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Introduction
Stage 1 - Entry
Stage 2 - Adoption
Stage 3 -Adaptation
Stage 4 - Appropriation
Stage 5 - Invention
Activities

Stage Comparison Chart
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Video Content Direct Access
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Other resources:

Apple Classroom of Tomorrow (Apple)
Experienced Teacher Standards (EPSB)
National Educational Technology Standards (ISTE)
Assessing Technology in Fayette County (PowerPoint Presentation)
Office of Educational Technology (FCPS)

...An Introduction

Since 1998, Fayette County has implemented a District Technology Assessment (DTA) of classroom practice and overall technology use. This website discusses and gives examples that reflect the rubric the Office of Educational Technology uses to measure and assess the presence and use of technology in the classroom. That rubric is based on the Apple Classroom of Tomorrow (ACOT) stages of technology integration. These stages show a gradual progression of technology mastery, and the teaching practices that are encouraged and enhanced by that technology.

These stages share some similarities with stages of child learning or development, although there are some differences. The five stages do move from simple to complex technology usage, and the successful mastery of one stage generally must follow the successful mastery of a previous stage. However, the goal is not to push all instruction into the highest level (Stage 5, Invention), since not all stages are appropriate to all learning goals or instructional practices. As an example, so-called “stand and deliver” lectures may be fully appropriate for some lessons. As you will see from our video examples, by definition, lectures would, at best, reflect Stage 3, Adaptation. To fully exhibit mastery, a teacher should be able to execute Stage 5 lessons, and would use such an approach to teaching, and the technology competence it requires, when it is appropriate.

Just as important, the stages represent a progression of increasingly student-centered instruction, something that is encouraged and enhanced by the presence of technology tools. Of course, student-centered instruction does not require technology. The goal of the District Technology Assessment is to encourage and measure an overall improvement of general instructional practice as facilitated by the presence and use of technology. Our goal isn’t simply to help you use technology, but to improve your success as a teacher through research-based changes in how you teach your classes.

In our discussions on this website, we will be including references to the Kentucky New and Experienced Teacher Standards where appropriate - criteria on which all teachers in Kentucky are currently assessed as a part of the state-mandated teacher evaluation process. There isn’t a direct correlation between the Standards and the Stages of Teaching with Technology - that is, not all of the Standards apply directly here. This is because the Standards are about professional knowledge and skill, whereas the stages of teaching with technology (especially the higher ones) are more about classroom practice and appropriate technology use. However, since Kentucky teachers are assessed regularly on the Standards, we include them here for reference where appropriate.