,
adopt a friendly manner with both
the teacher and students. As an
observer, you should explain a brief
introduction and purpose of your
visit to the teacher.
While in the classroom, try to be
unobstructive and remain at a
distance (in the back of the room or
another area from student focus) so both students and teacher will behave
“naturally,” without feeling overly self-conscious about your presence.
Comments about observed activities can be quickly noted while you are in the
classroom and expanded after leaving and before going to the next classroom.
You may have unanswered questions at the end of a 15 minute session that
are important in accurately recording one or more of the SCU categories. If an
appropriate time can be found (e.g., during a break or after school) to speak
with teacher without disrupting classroom activities, clarifying questions may
be asked.
1 General Information Survey of Computer Use
The Observation Period
Observation Manner
Lowther & Ross (2005) Center for Research in Educational Policy
University of Memphis 4
Survey of Computer Use
At the top of the data collection form, there are spaces
you should fill out basic data for each classroom being
observed.
Time in/Time out
The actual time you enter and leave the classroom
should be recorded on the in these spaces. If the
observation time is abbreviated, the Data Collection Form should indicate how
many minutes were actually spent in the room and the reason for the shortened
time period.
Grade
Record the grade level(s) of the students in the class you are observing and the
room number.
SCU #
The SCU # indicates which observation this is in your total visits per school. For
example, if this is the third time that you have observed among total ten
classrooms at this school, the numbers “3 of 10” should be recorded in the space.
Target
▪ Yes – visit was to one prearranged class
▪ No – visit involved randomly visiting several classrooms
Subject/ Activity Overview
It will be helpful you to make note of the subject(s) being taught during the
observation. This space should be used for descriptions to help you remember
the specific classroom being observed.
Basic Data of Observation
Lowther & Ross (2005) Center for Research in Educational Policy
University of Memphis 5
Survey of Computer Use
Count the number of computers, laptops or digital tools which are available for
students in the classroom.
▪ None
▪ Only 1
▪ 2-4
▪ 5-10
▪ 11 or more
Select the capacity of computers for students in the classroom.
The following features help you figure out the capacity.
▪ Up-to-date
- CD-RW, DVD-ROM and Maybe a Zip drive
- 1 to 2 years old
▪ Aging but adequate
- Maybe a CD-ROM
- 3 to 5 years old
▪ Out-dated and limited in capacity
- Over 5 years old
Ask the teacher if connection to the internet is not easily determined.
If students do not use computers or digital tools during the observation, Mark “No” in
question number 4 and stop the observation.
Number of Computers for Student Use
Computer Age and Capacity
Computer with Internet Access
2 Computer Configuration Survey of Computer Use
Question 1
Question 2
Question 3
Lowther & Ross (2005) Center for Research in Educational Policy
University of Memphis 6
Survey of Computer Use
Record the approximate percentage of students that used computers during the
observation.
▪ Only a few (less than 10%)
- 1 to 2 students*
▪ Some (about 10–50 %)
- 3 to 12 students*
▪ Most (about 51-91%)
- 13 to 20 students*
▪ Nearly All (91-100%)
- More than 20 students*
*In a class with 25 students
Record how frequently students worked at computers or with digital tools.
▪ alone
▪ in pairs (two students)
▪ in small groups (three or more students)
If students rotate to and from a computer during the observation, record each
grouping
▪ If at the beginning of the observation computer #1 has one students writing a
letter, then has two students creating a presentation, record:
- “1” for alone
- “1” for pairs
Percent of Student Using Computers
Students per Computer/Digital Tool
3 Computer Use Survey of Computer Use
Question 5
Question 6
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University of Memphis 7
Survey of Computer Use
Observe computer literacy skills of students using computer and tally the
number of students for each level.
e.g., locate/open programs, locate/select menu items, save/print documents,
etc.
Rate as not observed if students do not engaged in any of these tasks during
the observation
Scale
▪ Poor
▪ Moderate
▪ Very good
▪ Not observed
Examine students’ the ability to use a keyboard to enter information –
e.g., ease in locating keys, using shift, space, tab, enter/return,
backspace/delete, etc. key.
Rate as Not observed if students only use the mouse or only use the keyboard
in a very limited manner (e.g., entering a password) during the observation.
Scale
▪ Poor
▪ Moderate
▪ Very good
▪ Not observed
Rate Student Computer Literacy Skills
Rate Student Keyboard Skills
Question 7
Question 8
Lowther & Ross (2005) Center for Research in Educational Policy
University of Memphis 8
Survey of Computer Use
Check all types of computers and/or digital tools that were used during this
observation
Types of Computers and Digital Tools
Laptop Computers
Desktop Computers
Personal Data Assistants (PDA)
Types of Computers and/or Digital Tools Question 9
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University of Memphis 9
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Graphic Calculator Information Processor
Digital Camera
Scanner
Probes
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University of Memphis 10
Survey of Computer Use
Observations of computer activities, such as frequency and types of computer
activity, should be recorded by what is happening at each computer.
Example
▪ Activity 1 = Production Tool : Presentation [Science]
▪ Activity 2 = Educational Software : Drill/Practice [Mathematics]
For example, when you record the activity 1, you should mark one in the
“Presentation” cell under “Production tools” section. In addition, you should record
the number of students involved same activities, the level of meaningfulness, and
subject areas.
General Guidelines
4 Computer Activity Survey of Computer Use
Drill & Practice
for Multiplication
PowerPoint
Presentations on
Mitosis
Computer not
in use
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University of Memphis 11
Survey of Computer Use
Production Tools
Word Processing
Any type of activity that has students using a word processor to enter, format,
or manipulate information
▪ Enter = add text, graphics
▪ Edit = spell check, cut and paste, rewrite sentences
▪ Format = change font type or style, add tables, tabs, or borders
▪ Manipulate = sort information, moving text
Examples: MS Word, MS works and Apple Works Word Processing tool
Non-example: Entering information in Power Point or Hyper Studio
Word Processing Example
Types of Computer Tools
Lowther & Ross (2005) Center for Research in Educational Policy
University of Memphis 12
Survey of Computer Use
Database
Any type of activity that has students using database software to create fields,
enter, format, or manipulate information, and/or generate reports
▪ Create Fields = name and format data fields
▪ Enter = data into fields
▪ Format = change font type/style or layout of data fields
▪ Manipulate = sort information in data fields
▪ Generate Reports = select and format report data
Examples: MS Access, MS Works, Apple Works
Database Example
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University of Memphis 13
Survey of Computer Use
Spreadsheet
Any type of activity that has students using spreadsheet software to enter,
format, or manipulate information and/or generate charts.
▪ Enter = add row and column headers, cell data and formulas
▪ Format = change font type or style, number type, or chart details
▪ Manipulate = sort information, perform calculations
▪ Generate charts = highlight data and create charts
Examples: MS Excel, MS Works, Apple Works
Spreadsheet Examples (Excel)
Lowther & Ross (2005) Center for Research in Educational Policy
University of Memphis 14
Survey of Computer Use
Draw/Paint/Graphics
Any type of activity that has students using draw, paint, or graphics software
tools to draw and or compile digital images
▪ Draw = use tools, such as pencil or paint brush, shapes and eraser to create
images
▪ Compile = add clip art/existing images to create original artwork
Examples: Ms Office – draw tools, KidPix MS Works and Apple Works
Draw/Paint tools
Drawing tool examples
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Survey of Computer Use
Presentation
Any type of activity that has students using presentation software to enter,
organize, format, and enhance information to be presented to others
▪ Enter = add text, graphics
▪ Organize = outline, set order of text, graphics, or slides
▪ Format = change font, slide type or design
▪ Enhance = add sound, transitions, animation
Examples: MP Express, mPower, MS PowerPoint, MS Works and Apple Works
Presentation tools
Presentation Example (PowerPoint)
Lowther & Ross (2005) Center for Research in Educational Policy
University of Memphis 16
Survey of Computer Use
Authoring
Any type of activity that has students using authoring software to enter,
organize, format, and program information
▪ Enter = add text, graphics
▪ Organize = set order of text, graphics, animations, or cards
▪ Format = change font type or style, card design
▪ Program = add sound, transitions, animation, functions and/or navigation
Example: HyperStudio
Authoring Examples (HyperStudio)
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University of Memphis 17
Survey of Computer Use
Concept Mapping
Any type of activity that has students using software that enables students to
enter, edit, format and organize information into concept maps
▪ Enter = add text, shapes and connector lines
▪ Edit = spell check, cut and paste, rewrite
▪ Format = change font, borders
▪ Organize = arrange information into networked map
Examples: MS Office, MS Works, Apple Works, Inspiration
Concept Mapping Example (Inspiration)
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Survey of Computer Use
Planning
Any type of activity that has students using planning software to enter, edit,
format, or organize information
▪ Enter = add text or dates
▪ Edit = spell check, cut and paste, rewrite
▪ Format = change font, add organizing features
▪ Organize = move information
Examples: MS Project
Planning Example (MS Project)
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University of Memphis 19
Survey of Computer Use
Internet/Research Tools
Internet Browser
Any type of activity that has students using an Internet Browser to locate,
bookmark, and/or retrieve information
▪ Locate information = use existing search categories or search terms
▪ Bookmark = create and/or organize bookmarked URLs
▪ Retrieve information = download or copy information
Examples: Nescape Navigator, MS Internet Explorer
Internet Browser example (Internet Explorer)
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University of Memphis 20
Survey of Computer Use
CD Reference
Any type of activity that has students using CD-ROM reference materials to
locate and/or retrieve information
▪ Locate information = use existing search categories or search terms
▪ Retrieve information = download or copy information
Examples: Britanica, Compton’s, Encarta, Crolier’s, World Book encyclopedia,
Time/Life Magazine Archive, National Geographic Maps, 3-D Atlas. Merriam-
Webster’s Dictionary
Lowther & Ross (2005) Center for Research in Educational Policy
University of Memphis 21
Survey of Computer Use
Communications
Any type of activity that has students using communications software to
enter, edit, format, and send digitized correspondence
▪ Enter = add text, graphics
▪ Edit = spell check, cut and paste, rewrite sentences
▪ Format = change font type or style
▪ Send = message is digitally sent to an individual or list
Examples: Netscape Messenger, Microsoft Outlook.
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Survey of Computer Use
Educational Software
Drill, Practice & Tutorial
Any type of activity that has students using educational software to review or
learn new content or skills
▪ Tutorials/Guided Practice – presents new information and provides interactive
practice and feedback
▪ Drill and Practice – provides interactive practice and feedback of previously
presented information
▪ Learning Games – provide drill-and-practice in a competitive and motivational
nature. Competition can be provided with time constrains, points earned,
and/or computer characters.
Examples: Most integrated learning systems for which students log on and
complete prescribed lessons, Math Blaster, Smart Start: Hebrew
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University of Memphis 23
Survey of Computer Use
Problem-Solving
Any type of activity that has students using educational software to solve
problems in simulated environments
▪ Problem-solving-present students with situations that require the use of
higher-order thinking skills to achieve the intended outcome(s). Many problem-
solving programs involve simulations of “real-world” situations and often are
game-like.
Examples: SimEarth, Science Sleuths, Oregon Trail
Process Tools
Any type of activity that has students using educational software
▪ Process Tools-provide students with a set of tools to assist them with
completing a designated process such as writing, graphing, or designing.
Examples: Geometer’s Sketchpad, Author’s Toolkit
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Survey of Computer Use
Testing Software
Individualized or Tracked Testing
Students log in to take tests
Students performance is recorded and stored
Performance Reports can be generated
Example: Accelerated Reader
Generic Testing Software
Student records are not maintained
Student performance results can typically
be printed
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University of Memphis 25
Survey of Computer Use
Check subject area(s) involved with each activity.
Check none if it was a “free time” activity without an academic focus
If an activity is related to more than two subject areas, check all subject areas.
Examples
Production Tools
If a student begins by wiring a friendly letter, and then switches to a HyperStudio
stack on the planets, mark both language arts and science.
Internet or a Research Tool
These activities are often interdisciplinary, so more than one area may be
marked
Educational Software
Most drill and practice software is subject-specific. Some of the problem-solving
software may involve more than one subject area
Test Software
Most testing software is also subject-specific. Very few, if any, will involve more
than one subject area
Scale
▪ Language arts
▪ Mathematics
▪ Science
▪ Social Studies
▪ Other – select if content are is not listed below, e.g., art, foreign language
▪ None – select if no subject area is observed, for example if a student is playing
a game that is not related to any content area
Checking Subject Areas
Lowther & Ross (2005) Center for Research in Educational Policy
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Survey of Computer Use
Rate each computer activity that was observed
Computer activity means overall assignment rather than how individual
students approach the assignment.
Example = Two rating would be given for the following class
▪ At one computer, two students are collecting internet-based data to place in a
spreadsheet.
▪ At another computer, one student is reviewing basic math skills by using the
district software to complete practice exercises
Total number of meaningfulness should be same as the number of each
computer activity
Rating scale
▪ Low level use of computers:
Activities in general required no critical thinking, e.g., used computer
applications for copying text or free-time drawing, or used educational
software for drill & practice, tutorials, or games.
▪ Somewhat meaningful use of computers:
Activities in general required very little problem-solving or critical thinking and
used computer applications or educational software in a limited manner.
▪ Meaningful use of computers:
Activities were problem-based, required some critical thinking skills, and some
use of computer applications to locate and/or process information or some
manipulation of educational software variables to reach solutions.
▪ Very meaningful use of computers:
Activities were based on meaningful problems, required critical thinking skills,
and appropriate use of computer applications to locate and/or process
information or manipulation of educational software variables to reach
solutions.
Meaningfulness of the Activities
Lowther & Ross (2005) Center for Research in Educational Policy
University of Memphis 27
Survey of Computer Use
Provide a brief description of the lesson and what the students were doing
while at the computers
This description should emphasize the content and educational meaningfulness
of the computer activities rather than specific technology-related skills.
Observation Notes
Lowther & Ross (2005) Center for Research in Educational Policy
University of Memphis 28
Survey of Computer Use
After completing your SCU data collection Forms at each school, complete a SCU
data summary form. This form is to summarize the information you observed at a
school.
Frequency Rubric
Use this rubric to rate how often the items in “computer/digital tools” section and
“frequency and type of computer activity” section.
▪ Not Observed
- Never observed during observations
▪ Rarely
- Observed in only one or two classes
- Receives isolated use and/or little time in classes
- Clearly not a prevalent/emphasized component of teaching and learning
across classes
▪ Occasionally
- Observed in some classes
- Receives minimal or modest time/emphasis
- Not a prevalent/emphasized component of teaching and learning across
classes
▪ Frequently
- Observed in many but not all classes
- Receives substantive time or emphasis in classes
- A prevalent component of teaching and learning across classes
▪ Extensively
- Observed in most or all classes
- Receives substantive time and/or emphasis in classes
- A highly prevalent component of teaching and learning across classes
General Guidelines
5 Data Summary Survey of Computer Use
SCU
Pag
e 1
SUR
VEY
OF
CO
MPU
TER
USE
: D
ATA
CO
LLEC
TIO
N F
OR
M
Sch
ool _
____
____
____
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____
____
_ O
bser
ver N
ame
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___
Tim
e In
__
____
____
__ T
ime
Out
___
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__
Gra
de _
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____
___I
D#
____
____
__ O
bser
vatio
n D
ate
____
____
____
____
SC
U #
___
_ of
___
__ T
arge
t
YE
S _
___
NO
___
_
Sub
ject
/ Act
ivity
Ove
rvie
w
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Dire
ctio
ns:
Use
one
she
et fo
r eac
h 15
min
utes
of o
bser
vatio
n. U
se a
pen
cil t
o re
cord
info
rmat
ion.
Onl
y m
ark
one
resp
onse
per
item
, unl
ess
note
d ot
herw
ise.
Com
pute
r Con
figur
atio
n C
ompu
ter U
se
Com
pute
rs/D
igita
l Too
ls
1.
How
man
y co
mpu
ters
/lapt
ops/
digi
tal t
ools
wer
e av
aila
ble
for s
tude
nt u
se:
___
__N
one
– if
none
, ski
p to
Que
stio
n 4.
_
____
Onl
y on
e __
___
2-4
____
_ 5-
10
____
_ 11
or m
ore
2.
Mos
t of t
he c
ompu
ters
/lapt
ops
(not
dig
ital
tool
s) w
ere:
__
___
Up-
to-d
ate
____
_ A
ging
but
ade
quat
e
__
___
Out
date
d/lim
ited
capa
city
__
___
No
com
pute
rs w
ere
avai
labl
e
3.
Mos
t of t
he c
ompu
ters
/lapt
ops
(not
dig
ital
tool
s) w
ere:
__
___
Con
nect
ed to
the
Inte
rnet
____
_ N
ot c
onne
cted
to th
e In
tern
et
__
___
No
com
pute
rs w
ere
avai
labl
e
4.
Did
stu
dent
s us
e co
mpu
ters
or d
igita
l too
ls
durin
g th
e ob
serv
atio
n?
____
_ Y
es
____
_ N
o
If N
o, S
TOP
her
e. If
Yes
, ple
ase
cont
inue
with
Q
uest
ion
5.
5.
Dur
ing
this
15
min
ute
obse
rvat
ion,
cla
ssro
om
com
pute
rs/d
igita
l too
ls w
ere
used
by:
__
___o
nly
a fe
w (l
ess
than
10%
) stu
dent
s __
___s
ome
(abo
ut 1
0-50
%) s
tude
nts
____
_mos
t (ab
out 5
1-90
%) s
tude
nts
____
_nea
rly a
ll (9
1-10
0%) s
tude
nts
6.
TALL
Y th
e nu
mbe
r of t
imes
stu
dent
s w
orke
d at
co
mpu
ters
or w
ith d
igita
l too
ls:
____
____
# a
lone
__
____
__ #
in p
airs
__
____
__ #
in s
mal
l gro
ups
7.
TALL
Y th
e nu
mbe
r of s
tude
nts
who
se
com
pute
r lite
racy
ski
lls w
ere:
__
___
Poo
r __
___
Mod
erat
e __
___
Ver
y go
od
____
_ N
ot o
bser
ved
8.
TALL
Y th
e nu
mbe
r of s
tude
nts
who
se
keyb
oard
ing
skill
s w
ere:
__
___
Poo
r __
___
Mod
erat
e __
___
Ver
y go
od
____
_ N
ot o
bser
ved
9.
Che
ck A
LL ty
pes
of c
ompu
ters
and
/or d
igita
l to
ols
that
wer
e us
ed d
urin
g th
is o
bser
vatio
n:
____
_ D
eskt
op c
ompu
ters
____
_ La
ptop
com
pute
rs
____
_ P
erso
nal D
igita
l Ass
ista
nts
(PD
A)
____
_ G
raph
ing
Cal
cula
tor
____
_ In
form
atio
n P
roce
ssor
(e.g
., A
lpha
Sm
art)
____
_ D
igita
l Acc
esso
ries
(e.g
., ca
mer
as,
scan
ners
, pro
bes
Obs
erva
tion
Not
es:
Pro
vide
a b
rief d
escr
iptio
n of
the
less
on a
nd w
hat t
he s
tude
nts
wer
e do
ing
whi
le a
t the
com
pute
rs.
This
des
crip
tion
shou
ld e
mph
asiz
e th
e co
nten
t and
edu
catio
nal m
eani
ngfu
lnes
s of
the
com
pute
r act
iviti
es ra
ther
than
spe
cific
tech
nolo
gy-r
elat
ed s
kills
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_
Low
ther
& R
oss,
2002
© M
ay n
ot b
e us
ed w
ithou
t the
exp
ress
per
mis
sion
of t
he a
utho
rs.
SCU
Pag
e 2
Num
ber o
f Ac
tiviti
es
Num
ber o
f St
uden
ts in
volv
ed
in a
ll th
e ac
tiviti
es
Mea
ning
fuln
ess
of th
e ac
tiviti
es
Use
tally
mar
k to
indi
cate
ratin
g (u
se ru
bric
* at
bot
tom
of p
age)
of
each
act
ivity
incl
uded
in th
e “N
umbe
r of A
ctiv
ities
” co
lum
n.
Subj
ect A
rea(
s) o
f the
act
iviti
es
Che
ck su
bjec
t are
a(s)
invo
lved
with
eac
h ac
tivity
. C
heck
Non
e if
it w
as a
“fr
ee-ti
me”
act
ivity
with
out a
n ac
adem
ic fo
cus.
CO
MPU
TER
TO
OLS
U
SED
B
Y ST
UD
ENTS
Tally
the
num
ber o
f di
ffer
ent a
ctiv
ities
fo
r eac
h to
ol.
Tally
#
Stud
ents
In
volv
ed
Tota
l St
uden
ts
Invo
lved
1 Lo
w le
vel
use
of
com
pute
rs
2 So
mew
hat
mea
ning
ful u
se
of c
ompu
ters
3 M
eani
ngfu
l us
e of
co
mpu
ters
4 Ver
y m
eani
ngfu
l use
of
com
pute
rs
Lang
uage
A
rts
Mat
hem
atic
sSc
ienc
eSo
cial
St
udie
sO
ther
Non
e
Sam
ple:
D
atab
ase
lll
llll
ll
7 l
ll
X
X
PRO
DU
CTI
ON
TO
OLS
Wor
d P
roce
ssin
g
D
atab
ase
Spr
eads
heet
D
raw
/Pai
nt/G
raph
ics
P
rese
ntat
ion
(e.g
., M
S P
ower
Poi
nt™
)
Aut
horin
g (e
.g.,
Hyp
erS
tudi
o™)
C
once
pt M
appi
ng (e
.g.,
Insp
iratio
n™)
P
lann
ing
(e.g
., M
S P
roje
ct™
)
Oth
er (p
leas
e de
scrib
e)
IN
TER
NET
/RES
EAR
CH
TO
OLS
In
tern
et B
row
ser (
e.g.
, Net
scap
e™)
C
D R
efer
ence
(e.g
., en
cycl
oped
ias)
Com
mun
icat
ions
(e.g
., em
ail,
list
serv
es, c
hat r
oom
s)
O
ther
(ple
ase
desc
ribe)
EDU
CAT
ION
AL S
OFT
WAR
E
D
rill/P
ract
ice/
Tuto
rial
P
robl
em S
olvi
ng (e
.g.,
Ore
gon
Trai
l™, S
imC
ity™
)
Pro
cess
Too
ls (e
.g.,
Geo
met
er’s
S
ketc
hpad
™, A
utho
r’s T
oolk
it™)
O
ther
(ple
ase
desc
ribe)
TEST
ING
SO
FTW
ARE
In
divi
dual
ized
/Tra
cked
(e.g
., A
ccel
erat
ed R
eade
r)
Gen
eric
Oth
er (p
leas
e de
scrib
e)
*R
UB
RIC
for
Mea
ning
ful U
se o
f Com
pute
rs
1.
Low
leve
l use
of c
ompu
ters
: ac
tiviti
es in
gen
eral
requ
ired
no c
ritic
al th
inki
ng, e
.g.,
used
com
pute
r app
licat
ions
for c
opyi
ng te
xt o
r fre
e-tim
e dr
awin
g, o
r use
d ed
ucat
iona
l sof
twar
e fo
r dril
l & p
ract
ice,
tuto
rials
, or g
ames
. 2.
So
mew
hat m
eani
ngfu
l use
of c
ompu
ters
: ac
tiviti
es in
gen
eral
requ
ired
very
littl
e pr
oble
m-s
olvi
ng o
r crit
ical
thin
king
and
use
d co
mpu
ter a
pplic
atio
ns o
r edu
catio
nal s
oftw
are
in a
lim
ited
man
ner.
3.
Mea
ning
ful u
se o
f com
pute
rs:
activ
ities
wer
e pr
oble
m-b
ased
, req
uire
d so
me
criti
cal t
hink
ing
skill
s, an
d so
me
use
of c
ompu
ter a
pplic
atio
ns to
loca
te a
nd/o
r pro
cess
info
rmat
ion
or so
me
man
ipul
atio
n of
edu
catio
nal
softw
are
varia
bles
to re
ach
solu
tions
4.
V
ery
mea
ning
ful u
se o
f com
pute
rs:
activ
ities
wer
e ba
sed
on m
eani
ngfu
l pro
blem
s, re
quire
d cr
itica
l thi
nkin
g sk
ills,
and
appr
opria
te u
se o
f com
pute
r app
licat
ions
to lo
cate
and
/or p
roce
ss in
form
atio
n or
man
ipul
atio
n of
ed
ucat
iona
l sof
twar
e va
riabl
es to
reac
h so
lutio
ns.
Low
ther
& R
oss,
2002
© M
ay n
ot b
e us
ed w
ithou
t the
exp
ress
per
mis
sion
of t
he a
utho
rs.
Survey of Computer Use (SCU )Data Summary Form
DIRECTIONS
MAKE DARK MARKSEXERASE COMPLETELY TO CHANGE
Directions: Use information from your SCU Data Collection Forms to complete the following sections. Only mark one response per item, unless noted otherwise.
1. Classrooms most frequently had the following number of computers or digital tools:
2. Classroom computers were most frequently:
3. Classroom computers were most frequently:
4b. Total number of classrooms without students using computers:
$$$$$
DDDDD
NoneOne2 - 45 - 1011 or more
$$$$
DDDD
Up-to-dateAging but adequateOutdated/limited capacityNo computers were observed
$$$
DDD
Connected to the InternetNot connected to the InternetNo computers were observed
COMPUTER CONFIGURATION COMPUTER USE
5. Classroom computers or digital tools were most frequently used by:
$$$$$
DDDDD
Few (less than 10%) studentsSome (about 10-50%) studentsMost (about 51-90%) studentsNearly all (91-100%) studentsStudents did not use computers
6. Students most frequently worked with computers or digital tools:
$$$$
DDDD
AloneIn pairsIn small groupsStudents did not use computers
7. Student computer literacy skills were most frequently:
$$$$
DDDD
PoorModerateVery goodNot observed
8. Student keyboarding skills were most frequently:
$$$$
DDDD
PoorModerateVery goodNot observed
FREQUENCY RUBRIC
(0) Not Observed(1) Rarely(2) Occasionally(3) Frequently(4) Extensively
Use the rubric below to rate how often the items in the following sections were observed.
Never seen during observationObserved in only one or two classes that had students using computers or digital toolsObserved in some classes that had students using computers or digital toolsObserved in many classes that had students using computers or digital toolsObserved in most or all classes that had students using computers or digital tools
©
D.L. Lowther & S.M. Ross Page 1 of 2 Revised 06-17-03 2000 Center for Research in Educational Policy. The University of Memphis All Rights Reserved©
Observer NameSchool
Observation Date SCU # ____ of _____ Observer Affiliation
9. Indicate how frequently students used the following computers and/or digital tools
COMPUTERS/DIGITAL TOOLS
Desktop ComputersLaptop Computers
Graphing CalculatorPersonal Data Assistants (PDA)
Information Processor (e.g., Alphaboard)Digital Accessories (e.g., camera, scanner, probes)
$ $ $ $ $$ $ $ $ $$ $ $ $ $$ $ $ $ $$ $ $ $ $$ $ $ $ $
D D D D DD D D D DD D D D DD D D D DD D D D DD D D D D
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
Not
Obs
erve
d
Rar
ely
Occ
asio
nally
Freq
uent
ly
Exte
nsiv
ely
$$$$$$$$$$
$$$$$$$$$$
DDDDDDDDDD
DDDDDDDDDD
0
1
2
3
4
5
6
7
8
9
0
1
2
3
4
5
6
7
8
9
4a. Total number of classrooms visited:
$$$$$$$$$$
$$$$$$$$$$
DDDDDDDDDD
DDDDDDDDDD
0
1
2
3
4
5
6
7
8
9
0
1
2
3
4
5
6
7
8
9
Survey of Computer Use: Data Summary Form
FREQUENCY AND TYPE OF COMPUTER ACTIVITY10. Indicate how frequently students were engaged in the following types of computer activities.
Production Tools Used by StudentsWord Processing
Indicate all subject areas involved with the use of Production Tools:
Not
Obs
erve
d
Rar
ely
Occ
asio
nally
Freq
uent
ly
Exte
nsiv
ely
DatabaseSpreadsheetDraw/Paint/Graphics/Photo-imagingPresentation (e.g., MS PowerPoint)Authoring (e.g., HyperStudio)Concept Mapping (e.g., Inspiration)
Planning (e.g., MS Project)
$ $ $ $ $$ $ $ $ $$ $ $ $ $$ $ $ $ $$ $ $ $ $$ $ $ $ $$ $ $ $ $$ $ $ $ $$ $ $ $ $
D D D D DD D D D DD D D D DD D D D DD D D D DD D D D DD D D D DD D D D DD D D D D
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
Internet/Research Tools Used by Students
Indicate all subject areas involved with the use of Internet/Research Tools:Other (please describe) ___________________________
Internet Browser (e.g., Netscape)CD Reference (encyclopedias, etc.)Communications
$ $ $ $ $$ $ $ $ $$ $ $ $ $$ $ $ $ $
D D D D DD D D D DD D D D DD D D D D
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
Process Tools (Geometer's Sketchpad, etc.)
Educational Software Used by Students
Indicate all subject areas involved with the use of Educational Software:
Drill/Practice/TutorialProblem Solving (Oregon Trail, SimCity, etc.)
Other (please describe) ___________________________
$ $ $ $ $$ $ $ $ $$ $ $ $ $$ $ $ $ $
D D D D DD D D D DD D D D DD D D D D
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
Indicate all subject areas involved with the use of Testing Software:
Testing SoftwareIndividualized/Tracked (e.g., Accelerated Reader)GenericOther (please describe) ___________________________
$ $ $ $ $$ $ $ $ $$ $ $ $ $
D D D D DD D D D DD D D D D
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
$$$$$$ DDDDDD NoneOtherSocial StudiesScienceMathematicsLanguage Arts
$$$$$$ DDDDDD NoneOtherSocial StudiesScienceMathematicsLanguage Arts
$$$$$$ DDDDDD NoneOtherSocial StudiesScienceMathematicsLanguage Arts
$$$$$$ DDDDDD NoneOtherSocial StudiesScienceMathematicsLanguage Arts
Overall Meaningful Use of ComputersDirections: Indicate how frequently the following levels of computer activity were observed.
Activities were based on meaningful problems, required critical thinking skills,and appropriate use of computer applications to locate and/or processinformation or manipulation of educational software variables to reach solutions.
Very meaningful use of computers:
Activities were problem-based, required some critical thinking skills, and some useof computer applications to locate and/or process information or some manipulationof educational software variables to reach solutions.
Meaningful use of computers:
Activities in general required very little problem-solving or critical thinking andused computer applications or educational software in a limited manner.
Somewhat meaningful use of computers:
Activities in general required no critical thinking, e.g., used computer applicationsfor copying text or free-time drawing, or used educational software for drill &practice, tutorials, or games.
Low level use of computers: $ $ $ $ $D D D D D0 1 2 3 4
$ $ $ $ $D D D D D0 1 2 3 4
$ $ $ $ $D D D D D0 1 2 3 4
$ $ $ $ $D D D D D0 1 2 3 4
Not
Obs
erve
d
Rar
ely
Occ
asio
nally
Freq
uent
ly
Exte
nsiv
ely
D.L. Lowther & S.M. Ross Page 2 of 2 Revised 06-17-03 2000 Center for Research in Educational Policy. The University of Memphis All Rights Reserved©
Other (please describe) ___________________________
SCU Practice Activities
Activity #1 Directions: Use the following graphics and information to complete an SCU Data Collection Form-
Cla
ssro
om Classroom # 1 – 7th Grade- 22 Students
Number and Type of Computer Number of Students per Computer Computer Activity Chart
Time: 10:00-10:10
Com
pute
r Typ
e/ A
ctiv
ity/
N
umbe
r of S
tude
nts
Computer 1 Computer 2 Computer 3 Computer 4 Up-to-Date w/ Internet Aging but Adequate Outdated/ Limited Capacity Outdated/ Limited Capacity
Time: 10:10-10:15
Com
pute
r Typ
e/ A
ctiv
ity/
Num
ber o
f Stu
dent
s
Computer 1 Computer 2 Computer 3 Computer 4
Report on Martin Luther
King’s Life
Word Builder
Software
1 2
3
Word Builder
Software
Report on Martin Luther
King’s Life
4 5
Activity #1 – Continued
Student Activities
Use these descriptions to gather information regarding computer literacy and keyboarding
skill, computer tools used by students, and the meaningfulness of the computer activity.
Student 1- Searches the Internet with ease for resources related to Martin Luther King’s
Life. Student uses multiple search engines and types in key search terms.
Student 2- Did not use any computer skills except the mouse to select answers in the
Word Builder Software. Student practicing vocabulary skills by matching words
to definitions.
Student 3- Student is easily typing text into a Word Processor program. Student opens
Netscape and uses copy and paste functions to insert URL’s in their Martin
Luther King report directly from the Internet site. Student knows how to save
the report to disk, how to center and change the font size of the title, and how
to print a draft copy.
Student 4- Student assists Student 3 by suggesting which URL to copy. Student also reads
text aloud that should be typed into the paper.
Student 5- Did not use any computer skills except the mouse to select answers in Word
Builder software. Student practicing vocabulary skills by matching words to
definitions.
SCU Practice Activities
Activity #2 Directions: Use the following graphics and information to complete an SCU Data Collection Form
Cla
ssro
om Classroom # 2 – 2nd Grade- 26 Students
Number and Type of Computer Number of Students per Computer Computer Activity Chart
Time: 8:00-8:10
Com
pute
r Typ
e/ A
ctiv
ity/
N
umbe
r of S
tude
nts
Computer 1 Computer 2 Computer 3 Computer 4 Aging but Adequate Up-to-Date w/ Internet Outdated/ Limited Capacity Outdated/ Limited Capacity
Time: 8:10-8:15
Com
pute
r Typ
e/ A
ctiv
ity/
Num
ber o
f Stu
dent
s
Computer 1 Computer 2 Computer 3 Computer 4
E-Mailing questions to a Professor
Writing a Science Report
3 41 2
Reader Rabbit
Software
5
Writing a Science Report
1 2
Reader Rabbit
Software
5
Activity #2 – Continued
Student Activities
Use these descriptions to gather information regarding computer literacy and keyboarding
skill, computer tools used by students, and the meaningfulness of the computer activity.
Student 1- Students 1 & 2 are working together to write a descriptive paragraph on an
endangered species and including reasons why the class should raise money to
save the species. Student 1 reads the text to be entered from their handwritten
report, but does not use the computer.
Student 2- Types the text slowly while looking for the correct keys.
Student 3- Students 3 & 4 are e-mailing a professor and asking three questions that they
generated regarding their endangered species. Student 3 is typing the e-mail
easily and using address book features. Student sends the e-mail successfully.
Student 4- Student does not touch the computer but assists Student 3 by saying, “click
here” and “enter the address here.”
Student 5- Student is practicing vocabulary skills. Student did not use any computer skills
except the mouse to select answers in Reader Rabbit software.
SCU
Pag
e 1
SCU
Mid
dle
Sch
SUR
VEY
OF
CO
TER
USE
: D
ATA
CO
LLEC
TIO
NR
M
R
esea
rche
r #1
10:1
510
:00
Sch
ool _
____
____
____
____
ame
____
____
____
____
____
____
____
Tim
e In
__
____
____
__ T
ime
Out
___
____
__
7th
1 2
11/5
/04
Gra
de _
____
____
___I
D#
__n
Dat
e __
____
____
____
_ S
CU
# _
___
of _
____
Tar
get
Y
ES
___
_ N
O _
___
Soci
al S
tudi
es C
lass
Sub
ject
/ Act
ivity
Ove
rvie
w
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
Dire
ctio
ns:
Use
one
she
et fo
r eac
h 15
min
utes
of o
bser
vatio
n. U
se a
pen
cil t
o re
cord
info
rmat
ion.
Onl
y m
ark
one
resp
onse
per
item
, unl
ess
note
d ot
herw
ise.
Com
pute
r Con
figur
atio
n C
ompu
ter U
se
Com
pute
rs/D
igita
l Too
ls
1.
How
man
y co
mpu
ters
/lapt
ops/
digi
tal t
ools
wer
e av
aila
ble
for s
tude
nt u
se:
___
__N
one
– if
none
, ski
p to
Que
stio
n 4.
_
____
Onl
y on
e __
___
2-4
____
_ 5-
10
____
_ 11
or m
ore
2.
Mos
t of t
he c
ompu
ters
/lapt
ops
(not
dig
ital
tool
s) w
ere:
__
___
Up-
to-d
ate
____
_ A
ging
but
ade
quat
e
__
___
Out
date
d/lim
ited
capa
city
__
___
No
com
pute
rs w
ere
avai
labl
e
3.
Mos
t of t
he c
ompu
ters
/lapt
ops
(not
dig
ital
tool
s) w
ere:
__
___
Con
nect
ed to
the
Inte
rnet
____
_ N
ot c
onne
cted
to th
e In
tern
et
__
___
No
com
pute
rs w
ere
avai
labl
e
4.
Did
stu
dent
s us
e co
mpu
ters
or d
igita
l too
ls
durin
g th
e ob
serv
atio
n?
____
_ Y
es
____
_ N
o
If N
o, S
TOP
her
e. If
Yes
, ple
ase
cont
inue
with
Q
uest
ion
5.
5.
Dur
ing
this
15
min
ute
obse
rvat
ion,
cla
ssro
om
com
pute
rs/d
igita
l too
ls w
ere
used
by:
__
___o
nly
a fe
w (l
ess
than
10%
) stu
dent
s __
___s
ome
(abo
ut 1
0-50
%) s
tude
nts
____
_mos
t (ab
out 5
1-90
%) s
tude
nts
____
_nea
rly a
ll (9
1-10
0%) s
tude
nts
6.
TALL
Y th
e nu
mbe
r of t
imes
stu
dent
s w
orke
d at
co
mpu
ters
or w
ith d
igita
l too
ls:
lll
# a
lone
l
#
in p
airs
__
____
# in
sm
all g
roup
s
7.
TALL
Y th
e nu
mbe
r of s
tude
nts
who
se
com
pute
r lite
racy
ski
lls w
ere:
__
___
Poo
r __
___
Mod
erat
e ll
V
ery
good
lll
N
ot o
bser
ved
8.
TALL
Y th
e nu
mbe
r of s
tude
nts
who
se
keyb
oard
ing
skill
s w
ere:
__
___
Poo
r __
___
Mod
erat
e ll
V
ery
good
lll
N
ot o
bser
ved
9.
Che
ck A
LL ty
pes
of c
ompu
ters
and
/or d
igita
l to
ols
that
wer
e us
ed d
urin
g th
is o
bser
vatio
n:
____
_ D
eskt
op c
ompu
ters
____
_ La
ptop
com
pute
rs
____
_ P
erso
nal D
igita
l Ass
ista
nts
(PD
A)
____
_ G
raph
ing
Cal
cula
tor
____
_ In
form
atio
n P
roce
ssor
(e.g
., A
lpha
Sm
art)
____
_ D
igita
l Acc
esso
ries
(e.g
., ca
mer
as,
scan
ners
, pro
bes
Obs
erva
tion
Not
es:
Pro
vide
a b
rief d
escr
iptio
n of
the
less
on a
nd w
hat t
he s
tude
nts
wer
e do
ing
whi
le a
t the
com
pute
rs.
This
des
crip
tion
shou
ld e
mph
asiz
e th
e co
nten
t and
edu
catio
nal m
eani
ngfu
lnes
s of
the
com
pute
r act
iviti
es ra
ther
than
spe
cific
tech
nolo
gy-r
elat
ed s
kills
. O
ne st
uden
t is t
ypin
g a
repo
rt on
MLK
’s ro
le in
the
Civ
il R
ight
s mov
emen
t. A
noth
er st
uden
t gat
hers
info
rmat
ion
from
mul
tiple
web
site
s. T
his
activ
ity re
quire
d th
e st
uden
t to
sort
thro
ugh
and
iden
tify
the
mos
t im
porta
nt in
form
atio
n. S
tude
nts u
sing
wor
d bu
ilder
softw
are
are
mat
chin
g w
ords
to
def
initi
ons.
Pra
ctic
e E
xerc
ise
AN
SWER
SH
EET
#1
Low
ther
& R
oss,
2002
© M
ay n
ot b
e us
ed w
ithou
t the
exp
ress
per
mis
sion
of t
he a
utho
rs.
FO
MPU SC
U__
____
_
ool __
____
___
Obs
erve
r N
____
____
Obs
erva
tio
SCU
Pag
e 2
Num
ber o
f Ac
tiviti
es
Num
ber o
f St
uden
ts in
volv
ed
in a
ll th
e ac
tiviti
es
Mea
ning
fuln
ess
of th
e ac
tiviti
es
Use
tally
mar
k to
indi
cate
ratin
g (u
se ru
bric
* at
bot
tom
of p
age)
of
each
act
ivity
incl
uded
in th
e “N
umbe
r of A
ctiv
ities
” co
lum
n.
Subj
ect A
rea(
s) o
f the
act
iviti
es
Che
ck su
bjec
t are
a(s)
invo
lved
with
eac
h ac
tivity
. C
heck
Non
e if
it w
as a
“fr
ee-ti
me”
act
ivity
with
out a
n ac
adem
ic fo
cus.
Ans
wer
She
et #
1
CO
MPU
TER
TO
OLS
U
SED
B
Y ST
UD
ENTS
Tally
the
num
ber o
f di
ffer
ent a
ctiv
ities
fo
r eac
h to
ol.
Tally
#
Stud
ents
In
volv
ed
Tota
l St
uden
ts
Invo
lved
1 Lo
w le
vel
use
of
com
pute
rs
2 So
mew
hat
mea
ning
ful u
se
of c
ompu
ters
3 M
eani
ngfu
l us
e of
co
mpu
ters
4 Ver
y m
eani
ngfu
l use
of
com
pute
rs
Lang
uage
A
rts
Mat
hem
atic
sSc
ienc
eSo
cial
St
udie
sO
ther
Non
e
Sam
ple:
D
atab
ase
lll
llll
ll
7 l
ll
X
X
PRO
DU
CTI
ON
TO
OLS
Wor
d P
roce
ssin
g
l (M
LK R
epor
t) ll
2
l (MLK
Rep
ort)
X
X
Dat
abas
e
S
prea
dshe
et
Dra
w/P
aint
/Gra
phic
s
Pre
sent
atio
n (e
.g.,
MS
Pow
erP
oint
™)
A
utho
ring
(e.g
., H
yper
Stu
dio™
)
Con
cept
Map
ping
(e.g
., In
spira
tion™
)
Pla
nnin
g (e
.g.,
MS
Pro
ject
™)
O
ther
(ple
ase
desc
ribe)
INTE
RN
ET/R
ESEA
RC
H T
OO
LS
Inte
rnet
Bro
wse
r (e.
g., N
etsc
ape™
) l
(MLK
Sea
rch)
lll
3
l
(MLK
Sea
rch)
X
C
D R
efer
ence
(e.g
., en
cycl
oped
ias)
Com
mun
icat
ions
(e.g
., em
ail,
list
serv
es, c
hat r
oom
s)
O
ther
(ple
ase
desc
ribe)
EDU
CAT
ION
AL S
OFT
WAR
E
D
rill/P
ract
ice/
Tuto
rial
l (wor
d buil
der)
ll
2 l (w
ord b
uilde
r)X
P
robl
em S
olvi
ng (e
.g.,
Ore
gon
Trai
l™, S
imC
ity™
)
Pro
cess
Too
ls (e
.g.,
Geo
met
er’s
S
ketc
hpad
™, A
utho
r’s T
oolk
it™)
O
ther
(ple
ase
desc
ribe)
TEST
ING
SO
FTW
ARE
In
divi
dual
ized
/Tra
cked
(e.g
., A
ccel
erat
ed R
eade
r)
Gen
eric
Oth
er (p
leas
e de
scrib
e)
*R
UB
RIC
for
Mea
ning
ful U
se o
f Com
pute
rs
1.
Low
leve
l use
of c
ompu
ters
: ac
tiviti
es in
gen
eral
requ
ired
no c
ritic
al th
inki
ng, e
.g.,
used
com
pute
r app
licat
ions
for c
opyi
ng te
xt o
r fre
e-tim
e dr
awin
g, o
r use
d ed
ucat
iona
l sof
twar
e fo
r dril
l & p
ract
ice,
tuto
rials
, or g
ames
. 2.
So
mew
hat m
eani
ngfu
l use
of c
ompu
ters
: ac
tiviti
es in
gen
eral
requ
ired
very
littl
e pr
oble
m-s
olvi
ng o
r crit
ical
thin
king
and
use
d co
mpu
ter a
pplic
atio
ns o
r edu
catio
nal s
oftw
are
in a
lim
ited
man
ner.
3.
Mea
ning
ful u
se o
f com
pute
rs:
activ
ities
wer
e pr
oble
m-b
ased
, req
uire
d so
me
criti
cal t
hink
ing
skill
s, an
d so
me
use
of c
ompu
ter a
pplic
atio
ns to
loca
te a
nd/o
r pro
cess
info
rmat
ion
or so
me
man
ipul
atio
n of
edu
catio
nal
softw
are
varia
bles
to re
ach
solu
tions
4.
V
ery
mea
ning
ful u
se o
f com
pute
rs:
activ
ities
wer
e ba
sed
on m
eani
ngfu
l pro
blem
s, re
quire
d cr
itica
l thi
nkin
g sk
ills,
and
appr
opria
te u
se o
f com
pute
r app
licat
ions
to lo
cate
and
/or p
roce
ss in
form
atio
n or
man
ipul
atio
n of
ed
ucat
iona
l sof
twar
e va
riabl
es to
reac
h so
lutio
ns.
Low
ther
& R
oss,
2002
© M
ay n
ot b
e us
ed w
ithou
t the
exp
ress
per
mis
sion
of t
he a
utho
rs.
SCU
Pag
e 1
Low
ther
& R
oss,
2002
© M
ay n
ot b
e us
ed w
ithou
t the
exp
ress
per
mis
sion
of t
he a
utho
rs.
Res
earc
her #
1
11/5
/04
22
SCU
Ele
men
tary
2nd
Scie
nce
Cla
ss
8:00
8:15
SUR
VEY
OF
CO
TER
USE
: D
TA C
OLL
ECTI
ON
RM
P
ract
ice
Exe
rcis
e A
NSW
ER S
HEE
T #2
Sch
ool _
____
____
____
____
serv
er N
ame
____
____
____
____
____
____
__ T
ime
In
____
____
____
Tim
e O
ut _
____
____
Gra
de _
____
____
___I
D#
__er
vatio
n D
ate
____
____
____
____
SC
U #
___
_ of
___
__ T
arge
t
YE
S _
___
NO
___
_
Sub
ject
/ Act
ivity
Ove
rvie
w
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
Dire
ctio
ns:
Use
one
she
et fo
r eac
h 15
min
utes
of o
bser
vatio
n. U
se a
pen
cil t
o re
cord
info
rmat
ion.
Onl
y m
ark
one
resp
onse
per
item
, unl
ess
note
d ot
herw
ise.
Com
pute
r Con
figur
atio
n C
ompu
ter U
se
Com
pute
rs/D
igita
l Too
ls
1.
How
man
y co
mpu
ters
/lapt
ops/
digi
tal t
ools
wer
e av
aila
ble
for s
tude
nt u
se:
___
__N
one
– if
none
, ski
p to
Que
stio
n 4.
_
____
Onl
y on
e __
___
2-4
____
_ 5-
10
____
_ 11
or m
ore
2.
Mos
t of t
he c
ompu
ters
/lapt
ops
(not
dig
ital
tool
s) w
ere:
__
___
Up-
to-d
ate
____
_ A
ging
but
ade
quat
e
__
___
Out
date
d/lim
ited
capa
city
__
___
No
com
pute
rs w
ere
avai
labl
e
3.
Mos
t of t
he c
ompu
ters
/lapt
ops
(not
dig
ital
tool
s) w
ere:
__
___
Con
nect
ed to
the
Inte
rnet
____
_ N
ot c
onne
cted
to th
e In
tern
et
__
___
No
com
pute
rs w
ere
avai
labl
e
4.
Did
stu
dent
s us
e co
mpu
ters
or d
igita
l too
ls
durin
g th
e ob
serv
atio
n?
____
_ Y
es
____
_ N
o
If N
o, S
TOP
her
e. If
Yes
, ple
ase
cont
inue
with
Q
uest
ion
5.
5.
Dur
ing
this
15
min
ute
obse
rvat
ion,
cla
ssro
om
com
pute
rs/d
igita
l too
ls w
ere
used
by:
__
___o
nly
a fe
w (l
ess
than
10%
) stu
dent
s __
___s
ome
(abo
ut 1
0-50
%) s
tude
nts
____
_mos
t (ab
out 5
1-90
%) s
tude
nts
____
_nea
rly a
ll (9
1-10
0%) s
tude
nts
6.
TALL
Y th
e nu
mbe
r of t
imes
stu
dent
s w
orke
d at
co
mpu
ters
or w
ith d
igita
l too
ls:
l
# a
lone
ll
#
in p
airs
__
____
# in
sm
all g
roup
s
7.
TALL
Y th
e nu
mbe
r of s
tude
nts
who
se
com
pute
r lite
racy
ski
lls w
ere:
l
Poo
r __
___
Mod
erat
e l
V
ery
good
lll
N
ot o
bser
ved
8.
TALL
Y th
e nu
mbe
r of s
tude
nts
who
se
keyb
oard
ing
skill
s w
ere:
l
P
oor
Mod
erat
e l
V
ery
good
lll
N
ot o
bser
ved
9.
Che
ck A
LL ty
pes
of c
ompu
ters
and
/or d
igita
l to
ols
that
wer
e us
ed d
urin
g th
is o
bser
vatio
n:
____
_ D
eskt
op c
ompu
ters
____
_ La
ptop
com
pute
rs
____
_ P
erso
nal D
igita
l Ass
ista
nts
(PD
A)
____
_ G
raph
ing
Cal
cula
tor
____
_ In
form
atio
n P
roce
ssor
(e.g
., A
lpha
Sm
art)
____
_ D
igita
l Acc
esso
ries
(e.g
., ca
mer
as,
scan
ners
, pro
bes
Obs
erva
tion
Not
es:
Pro
vide
a b
rief d
escr
iptio
n of
the
less
on a
nd w
hat t
he s
tude
nts
wer
e do
ing
whi
le a
t the
com
pute
rs.
This
des
crip
tion
shou
ld e
mph
asiz
e th
e co
nten
t and
edu
catio
nal m
eani
ngfu
lnes
s of
the
com
pute
r act
iviti
es ra
ther
than
spe
cific
tech
nolo
gy-r
elat
ed s
kills
.
The
stud
ents
send
an
emai
l to
a pr
ofes
sor.
Stu
dent
s are
ask
ing
the
prof
esso
r que
stio
ns a
bout
end
ange
red
spec
ies.
Que
stio
ns w
ere
gene
rate
d by
the
stud
ents
. Tw
o st
uden
ts ty
ping
a re
port
abou
t the
ir en
dang
ered
spec
ies.
The
firs
t stu
dent
read
s the
text
out
loud
, whi
le th
e se
cond
stud
ent t
ypes
the
text
slow
ly.
Stud
ent s
trugg
les t
o fin
d ea
ch k
ey.
One
stud
ent u
sing
Rea
der R
abbi
t sof
twar
e to
pra
ctic
e vo
cabu
lary
skill
s.
SCU
MPU
____
___
A __
______
___
Ob
____
____
Obs
FO
SCU
Pag
e 2
Num
ber o
f Ac
tiviti
es
Num
ber o
f St
uden
ts in
volv
ed
in a
ll th
e ac
tiviti
es
Mea
ning
fuln
ess
of th
e ac
tiviti
es
Use
tally
mar
k to
indi
cate
ratin
g (u
se ru
bric
* at
bot
tom
of p
age)
of
each
act
ivity
incl
uded
in th
e “N
umbe
r of A
ctiv
ities
” co
lum
n.
Subj
ect A
rea(
s) o
f the
act
iviti
es
Che
ck su
bjec
t are
a(s)
invo
lved
with
eac
h ac
tivity
. C
heck
Non
e if
it w
as a
“fr
ee-ti
me”
act
ivity
with
out a
n ac
adem
ic fo
cus.
CO
MPU
TER
TO
OLS
U
SED
B
Y ST
UD
ENTS
Tally
the
num
ber o
f di
ffer
ent a
ctiv
ities
fo
r eac
h to
ol.
Tally
#
Stud
ents
In
volv
ed
Tota
l St
uden
ts
Invo
lved
1 Lo
w le
vel
use
of
com
pute
rs
2 So
mew
hat
mea
ning
ful u
se
of c
ompu
ters
3 M
eani
ngfu
l us
e of
co
mpu
ters
4 Ver
y m
eani
ngfu
l use
of
com
pute
rs
Lang
uage
A
rts
Mat
hem
atic
sSc
ienc
eSo
cial
St
udie
sO
ther
Non
e
Sam
ple:
D
atab
ase
lll
llll
ll
7 l
ll
X
X
PRO
DU
CTI
ON
TO
OLS
Wor
d P
roce
ssin
g
l (sc
ienc
e re
port
) ll
2
l (s
cien
ce re
port)
X
D
atab
ase
Spr
eads
heet
D
raw
/Pai
nt/G
raph
ics
P
rese
ntat
ion
(e.g
., M
S P
ower
Poi
nt™
)
Aut
horin
g (e
.g.,
Hyp
erS
tudi
o™)
C
once
pt M
appi
ng (e
.g.,
Insp
iratio
n™)
P
lann
ing
(e.g
., M
S P
roje
ct™
)
Oth
er (p
leas
e de
scrib
e)
IN
TER
NET
/RES
EAR
CH
TO
OLS
In
tern
et B
row
ser (
e.g.
, Net
scap
e™)
C
D R
efer
ence
(e.g
., en
cycl
oped
ias)
Com
mun
icat
ions
(e.g
., em
ail,
list
serv
es, c
hat r
oom
s)
l (em
ail p
rofe
ssor
) ll
2
l (
emai
l) X
O
ther
(ple
ase
desc
ribe)
EDU
CAT
ION
AL S
OFT
WAR
E
D
rill/P
ract
ice/
Tuto
rial
l (w
ord
build
er)
l 1
l (wor
d bl
dr)
X
Pro
blem
Sol
ving
(e.g
., O
rego
n Tr
ail™
, Sim
City
™)
P
roce
ss T
ools
(e.g
., G
eom
eter
’s
Ske
tchp
ad™
, Aut
hor’s
Too
lkit™
)
Oth
er (p
leas
e de
scrib
e)
TE
STIN
G S
OFT
WAR
E
Indi
vidu
aliz
ed/T
rack
ed (e
.g.,
Acc
eler
ated
Rea
der)
G
ener
ic
O
ther
(ple
ase
desc
ribe)
*RU
BR
IC fo
r M
eani
ngfu
l Use
of C
ompu
ters
1.
Lo
w le
vel u
se o
f com
pute
rs:
activ
ities
in g
ener
al re
quire
d no
crit
ical
thin
king
, e.g
., us
ed c
ompu
ter a
pplic
atio
ns fo
r cop
ying
text
or f
ree-
time
draw
ing,
or u
sed
educ
atio
nal s
oftw
are
for d
rill &
pra
ctic
e, tu
toria
ls, o
r gam
es.
2.
Som
ewha
t mea
ning
ful u
se o
f com
pute
rs:
activ
ities
in g
ener
al re
quire
d ve
ry li
ttle
prob
lem
-sol
ving
or c
ritic
al th
inki
ng a
nd u
sed
com
pute
r app
licat
ions
or e
duca
tiona
l sof
twar
e in
a li
mite
d m
anne
r. 3.
M
eani
ngfu
l use
of c
ompu
ters
: ac
tiviti
es w
ere
prob
lem
-bas
ed, r
equi
red
som
e cr
itica
l thi
nkin
g sk
ills,
and
som
e us
e of
com
pute
r app
licat
ions
to lo
cate
and
/or p
roce
ss in
form
atio
n or
som
e m
anip
ulat
ion
of e
duca
tiona
l so
ftwar
e va
riabl
es to
reac
h so
lutio
ns
4.
Ver
y m
eani
ngfu
l use
of c
ompu
ters
: ac
tiviti
es w
ere
base
d on
mea
ning
ful p
robl
ems,
requ
ired
criti
cal t
hink
ing
skill
s, an
d ap
prop
riate
use
of c
ompu
ter a
pplic
atio
ns to
loca
te a
nd/o
r pro
cess
info
rmat
ion
or m
anip
ulat
ion
of
educ
atio
nal s
oftw
are
varia
bles
to re
ach
solu
tions
.
Low
ther
& R
oss,
2002
© M
ay n
ot b
e us
ed w
ithou
t the
exp
ress
per
mis
sion
of t
he a
utho
rs.