ACOT+Stages

The Apple Classrooms Of Tomorrow Study defined stages teachers go through in utlizing technology.


 * Essential Questions:**
 * How do we support teachers so that they move to the expert stage?
 * How long does it take?
 * Do we do different support activities at different stages?
 * What is the learning style of those who we are trying to move through the stages? How do we acommodate those?
 * What can classroom teachers do to help their peers?
 * What is the learning style of those who we are trying to move through the stages?
 * **Apple Classrooms of Tomorrow (ACOT)** || **Berliner’s Stages** ||
 * **Entry** || **Novice** ||
 * **Adoption** || **Advanced Beginner** ||
 * **Adaptation** || **Competent** ||
 * **Appropriation** || **Proficient** ||
 * **Invention/Innovation** || **Expert** ||

• Teacher encounters issues with discipline, behavior management, organization. • Technical issues drive teacher crazy. • Teacher fears/feels loss of control, uncertainty and doubt with new tools. ||< • Provide time for planning with peers, partially to provide emotional support. • Give opportunities for staff to share experiences with nonparticipant colleagues. ||
 * < **ACOT Entry stage** ||< **ACOT Entry stage support** ||
 * < **•** Whole group instruction, text-based materials prevail in classroom.

work still dominate, but teacher is thinking about integration. • Technology is now being used to teach children about technology (keyboarding, skill and drill, word processing). • Teachers begin to anticipate problems and be proactive about them. • Technical problems still an issue, though teachers begin basic troubleshooting. || • Provide technical support to learn more about the technology. • Give assistance in how to operate the CAI software. • Reallocate time for teacher to talk to peers and share emotional support. ||
 * **ACOT Adoption stage** || **ACOT Adoption stage support** ||
 * • Traditional whole group activities and seat

• Productivity is the theme. • Teachers have learned how to use computer to save time, not create additional demands for it. || • Encourage peer observation and team teaching. • Introduce and discuss alternative pedagogies. • Give training in spreadsheets, databases, email,etc. to increase productivity. • Introduce videodiscs, scanners and digital uses. ||
 * || **ACOT Adaptation stage** || **ACOT Adaptation stage support** ||
 * • Lecture, seatwork and recitation still abound, but 30-40% of day utilizes technology.

looks at technology not as “add-on” but sees the usefulness of technology, as it is now integrated for personal use. • More interaction between students, creative schedules to get kids on computers more, and project based learning, collaboration and cooperation become more obvious. || • Encourage peer observation, group discussions and sharing. • Discuss alternative assessments. • Encourage professional growth through conferences and presentations. • Examine technology integration. ||
 * **ACOT Appropriation stage** || **ACOT Appropriation stage support** ||
 * • Teachers pass major milestone--teacher now

• Interdisciplinary project-based instruction, team teaching, and individually paced instruction are hallmarks of this phase. • Student experts surface as collaboration increases. || • Advocate collaboration between teachers and encourage teachers to write about and publish their experiences. • Create an ongoing support system with others outside the district through e-mail and the Internet. • Integrators should share their knowledge by mentoring other teachers. ||
 * **ACOT Inventive/Innovative stage** || **ACOT Inventive/Innovative stage support** ||
 * • Teachers reflect on teaching, questioning old patterns of instruction.