This evolution requires a shift in perceptions about the relationship between teachers, students, and knowledge, and these new perceptions must be agreed upon by all stakeholders. Teachers experiment with technology for their own personal and professional use. Teachers have experienced enough success to introduce technology into their classrooms. Teachers try to fit technology into what they already teach, turning technology into a solution in search of a problem. As a result, many teachers remain at this stage.
Teachers begin to harness technology's capabilities for improving the learning process.
Teachers become comfortable enough with the use of technology to broaden their thinking about its potential. Research consistently demonstrates that technology integration reflects the philosophy and underlying goals of instructional paradigms. Information is presented didactically, and assessment is normative. Computers in traditional environments are often used to support this content-oriented paradigm. Educators who teach in traditional environments may feel that technology has failed to bring about the promise of greater achievement and more engaged learning.