This chapter analyses
teacher/student progress in the Apple Classrooms of Tomorrow as computers are
introduced and teachers respond and change with that introduction. The chapter
describes the evolution of technology familiarity and incorporation through these
teachers’experiences.
The
first stage of instructional evolution with technology is Entry, which
describes the immediate response to the introduction of new technology. Many
teachers at this stage, while hopeful in the beginning, struggle with the new
media. The next stage is Adoption, in which students begin to be introduced and
familiarized with the new technology. This stage also introduced new doubts.
The subsequent stage is Adaptation, where the technology becomes a part of the
media used regularly by students to interface with the curriculum. In this
stage, we start to see progress from students. In the next to last stage,
appropriation, instructors become more familiar with the technology themselves
and their previous routine is changed to include the new media.
Finally,
the invention phase seems the greatest progress, at which teacher and students
are familiar, integrating and innovating with the new media. This stage
witnesses that students make slightly faster progress than instructors, offers
students new power and control while allowing instructors the benefits of
greater and new learning.
The
chapter introduces supports which aid teachers in incorporating new technology,
as well as a step-by-step process for progressing through these stages.
My
response to this chapter is overwhelmingly positive. What we seen in the
classroom is what we see everywhere new technology is innovated, a struggle to
conform to the new system often followed by enhanced progress. My hope is to be
able to effectively include technologies in the classroom which benefit student
progress, be able to help my students where they struggle and be open to
learning from what they have discovered.
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