The Technology Façade Checklist is an important concept that entails carrying out of a comprehensive assessment based on the instructional technology program in a certain school within which individual works or studies. The Technology Façade Checklist is made successful by field experiences conducted by the concerned individuals or individuals on the discussion. The rapid growth in technology is considered as fertile ground for the origin of the Technology Façade Checklist in many district schools in the world.
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Multimedia, as an important tool in teaching and learning institutions, has led to the introduction of computer discipline in school curriculums. Educators and students have responded quickly in the use of computers for online studying, which has been considered vital due to advancements in technology in the world. Therefore, the Technology Façade Checklist is critical because it enables both the students and educators to construct a checklist that would guide them in their progress.
The checklist enables both educators and students to know the far they have gone with the syllabus by listing chapters covered. It is a critical tool in education because it focuses on what to be covered at a particular time. Following the rapid use of technology in schools, my school is planning to spend more on computers. The school has come to the realization that the use of computers in teaching improves the quality of education.
The Technology Façade Checklist in school was made to assess the use of technology. Below is an example of Technology Façade Checklist formed from field experiences conducted by students in a district school. The checklist comprises of 6 items that students should provide answers to them (Pour, 2006).
|1. Who uses technologies in your school, the computer teacher or the classroom teachers? Choose one||Points Available||Points awarded|
|Several classroom teachers use computers routinely.||2|
|Not all teachers use technology||4|
|Computer teacher only||6|
|Only a few teachers use computer routinely||8|
|This question is more detailed in chapter 4you can confirm from it.|
|Your score( 8 possible)|
|2. How are the computer facilities in your school? |
|Points Available||Points awarded|
|Used when there are no classes||0|
|Closed during classes||4|
|Open during lunch, study hall, recess, before and after classes||6|
|Locked during lunch, study hall, recess and other unsupervised periods.||8|
|More about this question can be found in chapter 4|
|Your score (8 possible)|
|3. Where are computers located in our school? |
Choose only those apply.
|Points Available||Points Awarded|
|More about this question can be found in Chapter 4|
|Your score (8 possible).|
|4. When do classroom teachers use computers for…? |
Rate each independently.
|Points available for |
Routinely. Seldom. Occasionally. Never
0 2 4 6 Points awarded
|Preparation of lesson||0||2||4||6|
|Other assignments outside the classroom||0||2||4||6|
|Find more about this question in chapter 5|
|Your score (24 possible)|
|5. Are the computer teachers supposed to have lesson plans with students||Points Available||Points Awarded|
|Computer instruction does not entail lesson plans||0|
|Lesson plans are rarely used.||2|
|Lesson plans comprise of general learning objectives and generic technological competencies||4|
|Teachers use lesson plans that reflect on particular technological competencies for every student||6|
|Find more on this question in chapter 5|
|Your score ( 8 possible)|
|6. Does your computers’ software reflect the class curriculum? Choose one||Point s available||Points awarded|
|The selection of computer software was based on teachers input||2|
|Though the computer software is available, it is not selected based on teacher input and rarely the actual content of the classroom.||4|
|Computer software is not ready for use by teachers and students though it was purchased recently.||6|
|Computer contain current software selected based on teacher input and used routinely by students and teachers||8|
|More about this question can be found in chapter 6|
|Your score (8 possible)|
Pour, K. M. (2006). Emerging trends and challenges in information technology management. New York, NY: Idea Group Inc.