Dwyer et al (1990a) put forward a five-phase model of teacher development in high-tech classrooms, based on the ACOT (Apple Classrooms of Tomorrow) research. This model looks at the development of teachers' beliefs and practices. The five stages are:

• Entry - Traditional schooling, based on didactic models of teaching and 'knowledge transimission' firmly in place.
• Adoption - use of new technology to support traditional model of didactic teaching.
• Adaptation - Increasing student productivity (learning faster and producing more) allowing more time for teachers to engage students in 'higher-order learning objectives' (Dwyer et al 1990a p6)
• Appropriation - roles shift noticeably and new instructional patterns emerge - from teacher to facilitator - from didactic to constructivist.
• Invention - purposeful radical change in 'classroom' practices.

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Last updated 7th January 2002