___ Level 1- I do not use a computer.
___ Level 2 - I can use the computer to run a few specific, pre-loaded programs. It has little effect on either my work or home life. I am somewhat anxious I might damage the machine or its programs.
___ Level 3 - I can set-up my computer and peripheral devices, load software, print, and use most of the operating system tools like the scrapbook, clock, notepad, find command, and trash can.
___ Level 4 - I can run two programs simultaneously, and have several windows open at the same time. I can customize the look and sounds of my computer. I use techniques like ALT-TAB to work with multiple programs. I look for programs and techniques to maximize my operating system. I feel confident enough to teach others some basic operations.

II. File Management

___ Level 1- I do not save any documents I create using the computer.
___ Level 2 - I save documents I've created but I cannot chose where they are saved. I do not back-up my files.
___ Level 3 - I have a filing system for organizing my files, and can locate files quickly and reliably. I back-up my files to floppy disk on a regular basis.
___ Level 4 - I regularly run a disk-optimizer on my hard drive, and use a back-up program to make multiple copies of my files on a weekly basis. I have a system for archiving files which I do not need on a regular basis to conserve hard drive space.

III. Word Processing

___ Level 1- I do not use a word processor, nor can I identify any uses or features it might have which would benefit the way I work.
___ Level 2 - I occasionally use the word processor for simple documents which I know I will modify and use again. I generally find it easier to handwrite or type most written work I do.
___ Level 3 - I use the word processor for nearly all my written professional work: memos, tests, worksheets, and home communication. I can edit, spell check, and change the format of a document. I feel my work looks professional.
___ Level 4 - I use the word processor not only for my work, but have used it with students for all of the stages of writing as process.

IV. Spreadsheet Use

___ Level 1- I do not use a spreadsheet, nor can I identify any uses or features it might have which would benefit the way I work.
___ Level 2 - I understand the use of a spreadsheet and can navigate within one. I can create a simple spreadsheet which adds a column of numbers.
___ Level 3 - I use a spreadsheet for several applications. These spreadsheets use labels, formulas and cell references. I can change the format of the spreadsheets by changing column widths and text style. I can use the spreadsheet to make a simple graph or chart.
___ Level 4 - I use the spreadsheet not only for my work, but have used it with students to help them improve their own data keeping and analysis skills, showing them how to explore questions and the power of mathematical relationships.

V. Database Use

___ Level 1- I do not use a database, nor can I identify any uses or features it might have which would benefit the way I work.
___ Level 2 - I understand the use of a database and can locate information within one which has been pre-made. I can add or delete data in a database> ___ Level 3 - I use databases to collect and analyze data.. I can create a database from scratch - defining fields and creating layouts in order to support inquiry. I can sort and print the information in layouts which are useful to me.
___ Level 4 -I can use formulas with my database to create summations of numerical data. I use the database not only for my own work, but have used it with students to help them gather and analyze data to explore research questions.

VI. Graphics Use

___ Level 1- I do not use graphics in my word processing or presentations, nor can I identify any uses or features they might have which would benefit the way I work.
___ Level 2 - I can open, create and place simple pictures into documents using painting. drawing programs.
___ Level 3 - I can open, create, modify and place graphics into documents in order to help clarify or amplify my message.
___ Level 4 - I can manipulate and interpret graphics using image processing software (such as CAD, GIS or Photoshop) for the purpose of design or analysis. I promote student interpretation and display of visual data using a variety of tools and programs.

VII. Internet Research

___ Level 1- I do not use a browser, nor can I identify any uses or features it might have which would benefit the way I work.
___ Level 2 - I can start up a browser and use district World Wide Web menus to find basic information on the Internet, but I spend little time doing so.
___ Level 3 - I am able to make profitable use of Web searching software as well as lists of Internet resources to explore educational resources.
___ Level 4 - I can create my own HTML pages and hot-lists of resources. I have shown my students how to mine the information resources available on the Internet as well as other networked information sources.

VIII. Telecommunications Use

___ Level 1- I do not use electronic mail, nor can I identify any uses or features they might have which would benefit the way I work.
___ Level 2 - I understand that there is a large amount of information available to me as a teacher which can be accessed with electronic mail. I send occasional requests for information and messages using e-mail - mostly to friends, family and district colleagues.
___ Level 3 - I use e-mail to access professional information from listservs. I am an active participant in on-line discussions check my e-mail account on a regular basis.
___ Level 4 - I involve my students in using e-mail to communicate with other students and various kinds of experts from other states and nations.

IX. Ethical Use Understanding

___ Level 1- I am not aware of any ethical issues surrounding computer use.
___ Level 2 - I know that some copyright restrictions apply to computer software.
___ Level 3 - I clearly understand the difference between freeware, shareware, and commercial software and the fees involved in the use of each. I know the programs for which the district or my building holds a site license. I understand the school board policy on the use of copyrighted materials. I demonstrate ethical usage of all software and let my student know my personal stand on this issue. I have a personal philosophy I can articulate regarding the use of technology in education.
___ Level 4 - I am aware of other ethical issues involving technology use including medical and equitable access ones. I can speak to a variety of technology issues at my professional association meetings, to parent groups, and to the general community.

X. Information Searching

___ Level 1- I am unlikely to seek information when it is in electronic formats.
___ Level 2 - I can conduct simple searches with the electronic encyclopedia and library software for major topics.
___ Level 3 - I have learned how to use a variety of search strategies on several information programs, including the use of "logical operators" such as "and" and "or" to help target the search and find just the right information in the most efficient manner. I can perform such searches to locate books and videos with the Library software on my desktop.

___ Level 4 - I have incorporated logical search strategies into my work with students, showing them the power of such searches with the encyclopedia or the Library software, for example, to locate information which relates to their questions.

XI. Presentation Skills

___ Level 1- After I do my research I am unlikely to use electronic technologies to save, format or share my findings.
___ Level 2- I would feel comfortable presenting my findings in a single application program such as a word processor, a spreadsheet or a publishing program).
___ Level 3- I am proficient at incorporating and sharing my findings using multimedia presentation software (Powerpoint, SuperLink) which combine elements from a number of applications (Netscape, graphics, word process, database, etc.)
___ Level 4- I facilitate my students’ use of a variety of applications to persuasively present their research concerning a problem or area of focus in their learning.

XII. Technology Integration

___ Level 1 - I do not see the need to blend the use of new technologies into my classroom learning activities.
___ Level 2 - I would like to blend the use of new technologies into my classroom learning activities more often than I do, but there just isn't much time or enough access to equipment and I need more help understanding what strategies will work and how to do it.
___ Level 3 - From time to time I encourage my students to employ new technologies to support the communicating, data analysis and problem solving outlined in the district technology plan.
___ Level 4 - I frequently encourage my students to employ new technologies to support the communicating, data analysis and problem solving outlined in the district technology plan. We have moved dramatically toward a more student-centered, technology-supported kind of classroom.

*This scale was borrowed and modified with permission from the original Mankato (MN) Schools Scale.