Findings from Phase I (1986‹89) of the Middle School Technology Integration Project

Teacher Knowledge and Practice

1. In order to improve the way technology is used with students who have disabilities, teachers need to gradually acquire and/or draw on and integrate knowledge about:
   • strengths and needs of students with disabilities
     
   • the potential contribution technology can make to students with disabilities learning
     
   • curriculum content
     
   • instructional strategies
     
   • assessment strategies
     
   • hardware and software

2. In order to promote successful technology integration with students who have disabilities, it is critical for the teacher to be actively involved with students' use of all types of software, regardless of the type of software.

3. When teachers engage with others in ongoing reflection about their instructional use of technology, they are more likely to critically evaluate their practice and redesign instruction to better meet students' needs and curriculum goals.
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   Technology Resources

4. Someone needs to be responsible for ensuring that hardware is kept in good working condition and that technical problems are solved.

5. When there is some mechanism for narrowing down their choices of software, teachers are more likely to try integrating technology into their classes.
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   Teacher Development

6. When novice computer users have someone to whom they can turn for knowledge about computers as well as emotional support and reassurance, they are more likely to begin integrating technology into the curriculum.

7. In-service workshops can contribute to teachers' acquisition of knowledge, but are insufficient in helping teachers use this knowledge in their work with students. Teachers best learn to integrate technology successfully through ongoing school-based support and structures for collaboration and communication.
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   Collaboration and Communication

8. When two people work together collaboratively to try out software, technology use tends to be more successful.

9. Regular, ongoing communication between regular and special educators who teach the same students often facilitates successful technology integration if the focus of the communication is on curriculum goals, instructional strategies, and student needs.
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   School-based Facilitation

10. When decisions about hardware acquisition, hardware allocation, and scheduling focus primarily on curriculum goals and teacher experience and expertise, they are more likely to lead to successful technology integration than when they focus exclusively on issues of equity and access.

11. Once a technology-related decision is made, it is unlikely to be implemented unless someone who is committed to the decision determines what steps must be taken and ensures that the next step happens at each point in the implementation process.

12. Once a technology-related decision is made, administrators and teachers need to communicate directly with each other during implementation to determine whether the decision is working or needs to be revised.

13. In order to support teacher development, administrators must put structures in place so teachers can communicate and collaborate on a regular basis.

14. When administrators vary expectations according to teachers' individual needs, interests, and abilities and give teachers choices about how and when to implement technology-related curricula, successful technology integration across classrooms is more likely to occur.

15. In order for successful technology integration to occur beyond individual classrooms, administrators need to:
    • have a vision of the value and potential of the computer in meeting students' instructional needs and curriculum goals
      
    • understand that integrated technology use implies instructional and organizational changes

16. When there are policies and procedures that promote links between special and regular education programs, then it is more likely that technology-related curriculum planning and implementation will meet the needs of students with disabilities.

©2000 Education Development Center, Inc.