Planning for Curriculum Integration of Technology:
Progress Gauge
Directions: Circle the number of each description that best describes the majority of your
school/district. Provide evidence/examples that support your decision.
1 Curriculum Vision/Classroom Culture
There is evidence that:
The school/district supports project-based learning/authentic learning, in addition to
didactic/direct instruction and coaching.
1
2
3
4
The school/district has
an emphasis on covering
vast amounts of
curriculum during the
year. Teachers feel most
comfortable using direct
instruction (lecture,
questioning,
demonstrations). The
school schedule does not
accommodate team
teaching or block
scheduling.
The school/district
values “projects”, but a
closer inspection of the
student work reveals
that it is often
superficial and provides
little evidence of deeper
understanding, (ex. The
“Apple Project” where
students visit an
orchard, learn to make a
pie, learn the Johnny
Appleseed song). The
school schedule does not
accommodate team
teaching or block
scheduling.
The school/district
embrace s the idea of
using project-based
learning to engage
students and to teach for
deeper understanding.
Professional
development
opportunities have been
provided for teachers to
help them transition.
The teachers are trying
it, but it still feels messy
to them and they feel
they have lost control
over their classrooms.
The school schedule
has been made to
accommodate team
teaching and/or block
scheduling.
The school/district has
created an optimal
environment where
teachers can fluently use
a combination of
teaching techniques
(didactic, coaching,
project-based learning)
to achieve the desired
results. Teachers have
had several professional
development
opportunities.The school
schedule has been made
to accommodate team
teaching and block
scheduling.
Evidence/Supporting Information:
2 Environment for Teacher Engagement
There is evidence that:
A. Teachers design and implement technology-based learning experiences that promote
higher-level thinking for students and authentic assessments.
Planning for Curriculum Integration of Technology Progress Gauge
EdTech Leaders® Online, http://www.edtechleaders.org/
© 2006, Education Development Center, Inc., http://www.edc.org/
Page 1 of 3
1
2
3
4
Few or no teachers
design and implement
student activities that
require peer
collaboration or
integration or use of
higher-order thinking
skills. They are using
technology mainly for
demonstrations with
minimum adaptations
and little integration into
their ongoing program.
Most teachers plan and
teach in isolation.
Some teachers design
and implement student
learning activities
requiring peer
collaboration and
interaction as well as
use of higher-order
thinking skills. Groups
of teachers are
collaborating on use of
specific technologies
and resources and some
are implementing the
ideas individually or as
a team. Some teachers
are using technology for
assessment.
Many teachers design
and implement authentic
learning activities
requiring peer
collaboration and
interaction as well as
use of higher-order
thinking skills to solve
real problems. Many
teachers are planning
and teaching
collaboratively, using
specific technologies
and resources. Some
teachers are designing
authentic assessment
tools using technology
resources.
Most teachers design
and implement
technology-based, selfdirected,
multidisciplinary,
authentic learning
opportunities requiring
peer collaboration and
interaction as well as
use of higher-order
thinking skills. Many
use technology
resources to plan and
teach collaboratively to
design authentic
assessment tools.
Evidence/Supporting Information:
B. Teachers demonstrate the expected level of technology use (based on ACOT research).
1
2
3
4
Adoption – Teachers
struggle with the
technology at this stage.
They often spend many
hours on weekends and
after school reviewing
software titles and
surfing the web for
things to help them
teach. Many are
frustrated by the
mechanics of printing,
saving files, dealing
with file servers, and
general classroom
management issues,
Teachers in this stage,
when most frustrated,
will return to direct
instruction when they
feel they don’t have
“time.” The most
common use of the
computers is drill and
practice instruction.
Adaption – Teachers at
this stage are much
clearer about what they
are trying to do with
technology. Teachers
make less use of
content-based software
and more of tools. Real
improvements in their
students’ writing are
seen at this stage. The
students are more
engaged with their
learning.
Appropriation –
Teachers at this stage
are comfortable with the
technology and are
using it for their own
work rather than just
making it possible for
the kids to use it. Those
that are the most
comfortable forget about
the technology itself and
start focusing on
project-based
collaboration,
assessment issues,
portfolios where
technology transparently
enhances their greater
pedagogical goals. At
this stage, teachers
begin to request changes
in the schedule to
accommodate team
teaching,
interdisciplinary work,
Innovation –The
teachers’ classrooms at
this stage have different
groupings and projectbased learning activities.
The teachers stop
worrying about a
computer for every
student at this stage; it is
common to see students
gather around one
computer as they engage
in planning and thinking
things through. The
technology is truly
transparent at this stage;
students are researching
(on the Internet),
emailing experts,
collecting and
organizing data (in
spreadsheets), working
collaboratively with
other students in the
country and in the
Planning for Curriculum Integration of Technology Progress Gauge
EdTech Leaders® Online, http://www.edtechleaders.org/
© 2006, Education Development Center, Inc., http://www.edc.org/
Page 2 of 3
and individual paced
instruction. Many
teachers never truly
move to this stage – they
appear to be using the
computers for their own
work, but they are doing
what they have always
done but doing it
electronically.
world. Teachers
communicate with
parents via email and
classroom homepages.
Evidence/Supporting Information:
3 Level of Student Engagement
There is evidence that:
Students are involved in high-order thinking skills activities supported by technology.
1
2
3
4
Few, if any, students are
involved in learning
activities requiring peer
collaboration and
interaction, technology
applications, or higherorder thinking skills.
Some students are
participating in
technology-based
learning activities
requiring peer
collaboration and
interaction as well as
higher-order thinking
skills. A few students
are sharing their
technology skills in
collaborative groups.
Many students are
involved in authentic,
technology-based
learning activities
requiring peer
collaboration and
interaction as well as
higher-order thinking
skills to solve real
problems.
Most students are
involved in selfdirected, authentic,
technology-based
learning activities that
are multidisciplinary
and require peer
collaboration and
interaction as well as
higher-order thinking
skills to solve real
problems. New products
and understandings are
evolving.
Evidence/Supporting Information:
This assessment was adapted with permission from the “Technology Integration
Progress Gauge,” developed by the SouthEast and Islands Regional Technology in
Education Consortium (SEIR-TEC), 2000.
Planning for Curriculum Integration of Technology Progress Gauge
EdTech Leaders® Online, http://www.edtechleaders.org/
© 2006, Education Development Center, Inc., http://www.edc.org/
Page 3 of 3