• ETP Technology and Learning Spectrum

ETP Technology
and Learning Spectrum
Literacy Uses Adapting Uses Transforming Uses
• Technology Focus: Technology Use • Technology Focus: Optional / Adaptive • Technology Focus: Essential / Re-culturing
Learning Tasks- "Just-in-case" technology Learning Tasks - Integrating is translated Learning Tasks - Integrating is“ just-in-time”
skills are acquired for possible future needs. into "use it for something, anything . . . just technology skills developed as needed for
use it" “Do what you can, do what you want.” learning projects essential to meeting standards.
• Literacy classes - either stand alone or
embedded within other classes like business. • Drill and practice w/ content software. • Complex learning and thinking tools - such as
• Learning keyboarding. • Instructional games as skill practice. simulations, mathematical modeling,
• Learning hardware/software. • Software identified and matched to specific mindmapping - focus on systems/"what if."
• Learning programming languages including curriculum objectives. • Community learning tools for collective
html. • Productivity tools modify or vary traditional learning/publishing using groupware, listservs,
• Playing games or other technology activities assignments given in the past. on-line resources and collaborative software.
during "free time." • Curriculum provides "topics" for learning • Assessment tools such as electronic portfolios,
technology skills - using it for whatever. on-line/performance assessment etc.
• Productivity tools used to conduct inquiries,
construct meaning, and produce information.
• Focus: Technology-centered pedagogy • Focus: Teacher-centered, direct instruction • Focus: Student-centered, constructivist
Teacher talk about student work is technology pedagogy. Teacher talk is same learning pedagogy. Teacher talk about student work is
talk rather than learning talk. stories even though using new tools. about new learning stories using new tools.
Technology uses are organized to acquire and • Technology uses are adapted to traditional • Technology uses enables new learning tasks not
assess technical skills. curriculum goals and tasks. possible without technology.
• Technology skills curriculum is in place. • Learning/assessment practices are un- • Learning/assessment practices are changed.
• Offered as separate and/or optional experi- changed. • High cognitive tasks for fluency in accessing,
ences/programs. • Low cognitive tasks when using technology. processing and communicating information.
• Allowed when "real work" is completed • Teacher and student roles remain the same. • Student roles expand to include explorers,
• Considered as alternative/reward activities. • Student experiences depend upon teacher producers of knowledge, communicators and
• Hardware and software skills acquisition is directed assignments. self-directed learners.
separate or add-on to curriculum. • Technical skills are learned within the • Teacher roles expand to include facilitators,
• Student projects are technology focused academic curriculum but the talk is "tech talk" learners, and researchers.
rather than standards / learning objectives rather than "learning talk." • Students initiate technology uses when essential
intentionally driving the use of technology. • Teachers view technology as interesting but or necessary for their learning outcomes.
optional and unnecessary to achieve present • Students and teachers have classrooms without
curriculum goals. walls -- collaborating and learning together.
Copyright, 1995 Education Technology Planners, Inc. (303) 647-2383 www.edtechplanners.com
 ETP Technology
and Learning Spectrum cont'd
Literacy Uses Adapting Uses Transforming Uses
Access Focus: Rotating every student to Access Focus: Whatever is available Access Focus: Essential, ubiquitous access
provide equitable access
• Individual teachers initiate technology uses • Students, staff, and parents have access to
• Technology use occurs at scheduled times. if equipment is available. technology wherever learning is occurring.
• Limited or no access is available beyond • Increased numbers of equipment are needed • Students as well as teachers initiate technol-
scheduled programs. to meet expanding curriculum uses but com- ogy use as needed for their work and learning.
• Little equipment is needed. puter student ratios not adequate. • High numbers of equipment to student ratios
• Labs are primary location of equipment. • An effort is made to move equipment closer (1 to 3/5 ratios) are needed to support on-
• Software is selected to teach or practice to classrooms creating various combinations demand, pervasive use by students and staff.
specific skills and understandings of technical of lab and classroom locations. • New learning tasks require a wider range of
operations. • Lots and lots of software. technologies with higher performance capa-
• Connectivity only needed in designated • Connectivity not fully utilized. There are bilities.
areas. optional expectations/lack of pedagogical • Software is standardized to 2-4 tools.
readiness to take advantage of information • Connectivity essential to instructional uses.
technologies.
Focus: Specialists rather than classroom • Focus: Integration experiences are • Focus: Essential skills and practices are
teachers take responsibility for student encouraged for all students and teachers articulated, expected, supported and measured
technology skills. but uses remain optional and unfocused. for all students / teachers.
• Content of staff development on hardware / • Everyone is an expert in some technical area.
• There is an identified "expert" in the software - unfocused expectations for staff. • Content of staff development focused on
building / district. instructional strategies to raise results for
• Integration of technology into curriculum is
• Staff development is limited, not necessary students.
left to teachers which translates into "do
and not funded since specialists are hired to • Sustained and expanded staff development
something, do anything . . . just use it"
give technical experiences to students. strategies support new instructional pedagogi-
• Increased workshop offerings and confer-
• Specialists tend to learn new technologies cal as well as technological skills / practices.
ence attendance reflect expectations for wider
on their own. Other staff also self-initiate • Everyone takes responsibility for reflecting on
staff use within the academic curriculum but
learning on their own time and own dime. effective uses and demonstrating student results.
participation is optional.
• Specialists are expected to supply • Diversified staff development supports on-site
• District/buildings view budget / policy
technical repair, offer training, and answer and in-class mentoring with team collaboration
support of staff development as optional - less
colleagues' questions. and reflective practice essential - at least 30%
than 30% of technology budget.
of technology budget is allocated.
• Technical support is optional.
• Technical support is essential.
Copyright, 1995 Education Technology Planners, Inc. (303) 647-2383 www.edtechplanners.com