Thursday, May 11, 2006
Stages in the adoption of Technology
Based on experiences associated with 10 years working with the Apple Classrooms of Tomorrow (ACOT) project across the USA Sanholtz (1997) provides a model to describe 'a road map for teachers [school] just beginning to use technology in their classrooms'(p.34).
The model has five stages: entry, adoption, adaption, appropriation and invention.
Entry: Technology is used in combination to support existing practices. Setting up and overcoming technical problems associated with the technology. With an increased focus on instructional matters they move to the next phase.
Adoption:Teachers become more concerned with how technology can be integrated into their practice. The use of technology is interspersed between existing practices.
Adaptation: Whilst existing practices remain dominant the use of new technology becomes integrated into existing practice.
Appropriation: Characterised by a 'a change in personal attitude towards technology' (p.43), appropriation is described as 'less a phase in instructional evolution and more a milstone' (p.42). Technology is used 'effortlessly as a tool to accomplish real work' (p.42).
Invention: In this stage teachers experiment with 'new instructional patterns and ways of relating to students and to other teachers' (p.44).
Sandholtz, J. H., Ringstaff, C., & Dwyer, D. (1997). Teaching with technology. Creating student-centered classrooms. New York: Teachers College Press.
The model has five stages: entry, adoption, adaption, appropriation and invention.
Entry: Technology is used in combination to support existing practices. Setting up and overcoming technical problems associated with the technology. With an increased focus on instructional matters they move to the next phase.
Adoption:Teachers become more concerned with how technology can be integrated into their practice. The use of technology is interspersed between existing practices.
Adaptation: Whilst existing practices remain dominant the use of new technology becomes integrated into existing practice.
Appropriation: Characterised by a 'a change in personal attitude towards technology' (p.43), appropriation is described as 'less a phase in instructional evolution and more a milstone' (p.42). Technology is used 'effortlessly as a tool to accomplish real work' (p.42).
Invention: In this stage teachers experiment with 'new instructional patterns and ways of relating to students and to other teachers' (p.44).
Sandholtz, J. H., Ringstaff, C., & Dwyer, D. (1997). Teaching with technology. Creating student-centered classrooms. New York: Teachers College Press.
# posted by Ian @ 5:44 PM 
