The School Technology Needs Assessment (STNA, say “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. The STNA is designed to be completed by teachers and other educators working directly with students, and should be administered to the entire staff of any school for which needs are being assessed. STNA results are not scored or reported for each individual respondent. Instead, each person’s responses are combined with those of other educators in their building, and reported at the school level in terms of how many times each possible response is selected for each item. Pilot testing indicates that it should take approximately 25 minutes to complete the STNA.
The current version of the STNA (4.0) is expected to uncover teacher perceptions of four constructs and ten subconstructs, listed below.
Supportive Environment for Technology Use - This construct subsumes four subconstructs, which are Vision; Planning and Budget; Communication; and Infrastructure and Staff Support.
Professional Development - The two Professional Development subconstructs ask teachers about their professional development needs as well as the quality of the professional development they receive.
Teaching and Learning - The two subconstructs captured by Teaching and Learning ask teachers the purpose and frequency with which teachers and students use technology.
Impact of Technology - This construct consists of two subconstructs, one that addresses the overall impact on teaching practices, and another that addresses student outcomes.
The STNA collects perception data (what teachers think or feel) about a variety of broad areas of technology implementation in your school. Each construct examined by the STNA is thought to be beneficial for successful implementation of technology in teaching and learning settings. This means that it is generally good if a large number of staff members report that they “Strongly Agree” with a STNA item statement, or that they do something “Very Often” with technology in their classrooms. However, even schools with high levels of technology integration should expect to have items for which the most positive response options are not highly endorsed. Results from the STNA are intended to provide a picture of your school as a whole, presented as frequencies and percentages of responses to all items, and as bar chart representations of those values.