1. Blindly Stumbling towards Technology Nirvana

2. The Germ of an Idea
John C. Dvorak’s article “The Evolution of Personal Computers”
PC Magazine, March 12, 2002 (2/19/02 on pcmag.com)
Image courtesy Harry Walker Agency

3. 12 Steps of PC Evolution
Word processing

4. 12 Steps of PC Evolution
Word processing
Spreadsheets

5. 12 Steps of PC Evolution Word processing Spreadsheets
Telecom and

6. 12 Steps of PC Evolution
Desktop publishing

7. 12 Steps of PC Evolution
Desktop publishing
Chat rooms

8. 12 Steps of PC Evolution
Desktop publishing
Chat rooms
Games

9.         
        
12 Steps of PC Evolution
Photo editing

10.         
        
12 Steps of PC Evolution
Photo editing
Presentation graphics

11. 12 Steps of PC Evolution Photo editing Presentation graphics
        
        
12 Steps of PC Evolution
Photo editing
Presentation graphics
The World Wide Web / surfing

12.         
        
12 Steps of PC Evolution
Bootleg software and music

13. 12 Steps of PC Evolution Bootleg software and music Porn
        
        
12 Steps of PC Evolution
Bootleg software and music
Porn
Cover courtesy AOL Time Warner

14. 12 Steps of PC Evolution Mullet awareness
        
        
12 Steps of PC Evolution
Mullet awareness
Image courtesy mulletsgalore.com

15. Have schools gone through a similar evolution as well?
Mullet awareness aside, what path have we been on?

16. Behind the Orange Curtain
Henry Jay (Hank) Becker
CRITO at UCI:
“Expert” Wisdom about Computer Use in Schools
                                                                                                       
Image courtesy UC Irvine

17. Program computers using basic
“Expert” Wisdom: 1982
Program computers using basic

18. “Expert” Wisdom: 1984
Thinking skills that will transfer – program in LOGO

19. “Expert” Wisdom: 1986
Individualize instruction in basic skills – Integrated Learning Systems
Covers courtesy AOL Time Warner

20. “Expert” Wisdom: 1988
Tools of the future workplace: word-processors, database programs, spreadsheets
Covers courtesy AOL Time Warner

21. Integrate computer activities with the school curriculum
“Expert” Wisdom: 1990
Integrate computer activities with the school curriculum
Covers courtesy AOL Time Warner

22. “Expert” Wisdom: 1992
Students need to be doing authentic work – producing products for real audiences: have them program hypertext, multimedia interactive presentations
Covers courtesy AOL Time Warner

23. “Expert” Wisdom: 1994
Not programming again! Link students with people around the world by
Covers courtesy AOL Time Warner

24. “Expert” Wisdom: 1996
The World Wide Web – the world’s biggest library. Finally research is fun.
Covers courtesy AOL Time Warner

25. “Expert” Wisdom: 1998
Learning is more than acquiring information. The Web is for students to publish their ideas and get feedback from a world-wide audience.
Covers courtesy AOL Time Warner

26. “Expert” Wisdom: 2000
It’s not technology … it’s schoolwide reform. Technology is a tool for getting there.
Covers courtesy AOL Time Warner

27. What is the “expert” wisdom about computer use in schools in 2002?

28. “Expert” Wisdom: 2002 Mullet awareness!
        
        
“Expert” Wisdom: 2002
Mullet awareness!
Image courtesy mulletsgalore.com

29. Confused Yet?
ILS!
Basic!
Workplace Tools!
Hypertext!
LOGO!
Change the curriculum!
The Web! !

30. Crispen’s 4 Forces Model
Stolen from Larry Cuban’s “3 motives for technology use in school” (with an extra force added by me)
Workplace readiness
Neo-progressivism
Productivity
You already know force number 4.

31. Crispen’s 4 Forces at Work
Workplace readiness
Neo-progressivism
Productivity
Mullet awareness
Image courtesy Hasbro

32. No matter where we go, Simon™ comes along with us.
The four lights blink randomly, but it is the same four lights all the time (for now.)

33. Along with the outside forces – the “blinking lights” – there are also internal forces at work.
All faculty go through a “technological evolution,” and understanding this evolution shows us the path ahead.

34. Discovery of the Evolutionary Path
Teaching With Technology: Creating Student-Centered Classrooms by Judith Haymore Sandholtz, Cathy Ringstaff, and David C. Dwyer
I’ve “creatively acquired” what they wrote and added a bunch of my own observations.
Think of this as “Sandholtz PLUS”

35. 5 Stages of Instructional Evolution
Entry
Adoption
Adaptation
Appropriation
Invention

36. The Evolutionary Path, in Plain English
“… [T]ext-based curriculum delivered in a lecture-recitation-seat work mode is first strengthened through the use of technology and then gradually replaced by far more dynamic learning experiences for students.”

37. Let’s take a look at all 5 stages
Our first stop? Entry!

38. Stage 1: Entry
Entry is seen by the faculty as either “Getting their feet wet” or “being thrown into the deep end.”
In entry, the faculty’s focus is still on what they know – text-based tools like blackboards, textbooks, workbooks, ditto sheets, and overhead projectors.
These tools are used in combination to support lecture, recitation, and seat work.

39. Entry Focus? Traditional transmission philosophy
Teachers describe and explain.
Students learn.
Facts and correct answers (“educational bulimia”)
“Sage on the stage”

40. Entry Tools The hardware and the OS are the tools.
                                             
The hardware and the OS are the tools.
The faculty are concerned with learning technical mechanics – “Magic Key” computing.
Image courtesy Dell

41. Problems Faculty Face During Entry
Control and discipline – faculty terrified to let students use computers because of the possibility of too much “mousing around”
Personal frustration that comes from making time-consuming mistakes in already crowded days (and no longer being an expert)
LOTS of doubts and second thoughts
“Where does technology begin in education and where does it end?”

42. Supporting Faculty “Entrants”
Provide the faculty with the hardware, software, and basic training/support needed to get comfortable with the technology.
Frequently remind the faculty that:
“The tools don’t teach. YOU do!”
“You aren’t alone.”
“It really does get better!”

43. Eventually, the faculty will stop asking “how do I use this” and start asking “how can I use this in the classroom?” When they do, they’re ready to “evolve.”

44. Evolutionary Stage 2: Adoption
Onward and upward.

45. Stage 2: Adoption
At the beginning of the adoption stage, faculty want to know:
How can I use technology in the classroom; and
How can I integrate technology into my daily lesson plans or syllabus?
Many “adopters” respond by creating computer-based activities aimed primarily at teaching students how to use technology – and grading the students on how well they perform.
Technology for technology’s sake

46. Adoption Focus? Software and skills that support traditional pedagogy
Faculty teaches students how to use technology: keyboarding, word processing, the Internet, etc.
Faculty uses technology in direct instruction

47. Adoption Tools
Faculty use Microsoft Word to create handouts and quizzes.
Faculty use Microsoft PowerPoint to create HORRIBLE presentations.

48. Student Tech Use in Adoption
If faculty in the adoption stage allow their students to use technology at all, the use is highly structured.
“Go to this Web page, type the following exactly, and then write the answer on your worksheet”
“Write a paper using Microsoft Word that meets these specific criteria, print it out, and hand it to me.”
The students absolutely HATE this.

49. Problems Faculty Face During Adoption
Insecurity and lack of confidence
Adapting technology to existing learning objectives
Lots of wasted time looking for “plug and teach” software
Control and discipline
Faculty still want strict control of technology usage at first
Students given more responsibility as faculty gains expertise

50. Supporting “Adopters”
Training, training, training (and support, support, support) to build confidence
Introduce communities of practice (and make sure your CoPs are more than buzzwords)
Frequently remind the faculty that:
“The tools don’t teach. YOU do!”
“You aren’t alone.”
“If this is as far as you want to go, COWABUNGA!”

51. Eventually, the faculty will stop asking “how can I use this in the classroom” and start asking “how can I use this to teach?” When they do, they’re ready to “evolve” again.

52. 5 Stages of Instructional Evolution
Entry
Adoption
Adaptation
Appropriation
Invention

53. From Entry to Adaptation
In the entry stage (stage 1), there is a HUGE disconnect between technology and the curriculum.
In the adoption stage (stage 2), technology and the curriculum touch … barely. Technology becomes the curriculum (which is just plain silly).
In the adaptation stage (stage 3), technology is incorporated into the curriculum, enhancing it.

54. Stage 3: Adaptation
In adaptation, new technology is thoroughly integrated into traditional classroom practice.
Technology becomes a productivity tool – “more, better, faster.”
Lecture, recitation, and seat work remains the dominant form of student tasks, but students use word processors, databases, graphics programs, etc % of the time.

55. Adaptation Focus?
The tools include word processors, presentation packages, graphics programs, the Internet, and so on.
The focus isn’t the tools, though, it is using those tools to do something.
Image Courtesy Fanning/Howey Associates

56. Notice the Evolution? Entry: “How do I use this?”
Adoption: “How can I use this in the classroom?”
Adaptation: “How can I use this to teach?”

57. Adaptation Tools
Adaptation tools include every software program and piece of hardware imaginable.
The Internet
WebCT or Blackboard
Anything that enriches and enhances the learning experience.
Image Courtesy Fanning/Howey Associates

58. Student Tech Use in Adaptation
Faculty trust the students more.
Assignments are more self-directed:
“Find some information about the causes of the recent Israeli/Palestinian conflict.”
“Let’s go on a WebQuest.”
“Write a paper about the pros and cons of a missile defense shield and then it to me.”
Students are MUCH more engaged when they are involved in the educational process as a participant rather than as a recipient.

59. “Problems” Faculty Face During Adaptation
STANDARDS AND ACCOUNTABILITY!
“Productivity rut” – this is a LONG way to go (and a heck of a lot of work) just to increase productivity
Need for instructional sharing
Continued need for emotional support and technical assistance

60. Supporting Faculty “Adapters”
Train the faculty to use tool software (databases, graphics, Net-enabled stuff, communications, multimedia, and so on.)
Have the CoPs discuss alternative pedagogies and institute instructional sharing – “best practices.”
Frequently remind the faculty that:
“You matter, your work is important, and YOU ROCK! Thank you!”
“If this is as far as you want to go, COWABUNGA!”
MOST faculty are either adopters or adapters.

61. Eventually, the faculty will stop asking “how can I use this to teach” and start asking “how can I use this to teach better?” When they do, they’re ready to “evolve” again.

62. Evolutionary Stage 4: Appropriation
Onward and inward.

63. Stage 4: Appropriation
Appropriation is evidenced less by change in classroom practice and more by a change of personal attitude toward technology.
Faculty catch up and actually understand the stuff they were doing in adoption.
Confident, effortless computing
Faculty replace old habits with new

64. Appropriation Focus?
The focus is internal: “how can I use this to teach better?”
Professional use
This internal focus kicks the faculty out of the “productivity rut” they encounter in adaptation (stage 3).
Image Courtesy

65. Appropriation Tools
On a metaphorical level, the tool of appropriation is a mirror.
The technology becomes transparent.
The focus is now on you.
Image Courtesy

66. Dark Night of the Soul
Sandholtz et al gloss over the internal changes that take place during appropriation.
But appropriation could be a “Dark Night.”

67. Problems Faculty Face During Appropriation
What the faculty used to believe may no longer be true – the Emperor may indeed be naked.
Faculty in the appropriation stage are WAY ahead of the pack (to use a cycling analogy, adaptation is the peleton, appropriation is the breakaway)

68. Supporting Faculty “Appropriators”
Have the CoPs continue with instructional sharing – discuss instructional strategies, share ideas, and observe others in action
Encourage and support conference attendance and teacher presentations
Provide emotional support and encouragement

69. Eventually, the faculty will stop asking “how can I use this to teach better” and start asking the most important question of all: “how can I be a better teacher?” When they do, they’ve reached the final stage of evolution: Invention.

70. Stage 5: Invention
Faculty create new goals and pedagogical understandings.
Faculty experiment with new instructional patterns and new ways of communicating with students and peers:
Interdisciplinary project-based instruction
Team-teaching
Individually paced instruction
Image courtesy mulletsgalore.com

71. Invention Focus? The focus of invention is on teaching itself.
Reflection
Questioning old patterns
Formulating hypotheses about the causes behind the changes the faculty are seeing in their classrooms
Michele Forman 2001 National Teacher of the Year

72. Invention Tools?
In the invention stage, the tools are the faculty, the students, and the curriculum.
Technology is completely transparent.
Heck, technology has been transparent since the adaptation stage (stage 3)!

73. Problems Faculty Face During Invention
It is lonely at the top.
Standards and accountability (but most inventors skirt this by inventing alternative modes of student assessment.)

74. Supporting Faculty “Inventors”
You don’t support them, they support you … and everyone else.
Encourage inventors to actively participate in the CoP and to mentor other teachers.
Encourage inventors to toot their own horn – publish, present, speak.

75. At the beginning of this presentation, we looked at how schools have bounced all over the place when it comes to technology. But if you look closely, there really is an evolutionary pattern at work.

76. 5 Stages of Instructional Evolution
Entry
Adoption
Adaptation
Appropriation
Invention
(Sandholtz et al, 1997)

77. The Evolutionary Questions
Entry: “How do I use this?”
Adoption: “How can I use this in the classroom?”
Adaptation: “How can I use this to teach?”
Appropriation: “How can I use this to teach better?”
Invention: “How can I be a better teacher?”

78. Now that you see the evolutionary path, hopefully you’ll no longer blindly stumble towards technology nirvana … or at least you’ll stumble a little more purposefully.

79. For More Information
Teaching With Technology : Creating Student-Centered Classrooms by Judith Haymore Sandholtz, Cathy Ringstaff, David C. Dwyer
ISBN:
US$19.95 at Amazon.com