Printed—or photocopied—handouts and workbooks are being
replaced by workstations, handheld computers, and networked information
technologies. Teachers who still rely primarily on printed materials
for more traditional seat-based work are at the lower end of the
continuum. Having resources accessible does not necessarily mean
that they will be used or used to the greatest advantage. Teachers
in the Appropriation or Invention stages will use technology resources
to support novel learning experiences that would not be possible
otherwise.
|
These classroom scenarios demonstrate integration practices
on opposite ends of the integration continuum. After reading
them, ask yourself what resources are available in your
own school or district and how your teachers actually use
them. |
|
Debbie Wallace's fourth-grade class is completing the
first week of a unit on state history. The students have
visited the school library several times to gather information
from encyclopedias and are writing reports on significant
events from the state's past. They have just finished
reviewing chapter two in their textbook and will take
a short quiz on the state flag, motto, bird, and other
symbols that Mrs. Wallace will photocopy from her teacher's edition.
She has a computer in the back of the room, but she usually uses it only
for composing student handouts or for writing letters
and notes to parents. The students are clearing their
desks so they can watch a videotape on state history.
|
Lonnie Williams' fourth-grade class is also studying
state history. After guided exploration of an oral history
Web page, the students have interviewed older community
members to find out what their hometown was like before
they were born. Several students have used e-mail to communicate
with a local senior citizens group that has developed
a Web page. The students have also gathered old photographs,
brochures, and other items from their interviews to scan
for multimedia presentations using KidPix. The school
district has compiled a state history Web site with links
to state museums, travel information, and government offices.
Mr. Williams will post the class presentations to this
Web site so students, parents, and interviewed community
members can view his students' work.
|
 |
Review this and the next three pages to prepare
a chart that describes characteristics of the two opposite
ends of the ACOT™ continuum. Include characteristics
that describe the resources, teacher's role, instruction,
and student engagement at the Entry and Invention stages.
Use the chart below as a template or use THIS
CHART in Word format. |
ACOT™
Continuum Review |
| What resources
are used? |
|
•
•
• |
•
•
• |
|
