Page 25 - Lakeland Catholic Technology Plan

“A CATHOLIC COMMUNITY OF LEARNERS OPENING HEARTS MINDS AND DOORS....”
As the grade level increases, teachers have a harder time finding soft- ware that meets their classroom needs.
Asked how software in general could be improved so that teachers could make greater use of it, teachers overwhelmingly cite expense as the biggest problem.
Training on integrating technology into the curriculum seems to have a greater impact on teachers than basic technology skills training when it comes to whether they use software and how much they rely on it.
Benchmarks, Practices, Targets and Standards
Because computer and the new and emerging information technolo- gies are relatively new to education, few teachers have mastered the outcomes of the Alberta Learning, Information and Communication Technology, Kindergarten to Grade 12, Program of Studies, 1998. Research and experience have shown that it takes time for teachers and staff to adopt computer and information technologies. The follow- ing Adoption Model diagram is a representation of this adoption growth.
The ‘Early Adoption’ level is one in which staff are tentatively trying new things but technology has not become a regular and comfort- able part of their repertoire. At this level, teachers are more inclined to use technology as a demonstration device or use pre-designed structured activities with students. They use productivity tools to automate tasks such as writing report cards and lesson planning. Staff at the ‘Early Adoption’ level must be encouraged and supported as they learn.
With experience and the opportunity to use many different applica- tions, staff evolve into the ‘Mature Adoption’ level in which technol- ogy is used regularly and confidently. Teachers at this level provide more opportunities for students to initiate the use of technology. They are more likely to facilitate learning rather than deliver learning, using technology to take advantage of the teachable moment in a real-life context. They use productivity tools to work with information in ways that have the potential to improve student learning. Teachers at this level often become mentors for their colleagues. A few staff progress even further to an ‘Innovation’ level in which they create new and meaningful ways of using technology to support teaching and learning.
In planning for staff inservice, the implications of the Adoption Model must be considered. There are three transitions where staff may need support through inservice and training opportunities. The activities at each transition must be designed to nurture staff growth toward the next phase of adoption.
Time is required for staff to become skilled and knowledgeable users of technology. In the case of teachers, research shows that it can take between 3 - 7 years to progress from the ‘entry’ level to the ‘Ma- ture Adoption’ level. In this regard, Alberta Learning has mandated Information and Communication Technology curriculum beginning September 2000. Implementation of this change, as estimated by the ALTIS Group, will realistically take 3 -7 years.
NOTE: For additional information on the Adoption Model and an ex- tensive technology inservice program see Teaching and Learning with Technology (1998) from the Edmonton Regional Professional Development Consortium.
FRAMEWORK FOR TECHNOLOGY INTEGRATION IN EDUCATION
• Technology be used to help students learn difficult concepts, and develop critical thinking skills
• Technology learning expectations con- tinue to be clearly defined and included in curriculum revisions
• Business and other education partners be involved in reviewing students' tech- nology skills to ensure they are relevant in the workplace
• Methods and tools for assessing stu- dent performance in the use of informa- tion technology be developed
• Schools, school boards and the prov- ince report on student performance in the use of information technology
• High school graduation requirements include technology-related skills
• Alberta Education Publications - ISBN 0-7732-1833-5
Entry Level
Early Adoption
Mature Adoption
Innovation
At the ‘Entry’ level, staff begin to learn how to use basic computer tools, such as word processors and understand the basic operation of the computer system. With these entry-level skills in place, staff are prepared to begin to use technology for professional work and with students.
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