Survey of Computer Use - TTU-EDITedit.educ.ttu.edu/site/jcheon/manual/SCU_manual.pdfSurvey of Computer Use he S compu T urvey of Computer Use (SCU) is designed to collect data regarding

Deborah L. Lowther Steven M. Ross

Survey of Computer Use

Observer’s

Manual
SCU CREP
Center 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 --------------------------------------------------------------- 5
2.2 Computer Age and Capacity --------------------------------------------------------------------------- 5

2.3 Computers with Internet Access ----------------------------------------------------------------------- 5
Computer Use
5.1 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

------------------------------------------------------ 7

------------------------------------------------------- 7

------------------------------------------------------ 8

Data Summary

Survey ofSCU

Computer Activity
4.1 General Guidelines ------------------------------------------------------------------------------------- 10
4.2 Types of Computer Use -------------------------------------------------------------------------------- 11

4.3 Checking Subject Areas -------------------------------------------------------------------------------- 25

4.4 Meaningfulness of the Activities --------------------------------------------------------------------- 26

4.5 Observation Notes -------------------------------------------------------------------------------------- 27

----------------------------------------------------- 28


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


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




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




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




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




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




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




Graphic Calculator Information Processor

Digital Camera

Scanner

Probes




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




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




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




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)




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




Presentation

Any type of activity that has students using presentation software to enter,

organize, format, and enhance information to be presented to others


▪ 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)




Authoring

Any type of activity that has students using authoring software to enter,

organize, format, and program information


▪ 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)




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)




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)




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)




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




Communications

Any type of activity that has students using communications software to

enter, edit, format, and send digitized correspondence


▪ 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.




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




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




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




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




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




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




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

Appendix A


SCU Data Collection Form

SCU

Pag

e 1

SUR

VEY

OF

CO

MPU

TER

USE

: D

ATA

CO

LLEC

TIO

N F

OR

M

Sch

ool _

____

____

____

____

____

____

_ O

bser

ver N

ame

____

____

____

____

____

____

____

____

___

Tim

e In

__

____

____

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ime

Out

___

____

__

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de _

____

____

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U #

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____

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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

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y m

ark

one

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item

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d ot

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ise.

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pute

r Con

figur

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ompu

ter U

se

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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:

___

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one

– if

none

, ski

p to

Que

stio

n 4.

_

____

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e __

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2-4

____

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____

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or m

ore

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t of t

he c

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(not

dig

ital

tool

s) w

ere:

__

___

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to-d

ate

____

_ A

ging

but

ade

quat

e

__

___

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date

d/lim

ited

capa

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__

___

No

com

pute

rs w

ere

avai

labl

e

3.

Mos

t of t

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/lapt

ops

(not

dig

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tool

s) w

ere:

__

___

Con

nect

ed to

the

Inte

rnet

____

_ N

ot c

onne

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to th

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et

__

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com

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rs w

ere

avai

labl

e

4.

Did

stu

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or d

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durin

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atio

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____

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If N

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Yes

, ple

ase

cont

inue

with

Q

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ion

5.

5.

Dur

ing

this

15

min

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obse

rvat

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cla

ssro

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com

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used

by:

__

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a fe

w (l

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than

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) stu

dent

s __

___s

ome

(abo

ut 1

0-50

%) s

tude

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____

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t (ab

out 5

1-90

%) s

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rly a

ll (9

1-10

0%) s

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6.

TALL

Y th

e nu

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imes

stu

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s w

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or w

ith d

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____

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in p

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in s

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e nu

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se

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racy

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lls w

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__

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r __

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___

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y go

od

____

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ved

8.

TALL

Y th

e nu

mbe

r of s

tude

nts

who

se

keyb

oard

ing

skill

s w

ere:

__

___

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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:

____

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op c

ompu

ters

____

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____

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igita

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ista

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(PD

A)

____

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____

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form

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(e.g

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Sm

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____

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esso

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(e.g

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mer

as,

scan

ners

, pro

bes

Obs

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Not

es:

Pro

vide

a b

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the

less

on a

nd w

hat t

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____

____

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____

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____

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____

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Low

ther

& R

oss,

2002

© M

ay n

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exp

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mis

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SCU

Pag

e 2

Num

ber o

f Ac

tiviti

es

Num

ber o

f St

uden

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volv

ed

in a

ll th

e ac

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Mea

ning

fuln

ess

of th

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tiviti

es

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tally

mar

k to

indi

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ratin

g (u

se ru

bric

* at

bot

tom

of p

age)

of

each

act

ivity

incl

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in th

e “N

umbe

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” 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

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act

ivity

with

out a

n ac

adem

ic fo

cus.

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TO

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the

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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.

Appendix B


SCU Data Summary Form

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




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) ___________________________

Appendix C


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.


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.

Appendix D


SCU Practice Answer Sheets

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__

____

_
oo
l __

____

___

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.

Documents

Survey of Computer Use - TTU-EDITedit.educ.ttu.edu/site/jcheon/manual/SCU_manual.pdfSurvey of Computer Use he S compu T urvey of Computer Use (SCU) is designed to collect data regarding