They reflect on teaching and question old patterns of instruction. Teachers begin to see knowledge as something children must construct rather than something to be transferred. Interdisciplinary project-based instruction, team teaching, and individually paced instruction are hallmarks of this phase. Classroom interactions change. Student experts surface to assist their peers and teachers with technology.
Students work together in more collaborative ways.
To support teachers at this level, advocate collaboration between teachers and encourage teachers to write about and publish their experiences. Create an ongoing support system with others outside the district through e-mail and the Internet. Finally, integrators should share their knowledge by mentoring other teachers. Conclusion Addressing these four essential questions early on can help educators define their expectations for technology integration. Creating a common vision of what technology integration is and where it happens begins the journey down the integration path.