This document discusses technology integration in education through five stages: entry, adoption, adaptation, appropriation, and invention. At the entry stage, teachers introduce basic technology skills. At adoption, technology supports traditional instruction. Adaptation involves incorporating technology as an integral part of lessons. Appropriation focuses on flexible technology use. Invention has students discovering new uses of technology tools. The key barriers to integration are lack of time, training, resources, and support for teachers.

1. Daniel Sta.Maria
MTE 508

3. • It is the use of technology tools in general content
areas in education in order to allow students to
apply computer and technology skills to learning
and problem-solving. Generally speaking, the
curriculum drives the use of technology and not vice
versa.
• The technology should become an integral part of
how the classroom functions — as accessible as all
other classroom tools. The focus in each lesson or
unit is the curriculum outcome, not the technology."

4. • A common misconception is that educators
know the answer to this question.
Teachers are often expected to integrate
technology without having a working
definition of the concept.
• Morton (1996) suggests that technology
integration is not simply seeing the
computer as a “tool”.

5. • He argues that using this view promotes the
notion of the “computer as add-on.” It
misleads educational planners by implying
that computer technology is like any other
tool, such as the blackboard or overhead,
which may require little or no training and
may not even need to be used. In addition,
“computer as tool” enables curriculum
developers to continue implementing
traditional, subject-based, teacher-directed
instructional plans where “the computer
environment remains peripheral.

6. Entry
Adoption
Adaptation
Appropriation
Invention

7. • Learn the basics of using the new technology.
At the entry level, typically the teacher
uses technology to deliver curriculum content
to students. Entry level activities may include
listening to or watching content delivered
through technology or working on activities
designed to build fluency with basic facts or
skills, such as drill-and-practice exercises.

8. •In a lesson that includes technology
use at the Entry level, the students
may not have direct access to the
technology. Decisions about how
and when to use technology tools
as well as which tools to use are
made by the teacher.

9. • Use new technology to support traditional
instruction.
At the Adoption level, technology tools
are used in conventional ways. The teacher
makes decisions about which technology
tool to use and when and how to use it.
Students exposure to individual technology
tools may be limited to single types of tasks
that involve a procedural understanding.

10. Integrate new technology into traditional
classroom practice. Here they often focus on
increased student productivity and engagement
by using word processors, spread-sheets, and
graphic tools.
At the Adaptation level, the teacher
incorporates technology tools as an integral
part of the lesson.

11. While the teacher makes most decisions
about technology use, the teacher guides
the students in the independent use of
technology tools. Students have a greater
familiarity with the use of technology tools
and have a more conceptual understanding
of the tools than students at the Adoption
level.

12. They are able to work without direct
procedural instruction from the teacher and
begin to explore different ways of using the
technology tools.

13. Focus on cooperative, project based, and
interdisciplinary work and incorporating the
technology as needed and as one of many tools.
At this level, a range of different
technology tools are integrated flexibly
and seamlessly into teaching and learning.
Technology is available in sufficient
quantities to meet the needs of all students.

14. Students are able to make informed
decisions about when and how to use
different tools. The instructional focus is on
student learning and not on the technology
tools themselves. For this reason, Infusion
level work typically occurs after teachers
and students have experience with a
particular technology tool.

15. The teacher guides students to make
decisions about when and how to use
technology.

16. Discover new uses of technology tools, for
example, developing spreadsheet macros for
teaching algebra or designing projects that
combine multiple technologies.
At the Invention level, students use
technology tools flexibly to achieve specific
learning outcomes. The students have a
conceptual understanding of the tools
coupled with extensive practical knowledge
about their use.

17. Students apply that understanding and
knowledge, and students may extend the
use of technology tools. They are
encouraged to use technology tools in
unconventional ways and are self-directed
in combining the use of various tools. The
teacher serves as a guide, mentor, and
model in the use of technology.

18. At this level, technology tools are often
used to facilitate higher order learning
activities that would not otherwise have
been possible, or would have been difficult
to accomplish without the use of technology.

19. • ENTRY STAGE – Starting point where we learn the
basics.
• ADOPTION – Stage where we embrace new
technology to support traditional instruction.
• ADAPTATION – Stage where we are already
accustom with the use of technology
• APPROPRIATION – Stage where in technology is
already well funded and we have lots of options
available.
• INVENTION – Final stage where technology is
transforming for other application or use.

20. •The most common barriers to
technology integration include time,
training, resources, and support.
Teachers need time to learn how to
use both the hardware and software,
time to plan, and time to collaborate
with other teachers