0

Non-use

A perceived lack of access to technology-based tools or a lack of time to pursue electronic technology implementation. Existing technology is predominately text-based (e.g., ditto sheets, chalkboard, overhead projector).

1

Awareness

The use of computers is generally one step removed from the classroom teacher (e.g., integrated learning system labs, special computer-based pull-out programs, computer literacy classes, central word processing labs). Computer-based applications have little or no relevance to the individual teacher's instructional program.

2

Exploration

Technology-based tools serve as a supplement to existing instructional program (e.g., tutorials,educational games, simulations). The electronic technology is employed either as extension activities or as enrichment exercises to the instructional program.

3

Infusion

Technology-based tools including databases, spreadsheets, graphing packages, probes, calculators, multimedia applications, desktop publishing, and telecommunications augment selected instructional events (e.g., science kit experiment using spreadsheets/graphs to analyze results, telecommunications activity involving data sharing among schools).

4A

Integration
(mechanical)

Technology-based tools are integrated in a mechanical manner that provides rich context for students' understanding of the pertinent concepts, themes, and processes. Heavy reliance is placed on prepackaged materials that aid the teacher in the daily operation of their instructional curriculum. Technology (e.g., multimedia, telecommunications, databases, spreadsheets, word processing) is perceived as a tool to identify and solve authentic problems relating to an overall theme/concept.

4B

Integration
(Routine)

Teachers can readily create Level 4 (Integrated units) with little intervention from outside resources. Technology-based tools are easily integrated in a routine manner that provides rich context for students' understanding of the pertinent concepts, themes, and processes. Technology (e.g., multimedia, telecommunications, databases, spreadsheets, word processing) is perceived as a tool to identify and solve authentic problems relating to an overall theme/concept.

5

Expansion

Technology access is extended beyond the classroom. Classroom teachers actively elicit technology applications and networking from business enterprises, governmental agencies (e.g., contacting NASA to establish a link to an orbiting space shuttle on the Internet), research institutions, and universities to expand student experiences directed at problem-solving, issues resolution, and student activism surrounding a major theme/concept.

6

Refinement

Technology is perceived as a process, product (e.g., invention, patent, new software design), and tool toward students solving authentic problems related to an identified "real-world" problem or issue. Technology, in this context, provides a seamless medium for information queries, problem-solving, and/or product development. Students have ready access to and a complete understanding of a vast array of technology-based tools to accomplish any particular task.

Level 0

Nonuse

I do not find computers to be a necessary part of classroom instruction.

Level 1

Awareness

I prefer that my students go to a school computer lab for instruction without me.

Level 2

Exploration

I primarily use drill and practice or tutorial software programs in my classroom (excluding fundamental keyboarding programs).

Level 3

Infusion

I seek out activities that promote increased problem-solving using the classroom computer(s).

Level 4a

Integration
(mechanical)

I use prepackaged curriculum units that place emphasis on complex thinking skills, computer use, and relevancy to the real world.

Level 4b

Integration
(routine)

I use my students' interests, experiences, and desire to solve authentic problems when planning computer-related activities in my classroom.

Level 5

Expansion

I integrate the most current research on teaching and learning when using the classroom computer(s).

Level 6

Refinement

My students have immediate access to all forms of cutting edge technology and computers at any time during the instructional day to pursue their authentic problem-solving surrounding an issue or problem of importance to them.

I access the Internet quite frequently.

Students' questions dictate both the context and content of my instruction.