February 2000 — Features
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New Insights on Technology Adoption in Schools
The WEB Project illustrates how those new strategies can be both consistent with recent research on professional development practices (Loucks-Horsley, Hewson, Love and Stiles 1998) and at the same time unique to technology infused projects. For example, immersion into the world of technology as a tool of expression, as well as into the real world of professionals who use technology, can be established by in-person experiences, and then sustained by online learning communities.
As in the WEB Project, a key new technology strategy is to keep a central focus on online professional and learner-centered exchanges that examine student work and products. The give and take among students, teachers and professionals helps all participants understand their own thinking strategies and the contexts of others. As the extension of our model indicates, the use of technology can evolve to expand the professional networks of educators. This includes involving them in collaborative professional development planning with technology professionals, as well as building the skills, knowledge and in-depth understanding of the content and pedagogy required for effective teaching and learning.
Site-based teams and virtual teams that comprise online learning networks must have a coherent, consistent vision that forges a strong connection between technology training, curriculum integration, and student performance assessment. Additionally, there must be a visible and valued incentive system in place. Although it is not necessary within a school for the principal to be a technology leader, it is essential that organizational support be visible. It is also important that this support represent a mandate for professional development in instructional technology, and that it be backed up with resources, structures, and strategies to provide sufficient time for training, practice, and authentic assessment of student products and performances.
