Tech Paper

Integration of Technology, 1

Integration of Technology

The Process of Instructional Revolution

Jennifer Kukalski

Using Integrated Software Across the Curriculum

Spring 2009


Integrating technology into classrooms can be very challenging and rewarding.

Various aspects of the teacher, class and environment will change. Sometimes the

changes are difficult to deal with, but as time progresses those problems get better. With

full integration of technology into a class, the class will change from an instruction-based

class to a knowledge construction class. This change may also require teachers to change

their beliefs and strategies for teaching. The class will go through stages as it becomes a

knowledge construction class which uses technology.

The authors of Teaching with Technology describe the five stages for

instructional revolution. Their model demonstrates a gradual transition from text-based

curriculum delivered in a lecture-recitation-seat work mode to learning experiences that

are more dynamic for the students (Sandholtz, Ringstaff & Dwyer, 1997) With each

stage there are also concerns that develop by the teacher. The concerns do become less

as the class progresses though the stages.

The entry stage is the first in the model. During this stage the computers were

placed into the classrooms and homes. The class began using the computers in a very

basic way. They were only used as a support to the lecture-based class. During this stage

the teachers experienced the most frustration and problems with the new technology.

One of the initial problems the teachers had to solve was the best way to setup the

computers in the classroom. Many challenges came into play when only dealing with the

physical environment. They had to worry about the space the computers took up, chalk

dust getting into the hardware, the glare of the sun on the screens, hot weather and power

outages, just to name a few. (Sandholtz, Ringstaff & Dwyer, 1997)


More problems arose in the entry stage from the students. There behaviors and

attitudes changed quickly. The students would cheat, illegally copy and sabotage other

students’ work. Their curiosity with the new computers would also lead them to be

destructive at times, as they would take apart the mice or use magnets to see if they could

erase disks. Some students figured out how to get into the teacher’s management system

and would cause the networks to go down. The students’ attitudes about class had

changed as well. At times, they would refuse to do work with paper and pencil instead of

using the computers. They would also refuse to go onto the next lesson because they

liked the one they were on so much. Other students would “go ahead” with lessons, and

not stay with the class.

Other concerns that developed in this stage dealt with the actual technology and

the environment. When technical problems arose, they often took a long time to fix

which created an even bigger problem. Printers would become overloaded with the

students’ work and networks would just spontaneously go down. If the network went

down, the teacher’s plans for the day would be ruined. The teachers learned that they

needed to have backup plans because the technology was unpredictable and it could go

down at anytime. The teachers were also uncomfortable with the noise and the roaming

around of the students. (Sandholtz, Ringstaff & Dwyer, 1997)

At this point, the teachers had to evaluate the beliefs and strategies and decide

whether they wanted to change their style to use the technology or not. These unexpected

consequences were enough to make teachers not continue with the program, such as Mrs.

Bennett. She went through a cycle between using the technology and regular teaching


that she became exhausted and retired after her first year from the ACOT project.

(Sandholtz, Ringstaff & Dwyer, 1997) She and other teachers saw some good benefits

come from the children and using the technology, but for her the chaos and frustrations

outweighed those good moments.

During the next stage, called adoption, teachers began planning activities that

taught the students how to use the computers. The students learned how to use the

computers faster than the teachers thought they would. The teachers also evaluated

software and programs to see which ones would work best for their class. Towards the

end of this stage, the teachers were creating plans that used the technology as a support to

the text-based instruction. The teachers became more used to the noise and roaming

around of the students. They also began to anticipate problems and the solutions before

they occurred. Concerns and problems that persisted in this stage were on the technical

level. Some locations hired on-site computer technicians to help solve the problems

quickly. Another problem was the amount of equipment in the class. The teachers just

did not have enough for their class size, for example one printer for twenty students.

Even though they would get more, it just never was enough. (Sandholtz, Ringstaff &

Dwyer, 1997)

The adaptation stage was next in the process. Technology became more

integrated at this level, however lecture based seatwork still prevailed. The teachers

began using the technology more often and noticed an increase in the amount of work the

students were producing. During this stage, the teachers discovered that technology

could actually make their work easier. They devised ways to keep track of their records,

such as grades and IEPs. They also found it to be easier to the type their assignments into


the network instead of typing them out and copying for each of the students. They could

also prevent cheating by easily creating different forms of a test on the computer.

(Sandholtz, Ringstaff & Dwyer, 1997)

The authors view the fourth stage, appropriation, as more of a milestone than a

stage. At this point, the teachers are adjusted to the changes brought on by the

technology in the classroom. They have gotten used to the technical equipment and

software, and cannot picture their lives without it. Their attitudes have changed and there

were no more major concerns or problems through the rest of the instructional revolution.

(Sandholtz, Ringstaff & Dwyer, 1997)

The final stage is known as invention. A collaborative effort is made by the

teachers to create projects that span across multiple subjects. The children are proficient

at working in small groups for these projects, and go to each other for help instead of

asking the teacher. During this stage the teachers began to question their old strategies of

teaching. They were also curious to find out the reasons for the changes they saw in their

students. (Sandholtz, Ringstaff & Dwyer, 1997)

Through the progression of the stages, the students’ behaviors and attitudes

changed greatly as well. At first, the changes were disruptive and frustrating, but over

time the teachers were amazed. The noise and roaming around turned out to be stepping

stones for successful peer interaction and tutoring. The students would teach and help

each other when asked. Sometimes the students who were familiar with certain software

or programs would also teach the teacher. Helping each other came naturally to the

children, and they developed a sense of pride for themselves by doing so. There were


many other unanticipated benefits from teaching with technology as well. Students who

were less advanced than others would strive ahead in the classes. Also, students who

were usually unmotivated, were eager to do extra work. One of the most important

changes of the students was, they learned and realized how they like to learn. They came

to the conclusion that they preferred to learn in an environment that had active

involvement, rather than passive learning.

For the teachers who stuck through the process of the instructional revolution,

which was difficult and frustrating in the beginning, was it worth it? Author Marina Bers

(2008) points out that “the answer largely depends on the teacher, school administration

and parents” (p. 51) . In both scenarios of, using computers in the class and teaching

engineering with Legos, most teachers had to learn something new. They had to become

oriented with the form of technology they would be using to teach the children. They

would also have to change their teaching strategies and beliefs, and allow their

classrooms to be a little chaotic. With hands-on learning, the students are directing the

class more than the teacher, with questions and statements. They are also moving about

the room, talking with one another and working on their projects. (Bers, 2008) This can

be hard to deal with, but with the right support from other teachers, school administration

and even parents, going through the process can be easier. Collaborating with other

teachers and having the support from the administration is really necessary for teaching

any class, no matter how it is taught. Some classmates have stated that they would not

have technology in their classrooms or the ability to teach with it, without the support

from their principals. That is very important.


In conclusion, technology is a very large, important part of this world. In order

for students to be successful through their school years and beyond, there should be

technology in their classrooms. It may be difficult at times, but going through the

gradual process with support from other teachers and staff should help. The benefits the

children gain from, being excited about school work, to helping each other through peer

tutoring, are well worth the effort.


References

Bers, M., (2008). Blocks to Robots. New York: Teachers College Press.

Sandholtz, J., Ringstaff, C., & Dwyer, D. (1997). Teaching with Technology. New York:

Teachers College Press.

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