E-Tip Model: Educational Technology Implementation Plan ©2005

Level I

Level II

Level III

Level IV

Level V

Educational Environment's Vision

Goal @ Level 1:

Members of the educational community become technology users.

Goal @ Level 2:

Technology is utilized to assist with classroom productivity.

Goal @ Level3:

Curriculum is enhanced by technology.

Goal @ Level 4:

Students construct knowledge utilizing a wide range of tools depending on the subject matter. Technology is one of the tools that students may utilize.

Ultimate Goal:

Students and Teachers use technology as tools for communication, collaboration, and analysis.

Teacher Target

Personal Productivity: Teacher uses technology for personal and task management concerns.

Professional Productivity: Teacher uses technology in their classroom for professional task management concerns.

Professional Enrichment: Teacher builds a clear relationship with technology and curriculum.

Paradigm Shift: Teacher changes the manner in which they teach and assess. The use of technology becomes invisible.

Visionary: Teacher shares experiences based on own research and develops improvements in practice.

Role of Teacher in PD Process

Learner: teacher spends time learning how to use the technology.

Adopter: teacher adopts their personal use of technology for professional productivity.

Adapter: teacher uses the technology for instruction rather than in support of instruction.

Designer: teacher improves the use of technology for instruction to more closely match the students' needs.

Leader: teacher trains other teachers on the area of technology integration in which they excel.

Pedagogical focus of the teacher

Instructionism—Transmission Learning by teacher driven projects. Student as static learner.

Constructivism--Constructionism: Learning by Making. Student as apprentice.

Participatory Constructionism: Group learning in authentic context and situated learning. Student as creator.

PD Bridge

PD Product

Individual Growth:

•  Workshops,
•  Lunch Bytes,
•  Mentor,
•  On-line Just-in-time (JIT),
•  Tutorials (online & paper-based)

Support Instruction:

•  Workshops,
•  Lunch Bytes,
•  Mentor,
•  On-line JIT,
•  Resource search engine,
•  Tutorials (online & paper-based)

Enrich Instruction:

•  Mentor,
•  Modeling,
•  Lunch Bytes,
•  On-line JIT,
•  Resource search engine

Support Development and Implementation:

•  Virtual Mentor,
•  On-line JIT,
•  Resource search engine

Student-Centered Learning:

•  Virtual collegial collaboration,
•  Resource search engine.

Role of Change Agents 

It is important to note that this section provides general guidelines.  The leadership in the school should decide the appropriate approach for moving teachers through the levels of technology implementation based on the teachers' needs and school resources.

Technology Facilitator (TF):  Provide workshops and In-building tech assistance.  Also, create a technology help line.  Begin building an on-line just-in-time repository on the schools website that teachers can easily access.  Also, post on the Website tutorials for the common software that the school owns.

Administration (Admin):  Require email for school-based communication and provide email accounts to teachers.  Also, implement the use of a school-based Website.  Lobby the school board to make email an official form of communication and eliminate paper-based daily bulletins.

TF:   Continue providing workshops.  Target train tech savvy teachers in order to enable the teachers to work with other teachers in the school, continue the use of the help line, add to the online resources.

Admin: Provide access to equipment in the classroom and support after school workshops.  Encourage use of technology.  Administration should also provide time for PD and promotes/encourages teachers to particpate. Teachers should receive CEUs upon completion of a product.

TF:  Move away from formal workshops towards modeling and mentoring.  Continue to utilize the assistance of tech savvy teachers.  Also, utilize students as informal tech assistants.  Continue developing technology-related online resources for teachers.

School Library Media Specialist (SLMS):  Mentor and Model the use of information technology for research through information literacy collaborations with teachers.  Also, Alternate Lunch Byte sessions with the TF and collaborate with the TF to create a resource search engine.

Admin: Administration promotes and encourages project -based CEUs for teacher PD.  Teachers receive CEUs once project is complete.  Administration also encourages curriculum specific project-based PD.

TF:  Utilize virtual mentoring rather than face-to-face modeling and mentoring.  Continue utilizing the assistance of tech savvy teachers, and students as informal tech assistants.

SLMS:  Utilize virtual mentoring for information literacy collaborations with teachers.

Admin:  Continue with what was done at level 3 and if possible reward people monetarily and/or with equipment for progressing to these student-centered levels on a daily basis.

TF and SLMS: Work collaboratively with teachers and students in group learning experiences.  Continue utilizing the virtual environment that you used to mentor teachers but at this stage the interactions should be more collaborative.  Also, introduce new and innovative technologies and resources as they become available.

Admin:  Allow time for teachers to collaborate.  Also, provide budget based incentive programs shiftring from capital to operating through leasing.

Motivation

Success: Use process goals with projects that use technology to automate professional tasks. The subject matter should be grounded in what the teacher does. Provide follow-up to PD.

Public Praise: Disseminate praise for exemplary student work. Focus on the instructional method not the technology. Provide follow-up to PD.

Public Praise: Disseminate praise for exemplary project. Ed Tech newsletters or show case in Tech Brief. Focus on the instructional method not the technology.

Rewards: Incentive for facilitation opportunities; Showcase exemplary practices. Ed tech roundtables during teacher workdays.

Examples

Teacher uses E-mail to communicate with friends and family.

Teacher uses DreamWeaver, to create a basic Webpage to post class news, links and homework assignments.

Teacher adopts a WebQuest.

Best Practices:  China WebQuest

Teacher creates their own web quest and technical tools are in the hands of the students. Teacher also collaborates with colleagues.

Best Practices: Geometry in the Real World

Teacher engages in virtual collaboration with a scientist to solve a local authentic problem.

Best Practice: Oral History project