The Technology Self-Assessment For Teachers (TSAT) has been designed for:

  • Teachers: to determine their own levels of technology proficiency and to identify personal technology professional development needs.

  • Schools/Districts: to assess their professional development needs and to plan professional development activities that will help all teachers become proficient in technology.

  • The State: to gather and report data on technology competencies and technology professional development.

In 2010, the state's Educational Technology Advisory Council updated the TSAT so that it aligns with the Massachusetts Technology Literacy Standards and Expectations adopted in 2008.

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* Name (optional):

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* Please assign yourself a profile based upon four phases of DOE teacher technology adoption. This list underscores the idea that understanding and using technology well takes time. It also outlines very distinct stages that suggest the need for tailored activities for future professional development. Select only one!

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* Teacher Administrative Use
Estimate your use of administrative technology , including some of the following areas: research, lesson planning, organization, administrative tasks, communications, and collaboration.

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* Teacher Instructional Use
Estimate your use of instructional technology with students for activities such as research, multimedia, simulations, data interpretation, communications, and collaboration: