Integrating
Technology - Implications for Staff Development
February/March 2001, Journal
of Adventist Education, written by Janine
Lim
How can teachers learn
to integrate technology into their curriculum in ways
that enhance learning? In this column, we'll look at two
models for technology integration and learning new instructional
strategies.
The CEO Forum on Learning
and Technology(1) has been developing
assessments for the past three years. Their STaR Chart
assessment for 2000 define four levels of school technology
integration: early tech, developing tech, advanced tech,
and target tech.(2) Let's examine
each level.
Early Tech
At the early tech level,
teachers use technology "as a supplement rather than
an integral part of the curriculum."(3)
For example, they may allow students who finish their
work early to spend some time using educational CDs at
the back of the classroom. Students may also get to visit
the computer lab for 30-45 minutes a week, although the
instruction is rarely connected to what goes on in the
classroom. It is usually limited to basic skills reinforcement.
Developing Tech
At this level, "teachers
use technology to streamline administrative functions,
to communicate, and for presentations." The teacher
uses Microsoft PowerPoint or Corel Presentations for lectures;
a word processing program to create worksheets and newsletters;
an E-mail program to communicate with family, friends,
and colleagues; and a computer grading program to prepare
report cards. Students use the computer for research,
communication, and presentations three to four times a
week. The learning is structured and teacher-directed,
offering little opportunity for student choice. At this
level, 50 percent or more of students employ digital content.
However, levels of integration may vary within a school,
with one teacher encouraging and requiring the use of
technology, while another teacher down the hall rarely
uses the computer.
Advanced Tech
At the advanced tech level,
teachers use technology "for research, lesson planning,
multimedia and graphical presentations, and simulations."
They use E-mail and word processing "to communicate
with parents, peers, and experts." The teacher facilitates
student research and problem solving, and students use
technology "to analyze data, to collaborate and to
correspond with experts and peers." The technology
is used "daily, but activities are separated by grade,
discipline, and classes." At this level, 75 percent
or more of students employ digital content and technology
is regularly integrated into the curriculum.
Target Tech
At this level, "digital
content changes the teaching and learning process, allowing
for greater levels of inquiry, analysis, interest, collaboration,
creativity and content production." Students research
and create content to instruct others,(4)
as well as collaborate with other schools to analyze data
and solve problems.(5) The teacher
serves as a guide, asking questions and facilitating the
thinking process. The learning is student-centered, with
pupils making choices about research topics and methods
of presentation. Technology is "seamlessly integrated
throughout all classes and subjects on a daily basis,"
wherever appropriate to enhance learning. At this level,
100 percent of students use digital content across all
subjects and disciplines.
Implications for Technology Staff Development
What would it take to reach
the Advanced Tech and Target Tech levels of technology
integration in our schools? First, we must understand
the time requirements for staff development. The following
chart was adapted by Jeannette Cates from the Apple Computers
of Tomorrow (ACOT) research.(6) I have added the STaR Chart levels of technology integration.
ACOT Level
|
Description of Teacher and Student Behavior
|
Staff Development Hours
|
STaR Chart
|
Entry |
Teachers do not use technology
much; the equipment sits with dust cover on most of
the time.
Students occasionally use the technology. |
0 hours, 0 experience |
|
Adoption |
Teachers use a few applications
to automate existing tasks, such as gradebooks and
word processing, but make no changes in teaching methods.
Students expand use, no change in learning. |
30 hours, 3 months |
Early Tech |
Adaption |
Teachers' methods of presenting
information begin to incorporate technology such as
PowerPoint.
Students' work on computer is accepted and encouraged. |
30-50 hours, 3+ months |
Developing Tech |
Appropriation |
Learning begins to change,
teachers use new methods of preparing and presenting
information. Classroom arrangement is different from
traditional layout.
The nature of student work changes to collaborative
and project-based learning |
51-70 hours, 2 years |
Advanced Tech |
Innovation |
Teachers develop new ways
of using technology to enhance the quality of the
learning.
Students create their own learning and use their creativity
to research and explain information. |
71+ hours, 2-5 years |
Target Tech |
Notice how much time it takes
for teachers to move from one level to another. Short workshops
once or twice a year or a single required educational-technology
course will not significantly advance teachers' integration
of technology. Training should integrate a learning cycle
of theory, demonstration, practice, feedback, and coaching,(7)
as well as time to reflect on the implementation of new
strategies. Planners must adapt the complexity of the training
to teacher needs. Staff development should include strong
connections "to student learning, hands-on technology
use, a variety of learning experiences, and curriculum specific
applications"(8) as well as technical, peer, and administrative support.
(9)
Teachers need technology
designed to help them progress to the next level of integration.
Educators at the Entry and Adoption stages need training
and lots of support to help them feel comfortable using
technology. The training should combine how-to instruction
with easy sample classroom projects for integrating technology
in their curricula.(10) It should show how "new technologies can improve
student performance," and use "technology-enhanced
instructional units that are highly reliable, user friendly,
and structured."(11)
Teachers at the Adaption
stage need help with classroom management and instructional
strategies such as cooperative and problem-based learning.
The training should model innovative, student-centered
instruction that includes inquiry and problem solving.
As Jamie McKenzie says, "If we want to see powerful
uses of new technologies, we must devote far more attention
to curriculum opportunities and teaching strategies."(12)
Teachers at the Appropriation
and Innovation stages need time to plan with colleagues
and to evaluate their success in incorporating technology
into their teaching. They need mentoring opportunities
and many flexible choices(13) for
continuing-education credit such as online collaboration
on lessons, conferences, reading, and other non-traditional
training.
The North American Division
is now requiring technology training for teacher recertification,
to ensure sustained professional development in this area.
Teachers at all levels should choose training that meets
their needs and will bring them to the next level of technology
integration. Remember that change takes time, practice,
reflection, and more practice.
Notes and References
- The CEO Forum on Education and Technology was founded
in the fall of 1996 to help ensure that America's schools
effectively prepare all students to be contributing
citizens and productive workers in the 21st century.
For more information, visit http://www.ceoforum.org/.
- You can find the STaR chart at http://www.ceoforum.org.
It is very helpful for assessing your school's use of
technology.
- These quotes are taken from the STaR chart. See ibid.
- For example, visit the ThinkQuest project at http://www.thinkquest.org/.
- For examples, visit the Project Center at http://www.eduplace.com/hmco/school/projects/
and the Global School House Project Page at http://www.gsn.org/project/.
- The ACOT research reports can be found at http://www.apple.com/education/k12/leadership/acot/library.html/
Jeannette Cates' adaptation of the five stages can be
found at http://www.techtamers.com/free_resources/educational_technology/stages.htm/.
- Bruce Joyce and Beverly Showers, Student Achievement
Through Staff Development (New York: Longman, Inc.,
1988).
- Jamie McKenzie, "Designing Staff Development for
the Information Age," From Now On 1:4 (April
1991), http://www.fno.org/fnoapr91.html/.
- Ginger Rodriguez and Randy Knuth. 2000. Critical
Issue: Providing Professional Development for Effective
Technology Use. http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te1000.htm/.
- For example, Teacher Created Materials publishes many
books with simple classroom projects using various software
packages. On the Internet, teachers can begin by incorporating
a simple routine into their schedule. Suggestions can
be found at http://server.remc11.k12.mi.us/bcisd/classres/intelem.htm/.
For an example of task-oriented simple-project-based
instruction using Microsoft Office, see the Office in
the Classroom handouts at http://www.remc11.k12.mi.us/bcisd/classres/handouts/.
- Jamie McKenzie, "Beyond Technology: Making a Difference
in Student Performance," Electronic School (March
2000), http://www.electronic-school.com/2000/03/0300f1.html/
See also Jerry Bennett, "National Educational Technology
Standards: Raising the Bar by Degrees," Multimedia
Schools (May/June 2000), http://www.infotoday.com/MMSchools/may00/bennett.htm/.
- McKenzie, ibid.
- "Ideally, teachers should be allowed to select from
a menu of courses that describes the kinds of activities
included in each. This process of selection increases
the likelihood of a good match between learner and course,"
McKenzie, 1991.