Module 2 - The ACOT study - comparing the situation at my school ( reflection)

On the study ACOT, as teachers moved through these stages, traditional methods were first strengthened by technology and then gradually replaced by more active and engaging learning experiences

Just like ACOT teachers began with little, if any experience using technology, so did most of the teachers at my school, myself included. The traditional methods and materials were used. I mainly used the computer for, research, typing tests and getting worksheets prepared, but not as a teaching tool in the classroom.

Entry: in this phase an instructional technology already existed where the technology was text-based and the common tools were blackboards, textbooks, workbooks used in combination to support lecture, recitation, and seatwork. There were no overhead projectors at my school. In the ACOT study, teachers began with little, if any experience using technology, yet most were experienced users of traditional methods and materials. The introduction of computers caused drastic and teachers spent significant time establishing order and learning to use the equipment. Like most teachers at my school after the introduction of the net books, some early problems included discipline, resource management, and personal frustration.

In the adoption stage of the ACOT study, the teachers tried to accommodate the new technology to support text-based drill-and-practice instruction as can be seen in my situation. In the ACOT classrooms, the adoption stage did not show an increase or a decrease in students’ performances. It however showed that students’ attendance rates increased and reports of discipline problems were zero to few. In my school, the difference was that the attendance was more of the same.

In the adaptation phase, productivity emerged as a major theme. Increased productivity led to the need for new strategies for instruction, feedback, and evaluation. Hence, teachers began to adapt the technology to support their revised goals and expectations. Teachers at my school are using ICT tools more regularly and are seeing increased performances in instances where it is used.

When teachers understood technology well enough to use it naturally as a tool to accomplish real work, they had reached the appropriation stage. I do believe that a significant number of our teachers are at this level or at the very least, getting there. However, based on the responses from assignment one that was recently completed, I concur that a lot of our teachers are yet to attain this level.

The invention stage for teachers at my school, much like ACOT teachers is still ahead.