Minimal level of confidence using technology.

Uses technology to enhance productivity and to deliver some content information.

Technology use is teacher-centered.

Experimental time to learn technology and try it out.

Increased comfort level.

Regularly uses technology to deliver information, experiments with interactive technology with learners/or begins to require students to use technology in assignments.

More teacher-centered, but some movement toward being student-centered.

Discovery time for appropriate uses of technology in content area.

Very comfortable with practiced technology and begins to connect various technologies for increased student benefit. Combines Microsoft PowerPoint with the Internet, graphing calculator/electronic microscope with desktop.

Recognizes appropriate use of technology in the content area.

Technology use is student-centered.

Comfort level allows educator to “have no fear” in experimenting with various technologies and their uses.

Uses multiple technologies consistently and student assignments allow learners to begin constructing their own meaning (constructivist model).

Additionally, assignments allow students to choose the technology they need to complete an assignment (choice in process and delivery).

Comfort level allows educator to reach beyond traditional use of hardware and software, to create new uses/programs, to collaborate with others to solve learning challenges through technology, and to share experiences through publishing presenting at conferences.