Teacher's Tech Development

[Bill Sears <bsears@EIS.CALSTATE.EDU>]

Cybernauts,
     I am sending you this document to help Mesa Verde High School's Technology
Committee develop a self-evaluation mechanism for teachers.   The Mesa Verde
Technology Committee is in the process of revising its 1994 Technology Use
Plan.  The committee felt that the teachers needed much training  in the use of
educational technologies to teach in the technology-rich classroom environments
proposed by the revised Mesa Verde Technology Use Plan.
     The committee was aware of the study, "Impact of High Teacher Access to
Technology,"  by researchers in the Apple Classrooms of Tomorrow (ACOT)
Project.  These researchers identified five stages of instructional change that
occur gradually in teachers as a result of immersion in technology-rich
classroom environments.
     The committee felt that they could incorporate these stages into the Mesa
Verde Technology Use Plan by identifying what competencies were needed to move
up through the levels.  The Mesa Verde Technology Planning Committee adopted
and modified an article written by Odvard Egil Dyrli and Daneil E. Kinnanaman
(1994, 20). The committee matched the national standards for educational
technology to the stages of technology development to come up with its staff
development component of its Technology Use Plan.  The standards used were
developed by the International Society for Technology in Education (ISTE).
     The Mesa Verde Technology committee proposed that teacheres evaluate
themselves each year and try to raise their level of competency one level each
year.  By the year 2000, 50% of all teacher at Mesa Verde High School will
reach the highest level of foundational competencies, related to technology
development, regardless of the teacher's area of specialization.
     Could I get LM_NETters, Telementors, and NetWits to please review the
Levels, competencies and activities. Please make suggestions directly to me
(bsears@eis.calstate.edu) and I will pass the results out to everyone.
.
References Cited
Dyrli, Odvard Egil and Kinnaman, Daniel E. 1994. "Gaining Access to
Technology: First Step in Making a Difference for Your Students." Technology
and Learning, January, Volume 14, Number 4.

The stages of Technological Development and Accompanying Competencies and
Activities

The Entry Level:  Students/teachers  struggle to adapt to changed learning
environments.
Competency: Operate a computer system in order to use software successfully;
Activity: Familiarizing students/teachers with computer and Internet Tools.

The Adoption Level:  Students/teachers move beyond their initial struggles to
use technology at basic levels, such as  using computers for tutorials and
drill and practice.
Competency: evaluate and use computers and related technologies to support the
instructional process.
Activity: Exploration of Internet for information and sources dealing with the
California State Curriculum Frameworks.

The Adaption Level:  Students/teachers discover the power of technology for
increased productivity.
Competencies:
 *  use computer-based technologies to access information to enhance personal
and professional productivity;
*  explore, evaluate, and use computer technology-based materials to support
the instructional process;
Activity: Using a variety of telecommunication systems to provide data that
will be used in reports and projects at student and teacher's level
technological development.

The Appropriation Level: Students/teachers master specific applications and use
a variety of technologies effortlessly as a tools for  achieving instructional
and management goals.
Competencies:
*  use computers for problem solving, data collection, information management,
communications, presentations, and decision making;         *  show knowledge
of equity, ethical, legal, and human issues of computing and technology;
Activity: Complex projects are chosen and implemented using a variety of
technologies. (Blend in media technologies)

The Invention Level:  Students/teachers  devise entirely new learning
environments using a variety of technologies as a flexible tools.
 Competencies:
*  design and develop student learning  activities that integrate a variety of
technologies for a diversity of student grouping strategies and student
populations;
*  evaluate, select, and integrate computer technology-base instruction in the
curriculum
*  use multimedia, hypermedia, and telecommunications activities to support
instruction;
*  integrate classroom technology skills with vocational requirements to
facilitate transition to the world of work.  In the above model, the teacher
and students are co learners.
Activities:  individual and group  projects  will be stimulated by the dynamic
interaction of students/teachers with the Internet.


Bill Sears, Information Telecommunication Teacher and State TeleMentor
Technologies and Learning Resources Center
Sacramento County Office of Education                   Voice: (916) 228-2353
9738 Lincoln Village Drive                              FAX:   (916) 228-2493
Sacramento, CA 95827                                    Internet:bsears@ctp.org

I ensure that curriculum trainers have the expertise to help teachers use the
Internet as a resource to enhance the California State Curriculum Frameworks.