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In designing a teacher ICT development strategy
it is now possible to absorb the findings of a number of lengthy
and well-researched projects. In doing so our focus lies on the
teachers and the changing roles that they would generally need to
assimilate in an evolution of practice.
Levels of Practice
One tool that is helpful in assessing both individual
and school-wide readiness for harnessing ICT in the kind of curriculum
described in this paper is the Levels of Instructional Practices
Survey (Moersch, 1994). It describes the levels of technology integration
that would typically be found amongst teachers on the staff of a
school.
Table 3. Levels of Teaching Practices (Adapted
from Moersch, 1994)
| |
Level 1 |
Level 2 |
Level 3 |
| Learning Materials |
Heavy reliance on content, text books and
traditional aids, such as the blackboard |
Emphasis on learner-centered activities such
as experiments, worksheets, resource kits |
Determined by the problem areas under study.
Diverse use of resources and ICT tools |
| Learning Activities |
Traditional verbal activities |
Emphasis on learners' active participation
but not on authentic context |
Emphasis on learner activism and issues;
investigations; authentic hands-on inquiry related to real world
problems |
| Teaching Strategy |
Educator led |
Educator is facilitator and resource person |
Educator is a co-learner and strategic facilitator
leaving initiative with the learner |
| Evaluation |
Traditional factual testing |
Many assessment methods, including questions
with no obvious correct answer |
Integrated and varied assessment done continuously
throughout the process. Linked to problem solving, portfolios,
open-ended questions and peer reviews |
| Technology |
Drill-and-practice, little integration with
the topic |
Isolated hands-on experiences such as word
processing spreadsheet graphing, e-mail and information searches
|
Expanded view of technology as a process,
product and tool to find solutions to authentic problems, information
literacy is advanced |
The ideal outcome of a staff development strategy
would be to see all teachers practicing at Level 3, but in reality
there is a long learning pathway that only a small percentage of
teachers have fully traversed.
Teachers could typically identify the levels that
they have reached by using rubrics such as those in Table 4 and
Table 5. Table 4 is used to determine the comfort level of teachers
with the use of technology for largely personal and administrative
purposes.
Table 4: Rubric to Assess Basic Computer and Technology
Use
| Level |
Comfort Level of technology to determine
the staff development design |
| 1 |
I am aware of the technology available but
do not use it. I am uncomfortable with the thought of using
technology. |
| 2 |
I do simple tasks on the computer as long
as they do not overwhelm me. I can use a computer if someone
sets it up for me and is available to support me if there are
problems. |
| 3 |
I am comfortable using technology, but I
still ask for help. I use technology for my written and oral
communications and personal use. |
| 4 |
I realize technology can affect student achievement
and the curriculum. I can manage the technology, paper, and
files I create. I have started using technology with my students. |
| 5 |
I use technology with my students as an instructional
tool. Technology is just like a pencil or a book. I use new
ways of enhancing the curriculum with technology. |
| 6 |
I explore, evaluate, and use digital information
for my work and play. I share student work and enjoy collaborating
with colleagues. I am learning from my students. |
Source. Bray (1999)
Table 5 is used to determine the comfort level of teachers using
technology in the classroom.
Table 5: Rubric to Measure Integration of Technology
in Core Curriculum
| Level |
Level of integrating technology and
comfort level of usage with students |
| 1 |
I have my students go to the computer lab
or library by themselves. The computer teacher or librarian
supervises them. I have not included technology as part of the
curriculum. |
| 2 |
I have programs on computer(s) in the classroom
that students can use, but they are used as a stand-alone program
and as a supplement to the curriculum. When my students go the
lab, they are working on a project that the computer teacher
developed. |
| 3 |
I use my computer connected to a TV or projector
to present projects and demonstrate programs. My students are
using technology for writing projects. I use interesting software
programs, internet sites, and support materials as part of the
curriculum. |
| 4 |
I have reviewed the curriculum and found
technology resources that enhance it. My students are using
technology as one more tool that is in the classroom. I have
found ways to adapt technology to fit the curriculum and align
with state or district content standards. |
| 5 |
I am interested in creating exciting curriculum
that involves and motivates the students. I have seen what other
teachers in the same grade and subject areas are doing with
technology, as part of the curriculum. I have invented new strategies
of using technology as part of the curriculum. |
| 6 |
My students create exciting projects that
expand the curriculum. I collaborate with other teachers (critical
friends) that teach the same subjects so we are not reinventing
the wheel. I have formed partnerships with companies, agencies,
or parents that see new ways of teaching and learning. |
Source. Bray (1999)
While Table 4 and 5 are essentially teacher self-assessment
tools, Table 6 is another example of how different levels of ICT
integration can be identified in teaching activity, in this case
to gauge school readiness for technology integration. note the use
of "Integration" to describe level 4. This does not suggest
that level 4 is the only level of ICT integration, but you will
notice that level 4 is the first stage at which the teacher moves
away from using ICT to support traditional practice and that the
learners become significantly more involved at this stage. It is
when this happens that true ICT integration starts to take place
and the real benefits of ICT will become apparent.
Table 6. Levels of Computer Efficiency
| 0 |
Nonuse |
A perceived lack of access to ICT tools or
a lack of time to pursue the use of ICT. Educators use conventional
teaching aids |
| 1 |
Awareness |
The educator does not use computers in lesson
time, but the learners do have access to computers for activities
such as literacy classes. Educators use the computers for lesson
preparation and administrative work. |
| 2 |
Exploration |
ICT is used as a supplement for lessons in
the form of drill-and-practice tutorials, educational games,
and simulations. This is used either for extension or remedial
purposes. |
| 3 |
Infusion |
ICT tools such as word processors, spreadsheets,
databases e-mail or the Internet support traditional lessons
in limited contexts. |
| 4 |
Integration |
Educators can readily integrate ICT in lessons,
providing learners with a tool to manage information, identify
and solve problems and present original ideas. |
| 5 |
Refinement |
ICT access is extended beyond the classroom.
Educators actively use ICT to access real world environments
and institutions in order to identify and solve authentic and
challenging problems. |
Source: Adapted from Moersch, 1995
These levels typically give an indication of the
kinds of skills that teachers need to acquire before their use of
ICT in the classroom will have some measurable impact. While some
skills are specifically mentioned a range of skills related to organizational
and classroom management should also be taken into consideration
as part of the holistic teacher ICT development strategy.
Role shifts
In the Apple Classrooms of Tomorrow Project it
was often found that a definite gap existed between the beliefs
and actual practice of educators. (ACOT, 1995). Training appeared
successful when constructivist-learning strategies were used. However,
back in the classroom the same teachers showed no signs of adapting
their more traditional practices. It became evident that educators
accept and respond to change at different rates. They clearly needed
sustained support in the form of technical assistance, ongoing strategic
facilitation and encouraging reflection before they were able to
consider adaptation to the new technologies. There is no single
recipe for achieving effective teacher development and, in general,
there is no shortcut to achieving this.
Teacher roles took a long time to change, which
highlights the need to first support existing practice before making
demands on change in practice. It is likely that the continued use
of ICT will act as a catalyst towards change the teaching roles
from “instructivist” approaches to incorporating more
constructivist principles. Notably, the ACOT project modeled constructivist
practice from the earliest stages of the project.
Table 8: Role shifts for Teachers and Students
during Adoption and Diffusion Stages
| |
Stage |
Teachers / Pedagogy |
|
Students |
| 1 |
Entry |
Predominantly traditional practice, text
based.
Teachers complain about time constraints. |
Peer assistance initiated by students |
| 2 |
Adoption |
Predominantly traditional practice, text
based.
Computers assist with traditional practice. |
Peer support more formalized – teachers
assign student support roles |
| 3 |
Adaptation |
Integrate computer use.
Leads to more open-ended tasks.
Discover value in computers.
Teachers benefit more from reflection. |
More teacher-student partnership in learning |
| 4 |
Appropriation |
Meaningful mind shift.
Longer-lasting changes to practice.
Teachers more willing to share with each other
|
Teachers acknowledge and are more comfortable
with student expertise.
Mutually beneficial partnership in learning. Students as subject
matter experts. |
| 5 |
Invention |
More constructivist-type activities that
determine interactive nature of computer use |
|
Principles
It would be worth noting the principle features
of the ACOT Teacher Development Model:
- Teachers attending a centralized training
session in groups of two to four from the same school
- A constructivist learning approach is promoted
throughout
- The coordinator would engage the teachers
in ongoing conversation and reflection about their practice
- Teachers would develop learning tasks that
used technology and implement it on return to their classrooms
- Coordinators would provide follow up support
to assist with the implementation
The ACOT project was characterized by:
- Technology use in the classroom
- Extensive research and formative assessment
- Massive capital investment
- Relatively little use of the Internet
- Great emphasis on educator development and
support
- Strong support by partners, especially in educational
circles
- Its relatively long-term outlook.
Principles of sound staff development that emerged
from the ACOT project are:
- The context of classroom experiences and needs
was always used
- Modules were developed that could be implemented
back at school
- Educators worked in teams in order to reduce
isolation
- The constructivist learning approach was used
(learning by doing)
- Reflection of practice was encouraged
- Educators were encouraged to make plans for
change in practice, based on reflection
- Situated learning took place through follow-up
class visitations
- Follow-up support and a continuation of the
dialogue took place
- Educators had access to technology when returning
to their schools6,7,8.
The importance of mechanisms for support cannot
be over-emphasized. The "adoption of innovation and the creation
of a collaborative environment are complimentary conditions for
change4". Mention is made of a "symbiotic relationship"
between the two. It is emphatically stated that "lasting change
will not occur simply by giving teachers the latest technological
tools. Teachers must be provided with on-going support which is
available only if the larger system in which they are working changes
as well4".
(ACOT)
Stages of adoption – The Integrated
Technology Adoption and Diffusion Model
Several more recent educational ICT projects influenced
the development of the Integrated Technology Adoption and Diffusion
Model (Table 9). Most recently the WEB Project in Vermont was used
to identify professional development strategies that work at various
stages of technology adoption.
Table 9: Effective Strategies for the Stages
of Learning/Adoption
| Developmental Stage |
Effective Strategies |
Stage 1. Teacher as Learner.
In this information-gathering stage, teachers learn the knowledge
and skills necessary for performing instructional tasks using
technology. |
Time for training; demonstrations of promising
practices; ongoing professional development by peers rather
than one-shot workshops by outside experts; in-service sessions
that stress the alignment of technology with curriculum and
standards. |
Stage 2. Teacher as Adopter.
In this stage, teachers progress through stages of personal
and task management concern as they experiment with the technology,
begin to try it out in their classrooms, and share their experiences
with their peers. |
Online resources, helpdesks, and other forms
of readily accessible technical support; mechanisms to deal
with technical problems as they arise; in-building technical
specialists; other technology-savvy teachers who can mentor
new users and provide them with care and comfort as well as
information; open lab workshops at school sites to solve specific
technical problems. |
Stage 3. Teacher as Co-Learner.
In this stage, teachers focus on developing a clear relationship
between technology and the curriculum, rather than concentrating
on task management aspects. |
Workshops and online resources with strategies
for enhancing instruction and integrating technology into the
curriculum; collegial sharing of standards integration; exemplary
products and assessment ideas; use of students as informal technical
assistants. |
Stage 4. Teacher as Re-affirmer or
Rejecter.
In this stage, teachers develop a greater awareness of intermediate
learning outcomes and begin to create new ways to observe and
assess impact on student products and performances, and to disseminate
exemplary student work to a larger audience. |
Administrative support; an incentive system
that is valued by adopting teachers; awareness of intermediate
learning outcomes such as increased time on task, lower absenteeism,
greater student engagement, and increased meta-cognitive skills;
evidence of impact on student products and performances; dissemination
of exemplary student work. |
Stage 5. Teacher as Leader.
In this stage, experienced teachers expand their roles to become
action researchers who carefully observe their practice, collect
data, share the improvements in practice with peers, and teach
new members. Their skills become portable. |
Incentives for co-teaching onsite workshops;
release time and other semi-permanent role changes to allow
peer coaching and outside consulting; support from an outside
network of teacher-leaders; structured time for leading in-house
discussions and workshops; transfer of skills if teacher goes
to another school. |
Source: Sherry (2000)
Strategy based on understanding
Scanning through the above tables should have
given you some understanding of the extent to which teachers evolve
as integrators of ICT. It is the exceptional teacher that sees the
value of ICT and immediately adopts its us at a sophisticated level.
In most cases one has to provide ongoing support and exercise patience
as they develop confidence and understanding. A knoweldge of best
practice in this regard will help you to develop a sound strategy.
Primary in the moinds of teacher will be several
typical questions. Five attributes to an Innovation identified by
Rogers’ Diffusion of Innovations are:
- Relative advantage: Is the innovation seen
as better than what it replaces?
- Observability: Can others see how the innovation
works and observe its consequences?
- Compatibility: How consistent is the innovation
with the values, past experience, and needs of potential adopters?
- Complexity: Is the innovation easy to understand,
use, and maintain?
- Trialability: Can the innovation be tried out
on a limited basis?
Homophily, "the degree to which two or more
individuals who interact are similar in certain attributes".
ICT was not perceived as an innovation introduced from outside.
Teacher-trainees learned their necessary telecommunications skills
in the classroom from fellow teachers or the school’s technical
resource person.
Observability is "the degree to which the
results of an innovation are observable to others", especially
near-peers and colleagues within the same school. Open labs and
demonstrations enabled new users to explore the system on their
own, observe its effects directly, and evaluate its effectiveness
within their own, non-threatening environment. New users often ask
questions like "what are the innovation’s consequences?"
and "what will its advantages and disadvantages be in my particular
situation?" (Sherry 2000)
Change
According to William Bridges, there are three
phases people encounter as they go through the process of change:
- the process of letting go of old ways of thinking
and acting
- experiencing the neutral zone of transition
and
- engaging with new beginnings
He adds that “some people fail to get through
transition because they do not let go of the old ways and make an
ending; others fail because they become frightened and confused
by the neutral zone and don't stay in it long enough for it to do
its work on them. Some, however, do get through these first two
phases of transition, but then freeze when they face the third phase,
the new beginning. For that third phase requires people to begin
behaving in a new way, and that can be disconcerting -- it puts
one's sense of competence and value at risk”. (Bridges 2000)
It should therefore be noted that change is a
gradual process that requires strong, ongoing emotional support
over and above the traditionally recognized technical support.
References:
Apple Classroom of Tomorrow Project (1995)
http://www.apple.com/education/professionaldevelopment/research.html
- Changing the Conversation about Teaching Learning
and Technology
- Evaluation Study: First and Second Year Findings
- Teacher Beliefs and Practices (Part I): Patterns
of Change
- Teacher Beliefs and Practices (Part II): Support
for Change
- Teaching in High Tech Environments: Classroom
Management Revisited
- Partnerships for Change
- The Relationship between Technology Innovation
and Collegial Interaction
- Creating and Alternative Context for Teacher
Development: ACOT's Two Year Pilot Project
- Creating and Alternative Context for Teacher
Development: The ACOT Teacher Development Centers
- Integrating Technology Into Classroom Instruction:
An Assessment if the
- Impact of the ACOT Teacher Development Center
Project
- Support and Training for Learning Communities
- Teacher-centred Staff Development
Bray (1999), Technology staff development:
How do we get and keep our teacher on board. Symposium conducted
at the California Users Conference, Palms Springs,CA.
Bridges, W and Mitchell, S, (2000) Leading Transition:
A New Model for Change
[Online] http://www.pfdf.org/leaderbooks/L2L/spring2000/bridges.html
Moersch C, Level of Technology Implementation
(Loti): A Framework for Measuring Classroom technology Use,
Learning and Leading With Technology (Nov 1995)
Moersch, C. (Fall,1994). Labs for
learning: An experiential-based action model. A paper for the
National Business Education Alliance
Moersch C, Computer Efficiency: Measuring
the Instructional Use of Technology, Learning and Leading with
Technology (Dec 1996)
Sherry, L, et al. (2000) New Insights on
Technology Adoption in Schools
[Online] http://www.thejournal.com/magazine/vault/A2640.cfm
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