Technology Assessments...Boy am I behind the "times!"

I am almost frozen as I begin to write this reflection on my results from the technology assessments I completed. I say this because, through the use of these assessments, I was forced to realize how much I do not know or understand about computer technology, therefore I am at a MAJOR LOSS for words! Actually, it is almost comical. I mean...what do you say when you have virtually NO KNOWLEDGE to be able to say anything at all? Wow! I actually thought I was pretty "computer literate" until I was subjected to these assessments. Obviously, I was quite sadly mistaken.
The first assessment, titled Technology Applications Inventory, asked questions based on four areas: Foundations, Information Acquisition, Solving Problems, and Communication. My "scores" in these areas fell into the following mastery level percentage rates: Foundations (50%), Information Acquisition (30%), Solving Problems (28%), and
Communication (33%). Pretty sad, huh? I barely knew what the questions meant, let alone implementing them or even knowing how to implement.
The second assessment, titled SETDA Teacher Survey, could have resulted in a better "score," except for the fact that I am not a classroom teacher and the reading/dyslexia intervention I provide is quite controlled and prescriptive and does not lend itself to the use of technology. I did feel, however, that I would most definitely offer a wide use of technology supported learning as a classroom teacher if I were in that position. In my opinion, it could add so much to one's instruction and would definitely aid in enriching the entire classroom's learning experiences. Many of the classroom teachers at my campus have welcomed the use of technology to support their instruction. We are quite blessed to have 2 technology representatives on staff and they regularly provide tutorials and staff development sessions to increase our knowledge and use of technology in the classroom.
The third assessment, titled Rubric for Administrative Technology Use, was a bit confusing for me. I realize that I was to complete it as an "administrator," but my knowledge related to whether or not the information presented in the "leveled descriptors/choices" is actually being implemented at my campus is quite limited, so I found myself answering as "what I would do, expect, or implement if I were an administrator." I would have to say that I fell into an average "level 2" range.
My weaknesses lay literally EVERYWHERE, though are most evident in data acquisition and use and using technology tools to solve problems or create products (beyond a word processing product)! I also have 0 knowledge of the actual "workings" of a computer...how much RAM, memory, etc. and/or what all of it actually means to me. I am strongest (although I wouldn't consider myself really strong, using these assessments as the standard) in keyboarding skills and basic word processing, along with accessing and browsing the internet. I am definitely a "self-taught" soul who has learned most everything through "trial and error." The script playing inside of my head during many of my trial and error sessions would go something like this: "Oh! Let's see what this button does. Okay...not doing that again. Let's try this one...WOW! I had no idea you could do that. Now I know!"
I realize that I definitely have so much to learn. The good news is that I WANT to learn more about technology...I just haven't had the opportunity nor have I been in a position that really lent itself to me urgently needing to know more than I do. As a potential administrator, I can most certainly see the necessity and value of becoming technologically proficient, as it will be invaluable in analyzing various data, performing administrative tasks, creating and making presentations, knowledge sharing, and most especially, in modeling its value to staff and in acting as the instructional leader of a campus.