Educational Technology Case Study

1001 Words 4 Pages
Proposed Model: Students’ Levels of Use of Educational Technology Entry- At this stage, students are not asked to learn much with technology. They are learning how to use their cell phones and laptops at home, with little guidance from more knowledgeable adults, but are not asked to use technologies for learning purposes at school.
Adoption- At this stage, students are taken to a lab to do occasional work on a computer, such as writing a paper or creating a PowerPoint presentation. Some students may elect to continue this work at home, thus using their home technology for schoolwork.
Adaptation- At this stage, students are asked to write more papers and create PowerPoint presentations. Students may be told to use the web to find information. They may even be asked to sign up for a teacher’s Remind or take a poll using their cell phone in class. Students are using the Learning Management System in some of their classes to retrieve course work and upload assignments, sometimes receiving their grades immediately.
Appropriation- At this stage, students’ engagement with technology for educational purposes begins to grow. Their use of technology at school mirrors their use at home. They randomly search Internet sites for information, create Prezi’s, and participate in online discussions. Students receive meaningful
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Of course, we want teachers to discover a technology that can enhance student learning rather than wait to be told they have to use a technology mandated for them by administration. The danger of top-down technology requirements is obviously that teachers won’t want to use them so their use will be lukewarm or haphazard. When technology doesn’t answer the question “What’s the purpose” with an answer connected to student learning, technology is most often used simply as a delivery device. Delivery of curriculum or student work via technology is mere substitution. A costly

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