There are many issues involved in implementing effective use of computer-based technology, and no single report will clarify this topic for all readers. This report, however, will address two very important and highly interrelated questions facing educators as they try to determine the best use of technology in K-12 settings. These questions will be answered at the end of the descriptions of each of the three phases. While we hope that this report will be useful to many audiences, its primary target is informed K-12 practitioners. Readers are assumed to have some knowledge of current learning and teaching research as well as a general understanding of both curriculum and technology as it presently exists in K-12 settings.
Students use technology to organize and produce reports, often using multimedia formats.
Students use technology to explore diverse information resources inside and outside school and produce information for real-world tasks. Teacher Roles Teachers have limits on structuring the learning due to the closed-end design of the software. The quality of learning depends on the intended learning outcomes set by software developers. Teachers use technology to access information, model problem solving, and develop simulations that provide greater understanding of how technology is used in the work world. Teachers continue to use technology to guide and engage students in self-directed learning activities.