Throughout the adoption stage , the struggle regarding acceptance of these new information technologies is replaced by the struggle to master them at the most rudimentary levels. The electronic technology is either employed for extension activities or for enrichments exercises to the instructional program. Examples include using word processing in writing assignments, databases in social studies research and data collection, and spreadsheet integration in the math curriculum. Heavy reliance is placed on prepackaged materials and sequential charts that aid the teacher in the daily operation of the instructional curriculum. The appropriation stage is distinguished by the mastery of specific information technology applications and their seamless integration into daily instructional and management activities of the educator within the school environment.
Teachers can readily create integrated units with little intervention from outside resources.
Technology-based tools are easily and routinely integrated, providing a rich context for students' understanding of the pertinent concepts, themes, and processes. Technology access is expanded beyond the classroom. In this context, technology provides a seamless medium for information queries, problem solving, and product development. Students have ready access to and a complete understanding of a vast array of technology-based tools to accomplish any task. Relative to these stages, the ACSU will adopt a professional development plan that will encourage all teachers to advance one stage per year.