Vous êtes sur la page 1sur 6

Levels of

Teacher ICT

Integration

Jacqui Sharp 2009 Adapted from Cuban, L. (2001). Oversold and underused. Computers in the classroom. Harvard University
Press
Desks are in rows pointed to the front of the
Entry room.
Junior Tables are scattered around in the
centre of the classroom leaving a large mat
area.
Very few or no small tables around the
walls of the room (if there is, it is for storage).

Nothing is hanging down.

Very little is on the walls and if it is… it is not


presented well.

Teacher stands at the front of the class,


teacher desk is at front of the class.

Computer is usually covered.


Desks are in rows pointed to the front of the room.
Adoption
Junior Tables are scattered around in the centre of
the classroom leaving a large mat area clear.

Some small tables, cupboards, cubby holes are


placed around the walls of the room (if there is, it is
for storage).

Some artwork is hanging down.

Some of the children’s work is on the walls and very


little of it is has been created with a computer, if it
has it is ‘Published Writing’.

Teacher stands at the front of the class and does


some moving around the desks, teacher desk at
front, maybe to the side of the room.

Computer is uncovered and is used periodically for


Wordprocessing or Commercial Maths games.
Children prefer to work alone.

Students may be using the internet occasionally for very


broad Internet searches but otherwise the teacher is not
very comfortable with them being on the Internet.
Desks are in groups.
Adaptation
Junior Tables are scattered around in the centre of
the classroom leaving a mat area.

There may be some small tables, cupboards, cubby


holes around the walls of the room designating
specific areas of the classroom.

A lot of the children’s work is hanging in the classroom and


it is well presented.

A lot of the children’s work is on the walls. A significant


amount of it is WordProcessed.

The Teacher works with groups and moves around the


desks and tables, the teacher desk is at the side of the
room.

The ‘Computer Centre’ has been set up, children use it for
Wordprocessing and most days for Reading and Maths.
There is evidence of management systems in place.

Keyboarding and computer skills are being formally taught.

Internet is being used more for games and research.


Desks maybe swapped for tables.
Appropriation
Very little mat area, enough for at least ¾ of the class to sit
in. Teacher will be using a projector and laptop (and maybe
a mimio or IWB) frequently for teaching.

Tables around the edge of the room are curriculum


specific with learning centre activities.

The room is full of children’s finished work that is


both computer presented and hand done.

The teacher works with groups and moves around the


tables. The students also freely move around the classroom
from task to task. The teacher’s desk is not obvious in the
room.

Children are rotating through the computer centre or are at


laptops around the room all through the day, following
management boards and timetables working on specific
tasks. They experiment with other digital equipment such
as cameras, iPods, the IWB etc.

Internet research skills are well developed. Students work


well collaboratively. HOT models are integrated seamlessly,
Classroom is divided up into curriculum areas with large
Invention tables holding resource material. Learning Centres are
being used freely.

There is barely any mat area, enough for a small group of


children. Projector/IWB/mimio is being used all day by
teacher and students.

The room is full of mixed media published work.

There maybe several computers scattered around the


classroom, other digital equipment such as iPods, tablets,
midi keyboards, game consoles and cameras are being
freely and confidently used.

Teacher and children move freely around the room,


teacher’s desk is not obvious in the room.

The teacher is an informal practitioner who involves students in the


planning of programmes and tasks. Students are highly independent
and self managing and are able to make choices themselves about
what they are going to do and how they are going to go about it.

Students learn the skills as they are needed. The teacher is


able to recognise when a skill needs to be taught.

Students are able to work collaboratively and co-operatively


with others. Internet skills are highly developed.

Vous aimerez peut-être aussi