These preliminary findings suggest that teachers should emphasize the use of metacognitive skills, application of skills, and inquiry learning as they infuse technology into their respective academic content areas. Moreover, these activities are directly in line with the Vermont Reasoning and Problem Solving Standards, and with similar standards in other states. It captures the overlapping kinds of expertise that students developed throughout their technology-related activities. We believe that this model may be replicable in other educational institutions, including schools, districts, institutions of higher learning, and grant-funded initiatives. Performance assessment using the Dimensions of Learning Model.
Abilities are forms of developing expertise.