|
Level of Adoption |
Teacher behavior
|
Student behavior |
Technology tools |
|
Entry
|
Teachers have little or no experience
with technology and demonstrate little interest in changing their
instruction. Teachers have little interaction with colleagues about
their success and failures with technology. |
Students may be sent to computer lab for
instruction.
Lecture, seatwork, and recitation are
common.
|
Technology is text-based. Blackboards
may be replaced with whiteboards. Overhead projectors are used.
Videotapes support lectures. |
|
Adoption
|
Teachers' concerns shift from learning
how to use the computer to learning how to use the technology to
support text-based instruction. Teachers provide technical
assistance to their colleagues and share knowledge abut how to
manage the equipment and use the software. |
Students interact with technology to
replace paper and pen activities or drill and practice. Databases
and spreadsheets may be used to collect and compare
information. |
Computers are present in the classroom
or class is scheduled regularly in the computer lab. Software
includes database, spreadsheet, web browser, word processing,
desktop publishing. |
|
Adaptation
|
Teachers begin to share instructional
ideas instead of technical assistance. Collaboration on
instructional topics moves teachers beyond text-based activities.
Teachers experiment with new technologies. |
Students' productivity has increased,
allowing teachers to engage in higher-level activities and
problem-solving. Quality of students' work improves as well. |
Problem-based technologies, multimedia,
presentations, graphics. Software will include CDs with
problem-based learning and simulations. |
|
Appropriation |
Team-teaching, interdisciplinary
project-based instruction, and individually-paced instruction become
more common. Teachers begin to question old patterns and the
speculate about the causes behind changes they are seeing in their
students. |
Students work collaboratively to solve
problems or create projects. Activities include individualized
instruction, collaborative group work, simulation, distance
learning, self-paced, and multimodal learning. |
Digital camera, computers, laptops,
presentation and multimedia software. Increased use of network for
file-sharing and collaboration. |
|
Invention |
Teachers are ready to implement
fundamental changes in their teaching approaches. They are more
disposed to view teaching as an active, creative, and socially
interactive process. Knowledge is viewed as something children
construct and less like something to be transferred. |
Students are engaged in construction and
constructive activities. Students are active participants. |
Technology is available anytime within
and without classrooms. |
|
(Adapted from stages of
adoption as described in Dwyer, Ringstaff, & Sandholtz, 1992) |
