Entry Adoption
The teacher begins to use The teacher directs students
technology tools to deliver
curriculum content to
students
Active The goal of this activity was
Students are to learn order of operations
actively engaged The students explained why
in using the answer to an equation
technology as a was correct using PEMDAS.
tool rather than The teacher wrote a
passively receiving problem on the board and
information from worked through it with the
student’s assistance. The
the technology.
teacher was using an
interactive white board and
tablet to display work.
Active/Entry- teacher is
actively using technology to
present a lesson and
students are individually at
computers using websites
to learn. (Math)
Collaborative Students are working at
Students use table groups with a teacher.
technology tools Students read an article
to collaborate without images, visualize
with others rather images, look at images and
than working discuss vocabulary. The
individually at all teacher is there facilitating
times. learning.
Collaborative/ Entry:
Students are working
together, and a laptop/
power point is used. The
teacher is directly using the
technology to present
information to the students.
(English)
Constructive Students use an iPad to
Students use complete practice
technology tools multiplication problems.
to connect new The teacher is not present.
information to Constructive/ Entry: The
their prior teacher is using technology
knowledge rather to teach multiplication. The
than to passively students are asked to use
receive the iPad to answer
information. problems without guidance,
forcing them to draw on
previous knowledge.
Adaptation
The teacher facilitates
in the conventional and
procedural use of
technology tools.
Students demonstrate their
knowledge of colors by
changing the words on a
document to the correct
color. The teacher wrote a
story using color words. The
teacher set up the
computer and then directed
students on how to use the
computer to change colors
on a word document.
Active/ Adoption- students
are actively engaged using
technology and the teacher
is directing students on
technology use. (English)
Students are working in
partners at laptops, using
electronic base ten blocks
on a smart note book to
solve division problems. The
teacher demonstrates and
walks around assisting.
Collaborative/ Adoption:
Students are using
technology in groups to
solve problems. The teacher
is directing students in the
use of technology and
content knowledge. (Math)
Students record themselves
reading a passage out loud.
They then listen to the
recording and reflect on
their fluency. The teacher
can discuss the student’s
fluency with the student.
Constructive/ Adoption:
Students read out loud and
then listen to themselves.
They have to understand
good fluency to analyze
their performance. The
teacher directs students
using computers/ recording,
but then lets them go.
Infusion Transformation
The teacher provides the
students in exploring and
independently using
technology tools
Students work individually
with remote responders to
text information they
learned from a reading. The
teacher uses a document
camera to show physical
land features to students.
Students use Keynote to
create a quilt representing
dangers faced by slaves, the
teacher oversees.
Active/Adaptation: Students
are actively engaged using
remote responders and
keynote. The teacher is a
technology guide rather
than user. (History)
Students researched biomes
on the internet and then
make a video
demonstrating their
knowledge. 8th graders are
working with 5th graders.
The teacher does the actual
video- taping and assists,
But the students are doing
the majority of the work.
Collaborative/Adaption: 8th
grade students assist a 5th
grade class with iMovie and
laptop use. The teacher
gives directions and assists
but mostly lets the students
explore independently.
Students work in groups of
5 researching infectious
diseases on the internet.
The teacher gives guidelines
but then lets the students
go. The students get to pick
a form of presentation,
Constructive/Adaptation:
Students are working in
groups to gather new
information on specific
diseases, connecting it
previous immunology
lessons. The teacher lets
students independently
research online and choose
a technological presentation
form
The teacher encourages the
learning context and the innovative use of
students choose the technology tools to
technology tools to facilitate higher order
achieve the outcome learning activities that may
not have been otherwise
possible
The students were Students went to a quarry
creating photo stories mine where mitigation is
about monuments. The being done. Students used
teacher walked through GPS to map area, took
how to do a photo story pictures, tested
but then let the students temperature, Ph and soil.
work. Photo story The teacher assisted and
technology and observed.
computers and audio Active/Transformation: The
devices were used. students were actively
Active/ Infusion: The using technology and were
students were actively able to go into the world an
using technology and the take real world
teacher provided the measurements and use
learning context while technology in useable way.
the students had choice Students were able to
to create their own collect actual data.
product and use
technology.
Students are taking a Students are studying
stance and presenting on endangered species and
the effect of space making a powerpoint/
exploration on the video on their animal. The
economy, It is all done teacher oversees and
through a wiki which demonstrates.
allows for group Collaborative/Transformati
discussion. Students can on: The students are
pick the technology they working in groups to create
use and are doing online the PowerPoint video and
research research/tape/create
Collaborative/Infusion: together. They uses
Work together through technological tools to do so.
wiki on discussion boards The teacher encourages the
and the teacher provides use of these tools, and the
the wiki and the students video and presentation
can pick presentation would not be possible
type without the technology
Students are researching Students research online
the life cycle of a duck and compile information.
and creating a They then create a podcast
PowerPoint on what they to share with the class. The
find. They also watch teacher is really not directly
ducks hatch and write a involved. Internet. Garage
creative story+ a band.
WebQuest. The teacher Constructive/Transformatio
created a WebQuest. n: The students are using
Constructive/Infusion: technology to learn more
They connected the on a subject and then share
hatching to the it with podcasts. The
WebQuest to their own teacher encouraged the use
research. While the of new technology in the
teacher provided the classroom.
WebQuest and guide.
 Entry
The teacher begins to use
technology tools to deliver
curriculum content to
students
Authentic Students watch a
Students use presentation on the stages
technology tools of the life cycle of a tree,
to link learning with pictures. The teacher
activities to the presents. The students fill in
world beyond the the blanks and then use
instructional natural material to make
setting rather than their own tree cycle. This
working on uses a PowerPoint
decontextualized Authentic/Entry: Students
assignments. are using technology to
learn and then are creating
with the knowledge they
just learned. The teacher is
using PowerPoint to deliver
information.
Goal Students work
independently at
Directed computers. They receive a
Students use math lesson, activities, quiz
technology tools and help if needed. The
to set goals, plan computer is like a game,
activities, monitor reward correct and helping
progress, and with wrong. The teacher
evaluate results provides the technology,
rather than simply and helps.
completing Goal Directed/ Entry: The
assignments teacher begins the lesson
without reflection. and monitors, but mostly
uses the technology do the
lesson. The student must
work alone and self-
monitor/ direct learning.
Adoption
The teacher directs students
in the conventional and
procedural use of
technology tools.
Students use Science vocab
to create a video on the
word. They use story board,
video, audio and the
internet. The teacher is a
facilitator. The students
present their work.
Authentic/ Adoption: the
students are creating their
own assessment, creating a
physical product to show
their knowledge. The
teacher directs students but
really lets them use the
technology themselves.
Students use an interactive
white board to categorize
animals as predator or prey,
then they use clickers to
respond to questions on the
board. The teacher guides
the lesson, and walks
through presentation.
Goal Directed/Adoption:
Students are using
technology throughout the
whole lesson, they learn
from a video, monitor
progress through digital
responses and then work
together to categorize. The
teacher directs the use of
tools, then lets the students
work the smart board and
clickers.
Adaptation
The teacher facilitates
students in exploring and
independently using
technology tools
Students use a digital
camera to take pictures.
They then upload the
images to a word document
and create math word
problems to go with the
pictures. The teacher
monitors.
Authentic/Adaptation: The
students are working
outside and inside the
classroom. They are also
creating their own
problems. The teacher is a
facilitator and lets the
students independently
explore with technology.
Students worked at
computers to gather facts
about fish and discuss with
one another. Students then
emailed, presented or made
a movie with facts they
gathered. The teacher gave
guidance. Computers,
email, PowerPoint and
video were used.
Goal Directed/ Adaptation:
the students worked
independently to learn,
expand and assess. They
also made decisions. The
teacher guided, but then
allowed for independent
use of technology
Infusion
The teacher provides the
learning context and the
students choose the
technology tools to
achieve the outcome
In groups, students take
different roles to create a
presentation on how to
prevent a hurricane, the
teacher observes and
guides. PowerPoint, Excel,
Internet
Authentic/Infusion: The
activity connected to the
hurricanes occurring in
their area which made it
authentic and the teacher
provides the guidelines so
the students can research
and apply ideas through
technology.
The student completely
designed this project. She
sent in online requests, did
online research, and
created a powerpoint. The
technology allowed her to
gather extensive
knowledge on the subject
and actually build and
share.
Goal Directed/Infusion:
the student uses
technology to design her
own project and lesson.
The teacher provides
context (math) and the
student uses technology to
get it done.
Transformation
The teacher encourages
the innovative use of
technology tools to
facilitate higher order
learning activities that may
not have been otherwise
possible
Students are using
computer programs to
create computer games.
This applies art, music,
computer programing and
math. The teacher
oversees and assists.
Authentic/Transformation:
The students are creating
actual games and applying
different subjects. The
teacher is encouraging the
combination of different
subjects, and computer
programs to create one
unique product.. This
would not have been
possible without the
computer.
Students went into a
marsh to map land, find
species, take pictures and
gather other data. The
students were provided
technology but chose what
technology to use. The
teacher assisted and
answered questions.
Goal
Directed/Transformation:
The teacher encourages
the use of different
technology and facilitates
the application to real
world purposes. The
students work together to
decide the appropriate
technology, what
questions to ask and what
is important.