| Level |
Category |
Description |
Examples from TA:TEKS Curriculum: |
| 0 |
Nonuse |
A perceived lack of access to technology-based tools or a lack of time to pursue electronic technology implementation. Existing technology is predominately text-based (e.g., ditto sheets, chalkboard, overhead projector). |
Activities (Adobe versions):
1.1
4.3 |
| 1 |
Awareness |
The use of computers is generally one step removed from the classroom teacher (e.g., it occurs in integrated learning system labs (i.e. Jostens, CCC, IDEAL, Plato), special computer-based pull-out programs, computer literacy classes, and central word processing labs). Computer based applications have little or no relevance to the individual teacher's instructional program. |
Activities:
NA |
| 2 |
Exploration |
Technology-based tools serve as a supplement (e.g., tutorials, educational games, simulations) to the existing instructional program. The electronic technology is employed either for extension activities or for enrichment exercises to the instructional program. |
Activities (Adobe versions):
3.2
4.1
5.1 5.7 |
| 3 |
Infusion |
Technology-based tools including databases, spreadsheets, graphing packages, probes, calculators, multimedia applications, desktop publishing, and telecommunications augment selected instructional events (e.g., science kit experiments using spreadsheets or graphs to analyze results, telecommunications activities involving data sharing among schools). |
Activities (Adobe versions):
1.2 1.3 1.5 1.7
2.1 2.2
3.1 3.3 3.4 3.5
4.2 4.4 4.5 4.6
5.2 |
| 4a |
Integration (mechanical) |
Technology-based tools are mechanically integrated, providing a rich context for students' understanding of the pertinent concepts, themes, and processes. Heavy reliance is placed on prepackaged materials and sequential charts that aid the teacher in the daily operation of the instructional curriculum. Technology (e.g.,
multimedia, telecommunications, databases, spreadsheets, word processing) is perceived as a tool to identify and solve authentic problems relating to an overall theme or concept. |
Activities (Adobe versions):
1.4 1.6
2.3 2.4 2.5
4.7
5.3 5.4 5.5 5.6 |
| 4b |
Integration (routine) |
Teachers can readily create integrated units with little intervention from outside resources. Technology-based tools are easily and routinely integrated, providing a rich context for students' understanding of the pertinent concepts, themes, and processes. Technology (e.g., multimedia, telecommunications, databases, spreadsheets, word processing) is perceived as a tool to identify and solve authentic problems relating to an overall theme/concept. |
Activities (Adobe versions):
6.1 (Culminating Activity) |
| 5 |
Expansion |
Technology access is extended beyond the classroom. Classroom teachers actively elicit technology applications and networking from business enterprises, governmental agencies (e.g., contacting NASA to establish a link to an orbiting space shuttle through the Internet), research institutions, and universities to expand student experiences directed at problem solving, issues resolution, and student activism surrounding a major theme or concept. |
Activities:
NA |
| 6 |
Refinement
|
Technology is perceived as a process, product (e.g. invention, patent, new software designed), and tool for students to use in solving authentic problems related to an identified real-world problem or issue. In this context, technology provides a seamless medium for information queries, problem-solving, and product development. Students have read access to and a complete understanding of a vast array of technology-based tools to accomplish any particular task. |
Activities:
NA |
|
