Introduction

In 1996 I was able to begin to cross "The Great Divide" and take the first steps toward learning all about computers so that I could integrate their use in my classroom. I was selected to take part in the first Connect Teacher Course in Queensland and as part of the course I was given a laptop computer. Little did I know just how many different uses I would find for a computer and what new paths in my life I would begin.

Stages of Mastery of Technology

Mandinach, in 1992, and ACOT researchers have identified four stages that teachers move through when adopting and using technologies with students in their class.

Survival and Mastery stages include where the task is learning the equipment and the software. The Impact and Innovation stages include where the task is employing such tools to restructure the learning environment to support student investigation, problem-solving and decision making.

Look at the characteristics of each stage and you may be able to work out where you fit.

1. Survival Stage

• Struggle against technology
• Assailed by problems
• Status quo in classroom
• Cannot anticipate problem
• Teacher-directed
• Unrealistic expectations
• Management problems
• Chaos

2. Mastery Stage

• Developing coping strategies
• Increased tolerance
• New forms of interactions
• Increased technical competence
• Increased experience and confidence with new classroom structure
• More engagement

3. Impact Stage

• New working relationships and structure
• Learner-centred
• Teachers as facilitators of learning
• Less threatened by technology
• Technology enhanced curriculum coverage

4. Innovation Stage

• Restructuring of curriculum and learning activities
• Modification of learning environments

This view of technology adoption was developed by Mandinach and based upon the work of Sandholtz, et. al.

This is included in the article "Crossing the Great Divide: Adult Learning for Integrative and Innovative Use of Technologies with Students" from the online Computer Education Magazine called "From Now On" Vol.5 No.1 September 1995. The editor is Jamie McKenzie, who by the way, is visiting Brisbane in May 1998.

When I first started using computers in the classroom I can definitely say I was in the Survival Stage. I would spend hours trying to work out something on the computer to be rewarded with the discovery or the remaining frustration that I couldn't work it out. Joining teacher lists such as oz-teachers and being part of the Connect Teacher list helped when I had a problem that had to be solved.

I would say that I am now bridging the Impact and Innovation Stage although when learning new ways of using technology I can still be very frustrated.

Teacher's Friend

I think we need to view computers as our friends. They are so versatile that I wonder how I ever survived without them.

Over the last 20 months I have gone through the survival, mastery and impact stages with a lot of support from colleagues. For me technology adoption and its use has resulted in:

• more engagment of students using computer software for curriculum purposes such as Kids Pix and Wiggleworks
• fostering the development of new skills for staff and students eg An introduction to emailing for staff and helping students use a track pad
• creating an exciting learning environment by participating in the telecommunications projects of travel buddies and book raps - Travel Buddies Ernie, Pete and Bibi; Book Raps -Stellaluna, Possum Magic and Wilfrid Gordon McDonald Partridge
• making new friends and taking away the feeling of isolation by emailing travel buddy's school and sharing with a larger group of students from over the world
• producing web pages for students and other educators' use on the Hillview's Page and my teachers on the web site Cherrol McGhee's Page. Web pages include student work, book rap activities, access to articles and resources for teachers and student teachers.
• providing records of childrens' work through individual folders and the Wiggleworks Program. Each child has a folder on all computers (we aren't networked yet!). This provides easy access for students and Wiggleworks provides a record of oral reading and all other activities.
• for personal professional development such as being the Coordinator of the first junior and international book rap - The Stellaluna Book Rap
• producing worksheets and homework sheets for students for across the curriculum eg reading and writing activities and homework masters for each year level.
• creating timetables, programs and class records to help class management such as computer and class timetables, daily programs sheets and word banks.
• producing presentations for conferences, network meetings and articles for journals such as powerpoint presentations for the Q-Site Primary Conference, the English Teachers Conference (paper called "Rapping with a Difference: Junior Book Raps")and the local computer group CATS, Access article "Rapping with a Difference: the Stellaluna Book Rap"
• working on school based projects such as our submission to The Gaming Fund for a new Play Station and our school magazine "What A Great Year - Hillview State School 1997".

While this list does not include everything, I find that the confidence I have gained has led to new pathways in my life. This year I helped the fourth group of Connect Teachers get used to their computers. Also this year I am the Book Rap Coordinator for Oz-Teachers and I am currently coordinating the Wilfrid Gordon McDonald Book Rap. I am also writing an article for the Gifted and Talented Magazine of New South Wales for their June/July issue. But the challenge of using computers with students in as many ways as I can to enhance their learning is still there and the greater challenge is for me to continue learning about technology so that I can share this with others, particularly my students, my school community and my colleagues.