Levels of

Teacher ICT

Integration
Jacqui Sharp 2009 Adapted from Cuban, L. (2001). Oversold and underused. Computers in the classroom. Harvard University Press

Entry

Desks are in rows pointed to the front of the room. Junior Tables are scattered around in the centre of the classroom leaving a large mat area. Very few or no small tables around the walls of the room (if there is, it is for storage). Nothing is hanging down. Very little is on the walls and if it is it is not presented well. Teacher stands at the front of the class, teacher desk is at front of the class. Computer is usually covered.

Adoption

Desks are in rows pointed to the front of the room. Junior Tables are scattered around in the centre of the classroom leaving a large mat area clear. Some small tables, cupboards, cubby holes are placed around the walls of the room (if there is, it is for storage). Some artwork is hanging down. Some of the childrens work is on the walls and very little of it is has been created with a computer, if it has it is Published Writing. Teacher stands at the front of the class and does some moving around the desks, teacher desk at front, maybe to the side of the room. Computer is uncovered and is used periodically for Wordprocessing or Commercial Maths games. Children prefer to work alone.
Students may be using the internet occasionally for very broad Internet searches but otherwise the teacher is not very comfortable with them being on the Internet.

Adaptation

Desks are in groups.

Junior Tables are scattered around in the centre of the classroom leaving a mat area.

There may be some small tables, cupboards, cubby holes around the walls of the room designating specific areas of the classroom.
A lot of the childrens work is hanging in the classroom and it is well presented. A lot of the childrens work is on the walls. A significant amount of it is WordProcessed. The Teacher works with groups and moves around the desks and tables, the teacher desk is at the side of the room. The Computer Centre has been set up, children use it for Wordprocessing and most days for Reading and Maths. There is evidence of management systems in place.

Keyboarding and computer skills are being formally taught.

Internet is being used more for games and research.

Appropriation

Desks maybe swapped for tables.

Very little mat area, enough for at least of the class to sit in. Teacher will be using a projector and laptop (and maybe a mimio or IWB) frequently for teaching.

Tables around the edge of the room are curriculum specific with learning centre activities. The room is full of childrens finished work that is both computer presented and hand done.
The teacher works with groups and moves around the tables. The students also freely move around the classroom from task to task. The teachers desk is not obvious in the room. Children are rotating through the computer centre or are at laptops around the room all through the day, following management boards and timetables working on specific tasks. They experiment with other digital equipment such as cameras, iPods, the IWB etc. Internet research skills are well developed. Students work well collaboratively. HOT models are integrated seamlessly,

Invention

Classroom is divided up into curriculum areas with large tables holding resource material. Learning Centres are being used freely. There is barely any mat area, enough for a small group of children. Projector/IWB/mimio is being used all day by teacher and students. The room is full of mixed media published work. There maybe several computers scattered around the classroom, other digital equipment such as iPods, tablets, midi keyboards, game consoles and cameras are being freely and confidently used.

Teacher and children move freely around the room, teachers desk is not obvious in the room.

The teacher is an informal practitioner who involves students in the planning of programmes and tasks. Students are highly independent and self managing and are able to make choices themselves about what they are going to do and how they are going to go about it.

Students learn the skills as they are needed. The teacher is able to recognise when a skill needs to be taught. Students are able to work collaboratively and co-operatively with others. Internet skills are highly developed.