The conceptual framework underlying the proposed MA-TLC program builds upon the Milken Seven Dimensions (Lemke & Coughlin, 1998), CEO Forum Star Chart (CEO Forum on Education and Technology, 1997), and research on school improvement and technology implementation. This research includes work by EDC, including a national study tour of exemplary district technology implementations (Hawkins, Spielvogel & Panush, 1996) and research over ten years on the successful systemic reform and technology implementation in Union City, NJ (Chang, et al., 1998); research conducted by TERC in the Hanau, Germany, Department of Defense Dependents Schools (TERC, 1996) and on the impact of technology on teaching science (Feldman, Konold, & Coulter, 2000); and research by many others (e.g. Rockman, 1998; SEIR*TEC, 1998; ACOT, 1995). This body of research establishes a set of essential conditions that must be in place in schools and districts to enable most teachers to use technology effectively to improve student learning.
The key elements of our conceptual framework in regard to technology to enhance teaching and learning are shown in Figure 1. In this figure, the right column shows the critical end-goals: technology used to improved classroom practices, resulting in improved student learning. The center column shows the major elements that teachers need to effectively employ technology in the classroom, and the left column shows the essential conditions that must be in place at the school and district levels. As Figure 1 shows, teachers need access to reliable technology; this requires well-planned technology infrastructures and effective technical support. Teachers need access to good digital content and software; this requires carefully selected software toolkits and well-defined processes for reviewing digital content and software. Teachers need expertise in using technology to enhance teaching and learning; this requires effective, ongoing, professional development programs and appropriate software for preparing and delivering lessons (Grant, 1996; Sandholtz, Rignstaff, & Dwyer, 1997; Kleiman & Johnson, 1998; Feldman, Konold, and Coulter, 2000). And teachers need incentives and supports; this requires curriculum standards that fully integrate technology, leadership, support, and technology understanding from administrators, and a school culture that encourages innovation and collaboration. If these essential conditions are not in place, technology tends to be used around the edges of the curriculum, for limited purposes and special events, rather than as an integral part of meeting core educational goals (Kleiman, 2000).
The MA-TLC program will provide school and district leaders with professional development activities and ongoing support designed to help them establish these essential conditions for the effective use of technology in their schools and districts, within the context of systemic school improvement efforts.