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At this level, teachers are just beginning their use of technology, and are
learning how it works. The use of technology has yet to appear in the
classroom (unless such use is completely student driven), and, in any
case, has not had an impact on classroom instructional practice.
Teachers at this stage have learned how to use productivity tools such as word
processing, email, and electronic grades or lesson plan software. The results of
this knowledge help them save time and enjoy some flexibility with worksheets,
tests, communication, and grades. In the classroom, students are given limited
access to simple technology tools for the purpose of helping traditional lesson
objectives, but there is still not a lot of direct evidence of technology use in the
classroom.
The main difference between Stage 3 and the previous stage is the level and
frequency with which technology is used. For example, a PowerPoint
presentation may be used with links to websites, or Excel might be used to
display and quickly modify charts and graphs. Students will use word processing
from rough draft to final version, rather than just typing it up when it's finished.
In each case, the technology is used to do something that could be done by
paper and pencil or other so-called traditional instructional methods or tools, but
with the increased efficiency and flexibility possible with technology tools. The
decisions about what and how to teach have not changed because of the
presence of these tools, and instruction is still teacher-directed.
In Stage 4, technology tools are being selected for their unique capabilities rather
than just supporting tasks that could be done by hand. But the main difference
between Stage 3 and Stage 4 is classroom practice - the emphasis is shifting from
the front of the room to the students, with the technology tools facilitating that
change. As an example, an assignment involving a small group presentation
might use PowerPoint with scanned drawings or electronically-constructed
illustrations, or require research from books and periodicals as well as the
Internet. That is, it would allow for a variety of roles and tasks for the students,
only some of which imply a technology tool. The technology is being selected by
the teacher to provide capabilities which, in many cases, are simply unavailable
through non-technology-based tools.
Invention: Discover new uses for technology tools, for example, developing
spreadsheet macros for teaching algebra or designing projects that
combine multiple technologies.