The Leadership Framework, a tool for collecting data describing the strengths of and challenges faced by the school principal in technology innovation initiatives, allows users to identify areas for improvement and professional development. (more…)

Based on the Technology Standards and Performance Indicators for Students (ISTE NETS-S), the NC IMPACT Guidelines, Texas Star Chart, and NC Learning Technology Initiative (NCLTI) Planning Framework, the 1:1 Implementation Rubric provides a global perspective of school media and technology programs at both the building and system levels. (more…)

The 1:1 Administrator Survey is a tool for collecting data describing administrators’ perceptions about teaching and learning in a 1:1 environment. (more…)

The Record of Laptop Repair/Replacement is a tool for collecting data describing a school’s laptop repair needs. (more…)

The School-level Statistics is a tool for collecting data describing a school’s discipline, college-going, teacher turnover, and administrator turnover statistics. (more…)

LoFTI is an observation tool for recording the extent of technology integration in a classroom environment. The data gathered through this instrument may be helpful to staff members planning and/or providing professional development in instructional technology. (more…)

The School Technology Needs Assessment (STNA, pronounced “Stenna”) is intended to help school-level decision makers—administrators, technology facilitators, media coordinators, or technology committee members— collect data to plan and improve uses of technology in teaching and learning activities. (more…)

Derived from the National Educational Technology Standards for Administrators, the Profile for Administrators (NETS-A. (NETS-A) is a tool for collecting data describing school administrators’ confidence with technology use. (more…)

The 1:1 Classroom Teacher Survey is a tool for collecting data describing teachers’ perceptions about teaching and learning in a 1:1 environment. (more…)

The 1:1 Exemplary Lesson Plan is a tool for collecting data describing an exemplary lesson from one of the five (math, science, English, social studies/history, foreign language) major content areas. (more…)

LoFTI is an observation tool for recording the extent of technology integration in a classroom environment. The data gathered through this instrument may be helpful to staff members planning and/or providing professional development in instructional technology. (more…)

The School Technology Needs Assessment (STNA, pronounced “Stenna”) is intended to help school-level decision makers—administrators, technology facilitators, media coordinators, or technology committee members— collect data to plan and improve uses of technology in teaching and learning activities. (more…)

Derived from the National Educational Technology Standards for Teachers (NETS-T), the Performance Standards for In-service Teachers (NETS-T) is a tool for collecting data describing school staff’s confidence with technology use. (more…)

The Teacher Monthly Reflection Log is a tool for teachers to record their and their students’ use of various software programs and classroom equipment, and to reflect on their use of technology. (more…)

The 1:1 Student Survey is a tool for collecting data describing students’ perceptions about teaching and learning in a 1:1 environment.
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The STNA-S collects information from students about the technology resources in their schools, how students and teachers use technology, students’ technology skills, and the benefits of technology use. More specifically, STNA-S is expected to uncover student perceptions of eight constructs: resource availability, infrastructure, technology support, teacher technology use, student technology use, student technology skills, impacts of technology, and development of 21^st century skills. (more…)

The Technology Skills Checklist Grades 3-5 is a tool for assessing students’ perceptions of their computer skills and computer use in their classroom. (more…)

The Technology Skills Checklist 6-12 is a tool for assessing students’ perceptions of and beliefs about their computer skills, computer use in their classroom, and the impact of computers on students. (more…)