Responsive Instructional Design: Scaffolding the Adoption and Change Process.

Abstract

percent of all public school teachers now have access to computers or the Internet in their schools. However, despite this growing presence of technology, teachers all over the country continue to grapple with both practical and philosophical problems posed by the integration process. Nearly 70 percent of teachers still report not feeling well prepared to use computers and the Internet in their teaching (NCES). According to the 1998 Technology in Education Report (Market Data Retrieval), only 7 percent of schools, nationwide, boast a majority of teachers at an advanced skill level (i.e., able to integrate technology into the curriculum). Even among our newest teachers, instructional use is not as high as might be expected. Although beginning teachers report wanting to use computers, they often find it difficult to do so when so much of their time is consumed by the routine tasks of teaching and managing their classrooms. The use of computers, then, becomes an extra task which, although seen as important, is of lower priority than more basic activities (Hruskocy, 1999; Novak & Knowles, 1991). Clearly, the growing increase in teachers ' technical skills is insufficient to guarantee the effective use

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