David A.Thomas
"A plan and A working paper - Fall 1997"
The initial phase, "A computer in each classroom" including assembling the necessary hardware is nearing completion. (Equipment and Hardware)
2- "Learning as a focus for teaching"
Phase two, "Learning as a focus for teaching" has begun with a "hands-on" experience of discovery - "How do I use this thing?" (Teachers learning by doing)
3- "Electronic Paper"
The use of "Electronic Paper" is encouraged in a third phase with the development of courteous and focused electronic communications. (Email communication established as a norm.)
4- "Accessible and Responsive"
Becoming electronically "Accessible and Responsive" will proceed in the fourth phase as an extension of the classroom. (Student email addresses and Classroom Web Sites expand communications and sources for learning)
5- "Intranet and Internet"
Phase 5, the "Intranet and Internet" will provide a source of and easy sharing of information. (Sharing files and documents easily)
6- "Discussions for direction"
Timely topical "Discussions for direction" in phase 6 allow dealing with more than the weather in electronic discussion groups. (Electronic Discussion via email list servers)
7- "Individualized application"
Each teacher discovers "Individualized application" in phase 7 for every situation is unique! (Application for each discipline including electronic presentation systems.)
8- "Recording and Analyzation"
Phase 8 skills include "Recording and Analyzation" tools for grades, attendance, and other housekeeping tasks. (Electonic housekeeping is swift and accurate.)
9- "Putting it all together"
"Putting it all together" creates an electronically enhanced workplace. (A looking back to see the distance traveled.)
Statements:
The initial problem to overcome has been financial. There never seems to be enough financial resources to assemble the technological hardware. The financial problems may never be totally solved since technology is constantly advancing and upgrades are constantly necessary.
Once equipment is available the "human challenges" become dominant. Some have a certain "fear of change" as the teacher again becomes a student in the learning process. There is a fear of being inadequate. Resistance to change in delivery systems for education may come even from those that are already successful teachers. A overview of projected directions of technology may not be clearly stated and understood.
"The focus must constantly be on technologically enhanced educational
endeavors not on technology as an end in itself."