Reflection through the ID-PRISM: a teacher planning tool to transform classrooms into web-enhanced learning environments.

     Recent books and articles are full of definitions of the ideal
     electronic classroom, prescriptions of how to use world wide web
     (www or web) resources, and descriptions of the effects of such
     resources on teaching practices and learning. Yet Becker (1999)
     found that only 30% of those teachers who were internet-connected
     acknowledged using web resources with their students. Instructional
     Design-Possibilities, Realities, Issues, Standards, and
     Multidimensional perspectives (ID-PRISM) was developed as a
     reflection tool to help the remaining teachers move through the
     stages of innovation by prompting them to think about
     possibilities, realities, issues, standards and multidimensional
     perspectives of teaching and learning to create an action plan for
     transforming their classroom into a web-enhanced learning
     environment. Rich reflection and web integration research provided
     the foundation for ID-PRISM. This article discusses this literature
     and the tool itself. It then concludes with an example and a
     recommended inservice program using ID-PRISM.

     "... school districts have chosen to ignore the essential human
     elements in the process of effectively integrating technology into
     the curriculum." (Farenga & Joyce, 2001, p. 317.)

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Jl. of Technology and Teacher Education (2003) 11(3), 347-375

The availability of internet technologies has reached deep into the educational system with teachers being the real gatekeepers of their impact on teaching and learning. Access to the Internet has been accelerated by national mandates and State legislation requiring internet access for all students in the K-12 educational arena. Individual schools are beginning to develop technology infrastructures that rival corporate training studios. Through national and state funding, this evolution holds promise for new ways of teaching and learning. However, stories abound about how computers sit idle or are used for glorified seatwork. With this evolution come several questions that must be addressed to prevent unused, misused, or underused technology in the classroom. How do teachers create a world wide web (www or web)-enhanced learning environment that effectively integrates teaching objectives and learning with technology resources? (e.g., what are the possibilities?) What school-level support structures are in place to facilitate the development of web-enriched classrooms? (e.g., what are the realities of the school environment?) Which teaching and learning issues can be addressed through strategic integration of technology? (e.g., how does technology integration affect students and teachers?) Research has indicated that providing scaffolds for teachers to reflect on these educational issues can help them move through the stages of innovation and thereby reach beyond the walls of the classroom for new instructional resources that will enhance teaching and learning. This is the premise upon which this article and the Instructional Design-Possibilities, Realities, Issues, Standards, and Multidimensional perspectives (ID-PRISM) were based.

An Argument for a Web-Enhanced Learning Environment in the Classroom

Today, internet technology is being used to enable the integration of web resources to enhance the interactive and social nature of instruction. Recently, researchers have investigated inter-, intra- and extranet interactive learning strategies (Geyer, 1997), interactive collaboration with scientists (Federman & Edwards, 1997), electronic discussion groups (Karayan & Crowe, 1997; Papert, 1997), Multiuser Object-Oriented virtual spaces for sharing ideas and developing solutions to problems (Conlon, 1997), electronic learning communities (Lieberman, 1996), and general use of internet resources in the classroom (Koszalka, 1999). This research is rich. Findings suggested that these interactive learning strategies engaged learners more fully in instruction and facilitated their ability to comprehend and construct personal knowledge. Evidence was also found that the appropriate use of internet technologies in the classroom can contribute to openness, sharing, and involvement in students' own learning, increased academic achievement, developed social skills, aided in the mainstreaming of handicapped students, reduced ethnic tensions, increased self-esteem, and predicted students' interests in science careers (Kagan & Widaman, 1987; Sharan & Kussell, 1984; Slavin, 1983; Koszalka, 1999). This research has demonstrated that the possibilities for web use in the classroom extend far beyond the individualized drill-and-practice and entertainment scenarios of the past.

Creating the Concept

Just because web resources can be used, or have many possibilities for use in the schools, it does not mean that they will be. Recent statistics show that although upwards of 98% of schools are reported to be wired for some type of internet access and over 77% of classrooms have internet connections, less than 50% of teachers actually acknowledge using web resources with students (Becker, 1999, National Council on Educational Statistics [NCES], 2000). One reason might be that more technology funds in schools are being spent on equipment rather than on supporting teachers' professional development and efforts to create a learning environment that integrates such resources into teaching and learning (Ronnkvist, Dexter, & Anderson, 2000; Department of Education [DOE], 2000). Previous research that demonstrated a positive relationship between behavior and intention, provides important insights into developing a strategy for encouraging teachers to create their own concept of a web-enhanced learning environment (Fishbein & Ajzen, 1975; Ajzen & Fishbein, 1980; Davis, Bagozzi, & Warshaw, 1989). From this research, one can assume that what the teachers actually decide they will do with web technologies in the classroom is dependent upon their thoughts, insights, and ideas about the Internet. The realities of the classroom, students, curriculum requirements, and the multiple perspectives of learning and instruction, will impact teachers' thinking and thereby affect the successful integration of web resources into that learning environment (Grabowski, McCarthy, & Koszalka, 1998). The important point is that there is no quick fix or standard set of procedures for teachers to follow. Context determines what, how, and when web resources can be successfully integrated in a classroom, and there are as many contexts as there are classroom teachers--over 3.2 million. This approach suggests an alternative to the quick fix--that is, the use of reflection strategies to promote planned and strategic integration of such resources into a web-enhanced learning environment.

Reflection strategies can prompt teachers to think through the process of designing web-enhanced classroom learning environments to increase interactivity, thinking, and learning. this literature suggests that reflection strategies should help teachers think about their ideal classroom, account for the realities of the environment and characteristics of their learners, and use these new insights to establish an environment that is rich in resources and social connections (Morine-Dershimer, 1989; Grabowski et al., 1998; Grabowski, Koszalka, & McCarthy, 2000). One way to encourage teachers to think reflectively and proactively about teaching practices with internet technology is to provide scaffolds for their reflection. Encouraging teachers to think proactively, however, must be strategic. Schon (1989) warned, "As practice becomes more repetitive and routine, and as knowing-in-practice becomes increasingly tacit and spontaneous, the practitioner may miss important opportunities to think about what he is doing" (p. 6). An argument and strategy to stimulate teachers' thinking about how to create a plan for establishing a web-enhanced learning environment in their classroom follows.

An Argument for Reflection

Geyer (1997) found that innovative teachers, at ease with technology, quickly migrate toward more sophisticated and challenging lessons incorporating new methods such as web-enhanced activities. He found that encouraging teachers to think about lessons, activities, and strategies that worked well in the past helped them adopt and integrate new technologies into their teaching environments. By working with a repertoire of successful assignments, projects, and activities from their existing tool kit, teachers have enough familiarity with old procedures to ensure a successful instructional outcome using new technologies. Experimenting with web resources in steps encourages teachers to include web resources as a regular and continuing part of classroom practices rather than as rare, anecdotal experiences. Yet, the first step is to encourage teachers to think about successful instruction and how web technologies can be comfortably integrated into successful lessons, ultimately supporting their thinking on how to integrate internet use into their classroom as a whole.

Change and reconstruction of teaching requires thinking and reflection and a personal questioning of the underlying beliefs that drive teaching practice (Schon, 1983). Reflection, or the behavior which involves active, persistent, and careful consideration of any belief or practice, promotes understanding of underlying beliefs and their relationship to pedagogy (Canning, 1991). This process of reflection allows for the building of logic and movement toward change (Senger, 1998). For teachers, reflection provokes inquiry into their personal experiences in the classroom and professional development. This inquiry-based questioning encourages teachers to align their true beliefs about their classroom with the practices within their classroom.

Reflection as a Specific Process for Thinking

From the literature, reflection is defined as a process for thinking. Reflection models describe the process of knowing (Hofer & Pintrich, 1997) while the developmental stages of reflection describe the evolution of reflection and judgment. Reflective judgment does not happen automatically. It evolves purposively from within novice teachers with disconnected prereflective thinking who hold that what they see is truth. Through further development efforts the teachers then enter into a state of quasi-reflective thinking that is marked by a recognition that they cannot "know" with certainty. In the final stage of reflective thinking (King & Kitchner, 1994) deep, richly connected schema result providing teachers with the ability to interpret context and develop sound reasons for actions and professional judgments (Morine-Dershimer, 1989; Ross, 1990; Simmons et al., 1989; Sparks-Langer & Colton, 1991).

Reflection Tools and Recipes 

Putnam (1991) investigated the use of recipes as a format for developing reflection tools. Recipes, in general, specify a set of steps to follow to accomplish a task. The steps or procedures outlined in recipes for reflection stimulate the recall of information that helps the user reframe a situation. The recipe consists of short open-ended phrases, sentences, or questions such as "what prevents you from ..." or "what would lead you to ..." These phrases act as cues for creating a set of concepts, models, or ways of acting. The specificity of recipes aids in focusing attention on contextualized practice and helps the user develop new ideas and make meaningful and informed decisions to enhance current teaching and learning environments.

Hofer and Pintrich (1997) found that providing these contextual supports and prompts during reflection sessions led teachers to higher stages of reflective judgment. They also found that earlier stages of reflective reasoning became less evident over time after supported reflection. Pultorak (1996) found that in the early stages of exploring new areas, structured guidance in the form of asking questions and providing reflection guidelines helped novice teachers become more autonomous thinkers. Teachers moved through the stages of becoming aware of their surroundings, identifying patterns of behavior and activities in their classrooms, and thinking of new ways for them and their students to interact with the environment (Pultorak, 1996; Putnam, 1991; Schon, 1983). "... well-intentioned learners do search for rules and recipes, especially early in a learning process ..." (Putnam 1991, p. 145)

In the first phase, novices who lack experience in a specific practice need to be given a sense of success at doing what they are supposed to do or what they think an expert might do (Pultorak, 1996). Providing simple inquiry-based questions, or recipes, that relate to everyday practices in new ways helps novices reflect on and respond in ways they could succeed. It is during the second phase of reflecting that attention shifts. Individuals use the recipe to consider broader strategies, explore the reasoning behind their responses, and reframe the situation. More flexibility and a deeper level of understanding are evident. Individuals pay less attention to the recipe and more on the strategy of inquiring into their reasoning. Their actions became more skillful, but remain within the values and assumptions of their old practices. In the third phase, individuals exhibit greater ability to respond to new or surprising data and re-frame situations. They are able to step out of their original perspective and account for another. Table 1 shows the relationship between stages, processes and supports required. For example, teachers can be prompted to reflect on lessons that they believe are most successful, lessons that do not work as well, and web-enhancements that could help them transform mediocre lessons into successful ones. The reflection questions trigger the teacher to compare the patterns of the great lessons to those of mediocre lessons and develop ideas to improve the mediocre lessons by using web resources. Successful integration of such resources may then lead to additional experimentation with web integration based on the teacher's vision of an ideal web-enhanced learning environment that supports teaching and learning. This recasting of the classroom in light of inquiry-based questions encourages teachers to reconsider previous assumptions and understandings and re-think the range of possibilities. While teachers are prompted to reflect on specific lessons for their successes and challenges, the goal is to create an overall strategy to change the atmosphere of the classroom, rather than focus on writing specific lesson plans. The strategic effect produced should ultimately influence the development of a classroom learning environment that fully integrates internet-based resources and supports curriculum planning.

A Reflection Strategy for Conceptualizing Web-Enhanced Learning Environments

The process of designing web-enhanced learning environments for the classroom that positively affect teaching and learning is complex. The fact that few teachers actually use web resources in a fully integrated way in their classrooms is evidence of this. Given, also, that there is evidence for increasing innovation by using reflection tools, Instructional Design PRISM, ID-PRISM, was developed to stimulate and guide teachers through this complex process.

ID-PRISM AS A STRATEGIC REFLECTION TOOL

Instructional Design PRISM or ID-PRISM is a strategic reflection tool to create the conditions necessary for teachers to think through the issues related to developing a plan for transforming their classroom into a web-enhanced learning environment. See Figure 1 for this reflection tool. The five factors and content for the recipes in ID-PRISM were based on extensive research that identified patterns of successful educational technology integration and an understanding of issues associated with the technology integration process and sound educational practices (Grabowski et al., 1998, Grabowski et al., 2000).

More specifically, reflection on possibilities is based on empirical research demonstrating positive effects of teaching practice and instructional resources on learning; reflection on realities of school and classroom infrastructures is based on research addressing school-level technology integration enabling approaches; reflections on teaching and learning issues and educational standards and curriculum requirements are based on classroom-teacher-, and student-level impact research on the integration of internet technologies into teaching and learning; and reflection on multidimensional perspectives is based on research about the overall instructional design principles of integrating web resources into the classroom. Together these supports and prompts move the teacher from the first to the second stage of reflection.

ID-PRISM was built from five characteristics essential for effective and strategic reflection. ID-PRISM is inquiry-based, uses recipes, strategically sequences questions to move the teacher practitioners into conceptualizing their use of web-enhanced innovation, provides contextualized supports and prompts, and leads the user to develop an action plan. See Table 2 for a description and an example of how these essential characteristics were applied in ID-PRISM.

Inquiry. The first characteristic, inquiry, is evidenced by the top-level questions associated with the five main factors of ID-PRISM: possibilities, realities, issues, standards, and multidimensional perspectives. These questions were crafted as "big picture" issues to frame the important factors for considering internet innovation in the classroom. As can be seen in Figure 1, the initial question of each factor prompts teachers to reflect on the endless possibilities and real challenges for creating an ideal classroom supported with web resources. It is here that they are first prompted to process unconstrained thoughts of their hopes and dreams about which classroom and web attributes would be ideal for teaching and learning in their classroom. Dreaming is followed by reflection on the realities of the school and classroom infrastructures and teaching and learning issues that influence or constrain the ideal.

Specifically, teachers are prompted to reflect on--the possibilities for an ideal teaching and learning environment, the school infrastructure realities that will support or constrain creating this ideal web-enhanced learning environment, teaching and learning issues regarding teachers and student use of web resources, the effect of learning goals/objectives, educational standards and curriculum content on selecting web resources, and the multi-dimensional perspectives considering the relationships among learning, learners, and the environment in an ideal classroom. See Table 3 for a description of the five factors specified for top-level inquiry.

Recipes. The recipes, as defined by the second characteristic of good reflection, prompt systematic assessment of the ideal and current instructional environment and help guide decision-making focused on integrating web resources into the learning environment. The recipes are incomplete statements that teachers are asked to reflect upon and complete. Three important attributes are inherent in these recipes--(a) structured guidance, (b) active, persistent personal questioning of underlying beliefs, and (c) reflection about lessons, strategies, and activities that have worked well in the past. ID-PRISM through its structured questioning breaks down the issues involved in creating web-enhanced learning environments so that teachers can respond to issues individually, relate them back to the overriding factors, and then consider them holistically as a process to merge all of their thoughts. Recipes prompt thinking about what teachers believe and what they have not yet considered. Recipes were designed to help teachers discard currently held conceptions of internet technology and consider the limitless possibilities of web resource use to enhance teaching and learning environments, given the realities of their educational system. The purpose is to build logic toward change and align their beliefs with new practice.

Strategic sequencing of questions. The order of the five factors and recipes in the ID-PRISM reflection tool is designed specifically to encourage reflection on what the teacher currently does best in the classroom, an initially unconstrained view of ideal teaching and learning, and finally strategic consideration of factors that support or challenge the creation of an ideal web-enhanced learning environment. This sequence provides a holistic approach to thinking about ideals and factors that affect moving from the current learning environment toward an ideal, while periodically prompting the teacher to consider what makes an ideal learning environment, how they will move toward this ideal, and how the design of the web-enhanced learning environment will ultimately enhance teaching and learning in their classroom.

Contextualizing supports and prompts on technology integration. To help teachers reflect on creating a web-enhanced learning environment in their own classroom, they need to understand the nature of the Web and its spectrum of possible uses in the classroom. As previously mentioned, the questions and recipes in ID-PRISM are written to focus teachers' attention on current thinking about web integration as it relates to critical learning, learner, and environmental factors that may promote or hinder learning in their own classroom.

Action planning. The process of reflecting helps teachers become more aware of their classrooms and think about new ways to improve the teaching and learning environment (Pultorak, 1996; Putnam, 1991, Schon, 1983). However, thinking about using web resources does not translate into using them. The ID-PRISM reflection tool prompts teachers to develop a list of actions to begin the process of transforming their classrooms into a web-enhanced learning environment. Thus, the teachers end the reflection process with a set of actionable steps toward achieving their goal.

ID-PRISM in Practice

Reflecting on possibilities. The first step in ID-PRISM is to think about the possibilities for instruction without being constrained by traditional teaching and learning views and biases or preconceived notions about the web. Teachers are asked to suspend their views of technology while being prompted to think about ways other than bookwork and lectures to supplement their current methods of teaching and learning. The recipes focus the teacher's attention on access to and experiences with the "real world" as well as resources beyond the walls of the classroom. Therefore, the goal of the possibilities recipes is to frame the teacher's thoughts about their ideal teaching and learning environment. The recipes to think about possibilities include:

* The best strategies and resources I currently use in my classroom ...

* Using real-world experiences during learning ...

* Student activity during ideal learning events ...

* Ideal informational and people resources available for learning ...

* Based on my beliefs about teaching and learning, my ideal classroom ...

The Scenario in Box 1, and those that follow, exemplify a possible response and use of the tool.

This response is constructed from ideas presented by actual teachers who participated in a previous analysis and needs assessment and web-enhanced learning environment workshops (Grabowski et al., 1998; Koszalka, Grabowski, & McCarthy, 1999; Grabowski et al., 2000; Grabowski & Koszalka, 2000). In this scenario, Mr. Smith, a fictitious middle school earth science teacher teaching an earth science unit on volcanoes, is asked to use this section of the ID-PRISM tool during an inservice day.

The inservice is offered to teachers to help them develop a plan for transforming their classroom into web-enhanced learning environments. Mr. Smith is first asked to brainstorm possibilities for creating an ideal teaching and learning environment. The question, "What are the possibilities for your ideal teaching and learning environment?" is posed to him. The recipes are provided next to prompt his thinking about the possibilities and some of the actions he would need to take to realize these possibilities.

Thinking about these possibilities helps the teacher identify new and exciting ways to engage students in learning. At the same time this reflection can prompt thinking about what types of resources would be required to support these exciting ideas. It is through this process of reflecting on previous lessons that he identifies successful uses of pedagogies, resources, and technologies to form a foundation for transforming his current classroom into a web-enhanced learning environment.

Reflecting on realities. In reality however, money, technology, support, and curriculum resources are not always readily available in the educational system. The possibilities for having a high end web-enhanced learning environment for the classroom, as defined by Elmore & Jafari (1995) are strongly influenced by the realities of the educational system that play a major role in supporting or slowing its progress.

Once teachers have developed a picture of their ideal learning environment, ID-PRISM then prompts them to systematically reflect on their school infrastructure realities that may negatively or positively impact how they will use the Web in their classroom and then consider how the obstacles can be overcome by selecting alternatives. Recipes to think about realities include:

* As I think about my current classroom ...

* To move toward my ideal classroom ...

... administrative support, for example, encouragement, financial, release time ...

... technical environment, for example, technology access, type of technology, technical support ...

... my skills and knowledge about integrating web resources ...

... my current curriculum requirements and material ...

The Scenario in Box 2 exemplifies how Mr. Smith continues his use of the ID-PRISM reflection tool to focus on the realities that may constrain the ideal he previously defined. Next posed is the question, "What are the school infrastructure realities that impact the creation of your ideal web-enhanced learning environment?"

Reflecting on the realities of the school and classroom can help to identify obstacles, but more importantly it can focus thinking about alternatives and solutions to achieving possibilities.

Reflecting on issues. While realities focus the teachers' attention on school and classroom infrastructure, issues focus their attention on aspects of teaching and learning. Teachers must reflect on the people in the learning environment, how they access and manipulate learning resources, how they work together or individually, and how assessment is addressed during learning.

ID-PRISM prompts reflection on the teacher and learning issues in the web-enhanced learning environment--namely changes in interactions among people and resources. Recipes to think about issues include:

* Internet access can support my teaching ...

* Internet access can support student learning ...

* Internet access would affect social interaction in my ideal classroom ...

* An acceptable use policy, (e.g. censorship, copyright, etc. in my ideal classroom) ...

* Assessment and evaluation of students in my ideal classroom ...

The Scenario in Box 3, exemplifies how Mr. Smith continues his use of ID-PRISM to reflect on issues. He is now prompted to think about how his proposed internet-accessible learning environment will impact him and his students through the question, "How do teaching and learning issues impact the creation of your ideal web-enhanced learning environment?"

All of these concerns focus on what happens to the people in the classroom when web resources are built-in as part of the learning environment. Reflecting on the issues of technology-use in the web-enhanced learning environment forces the teacher to consider the strategies employed in the classroom, how interactions between teachers, students, and others may change, and how new interactions may affect the assessment of learning. Through this reflective process the teacher may also become much more aware of additional resources, such as peers, technology coordinators, and curriculum staff, who may be able to help create the ideal web-enhanced learning environment.

Reflecting on standards. National educational standards promote the national vision of achieving a higher level of scientific and mathematics literacy. Use of national standards is a new reality facing teachers, as they are often the basis for state, local, or school curriculum requirements. Designing an environment that supports these standards provides consistency and validity to instruction, reliable benchmarks for assessment and evaluation, as well as a common language for communication across groups, schools, and states.

The Scenario in Box 4 exemplifies how Mr. Smith might use this section of the tool to reflect on standards. ID-PRISM prompts reflection on the influence of learning expectations/goals, educational standards, and curriculum requirements on the integration of web resources into a web-enhanced learning environment. The teacher reflects on the following recipes:

* My goals and expectations for learning in my ideal classroom ...

* Resources that will support my goals include ...

* Curriculum standards influence my teaching ...

* Teaching consistency across grade levels is ...

He is now asked, "How do educational standards and curriculum requirements impact the design of your ideal web-enhanced learning environment?" The recipes then prompt him through thinking about goals, resources, and teaching consistency.

Being prompted to reflect on education standards helps teachers identify the types of resources that are important to meeting curriculum requirements; select activities and resources that support educational goals; and define appropriate methods of assessment.

Reflecting on multidimensional perspectives. Multidimensionality prompts teachers to consider a panoramic view of their previous reflections and current learning environment. This final factor in the ID-PRISM reflection tool encourages teachers to review their instructional approach from different dimensions, including instructional design, learner characteristics, and physical and virtual environmental views. Reflecting on each of these dimensions provides different types of information that must be synthesized and integrated to plan the design of a web-enhanced learning environment that is probable, effective, relevant, and acceptable to the teacher and students.

The multidimensionality component of the ID-PRISM encourages reflection on the relationships among instructional design of teaching and learning, learner characteristics, and environmental configurations. After reflection and review of previous responses, teachers revise and complete their action plans to make their ideal web-enhanced learning environment a reality. Teachers are encouraged to reflect on the following recipes:

* The relationship among learning, learner, and environment in my ideal classroom ...

* Based on my beliefs about teaching and learning, to create my ideal web-enhanced learning environment ...

The Scenario in Box 5 exemplifies how Mr. Smith used this section of the tool to reflect on multidimensional perspectives. He is now asked to think about all of his reflections and draw conclusions. Specifically, he was asked, "How do learning, learners, and the environment impact the design of your web-enhanced learning environment?"

ID-PRISM prompts teachers to reflect on the multiple dimensions of teaching and learning, students, and the classroom environment as they determine the best way to establish effective teaching practices and learning environments that incorporate web resources.

Results of the reflections. Reflecting on any or all of the ID-PRISM recipes helps teachers gain a better perspective of the relationship between the context of their classroom and possibilities for creating a web-enhanced learning environment. Reflection helps teachers become more autonomous thinkers (Pultorak, 1996) thus increasing their understanding of the inner working of their classroom so that they can make more innovative uses of available web resources. Mr. Smith began to develop a greater awareness of his surroundings by focusing on developing an ideal version of a lesson he currently felt was particularly successful. He included other teachers, curriculum specialists, and technology coordinators who were knowledgeable about teaching, learning, and technology into his planning for an ideal learning environment. He also began to think about integrating new social interactions and information resources into his ideal classroom that would enhance student learning.

In addition to developing a better understanding of an ideal learning environment and what teachers would need to do to move from where they are to their ideal, this reflection process should culminate in teachers creating a list of actions they need to take to transform their current classroom into a web-enhanced learning environment. Mr. Smith, for example, generated a list of several action items that would help move him from his current classroom environment to his ideal. A few of the key actions he plans to take include (a) identifying web resources that will help enhance the current volcano unit, (b) meeting with school personnel, for example, curriculum director, technology support, and peers to discuss ideas and plans to integrate web resources into the volcano unit, (c) developing and testing the use of web resources in the volcano unit, and (d) writing a report describing the new volcano unit along with his test results and requesting support for further development of his web-enhanced learning environment. Thus, the process of reflection helps establish intentions that research has shown relates to action--that is, building logic and movement toward change. The process stimulates active and careful personal questioning of underlying beliefs that drive teaching practice and reforms teachers' thoughts, insights, and ideas about technology integration and electronic learning. In the end, the process allows them to align their true beliefs about teaching practice with possibilities and realities of the web-enhanced learning environment.

Using ID-PRISM with Teachers--Moving Them Through the Stages of Reflection

Technology planning is a critical part of the process of providing computer and internet access in any school. Initial planning often focuses on the financial considerations, determining what types and how much equipment to buy, and thinking about where connections need to be placed for this new equipment. However, teachers are the gatekeepers; they decide how to manage their own classroom and determine if and how the Web is used. Rarely do the up-front planning conversations focus on how these new technologies can be successfully integrated by the teacher into the education process.

In essence, although teachers are tasked with integrating new web resources into their teaching practices, they are not often given guidance on how (Hawkins, 1998). Their inservice programs often focus on helping them to operate the computer, use a software package, or develop search skills for the Internet. These basic skills are important, but do not help the teacher determine how to create a web-enhanced learning environment that integrates the use of web resources within the context of their classroom, and is consistent with their beliefs about teaching and learning. Adding an ID-PRISM component to a technology skills and knowledge building inservice program could connect the development of knowledge of the resources available on the Web with the acquisition of web technology integration strategies for classrooms use. Thus, teachers could become more knowledgeable about the Web while they become comfortable with integrating technology in their teaching. As a result, they also become better decision makers in creating a plan to transform their classroom into a web-enhanced learning environment that enhances teaching and learning.

Therefore, one way to conceptualize an inservice program using ID-PRISM is to offer a workshop that incorporates web skills training and an ID-PRISM web resource integration reflection component. The skills component should focus on how to search the Web and expose teachers to the multitude of different types of resources appropriate for enhancing teaching and learning. The ID-PRISM web resource reflection component should then focus on helping teachers strategize about ways to incorporate web resources into existing lessons and develop an overall plan to create a web-enhanced learning environment in their classroom.

Kawenski (1991) found that a contextualized brainstorming activity, either individually or in groups, was an effective method for breaking down preconceived notions and identifying new creative ideas to address design problems. Rowland & Molotsky, (1994) developed a series of brainstorming activities, including ones that present scenarios, pictures, or word phrases, to encourage development of creative learning environments. Thus, brainstorming about possibilities can unleash creativity and open the door to dynamic new instructional solutions. Brainstorming ideas can break down the barriers of what is so that teachers may focus on what could be in terms of resources, materials, activities, and people that enhance teaching and learning such as providing students with access to scientists and virtual museums to learn about the forces of nature. After generating a list of possibilities, the teachers would use the realities, issues, and standards recipes to discuss how to operationalize the possibilities. As a summary, the teachers would respond to the multidimensionality recipes to confirm that they have thought about their designs from different points of view. The inservice session should end with the teachers summarizing their ideas and developing an action plan to incorporate this new resource into the context of their teaching strategies and learning environment.

CONCLUSION

Technology is changing the culture of the educational environment. The world is becoming a smaller place as we gain instant access to information and human resources around the globe. We are seeing more internet technology entering the school systems, yet teachers are still reluctant to fully engage web resources in the teaching and learning processes within their classrooms. Many times teachers are not sure how to integrate them or they do not understand how technology use will align with their beliefs about teaching and learning. Reflection, or the behavior which involves active, persistent, and careful consideration of any belief or practice, promotes understanding of underlying beliefs and their relationship to pedagogy (Canning, 1991). Therefore, reflecting on the context of the classroom and strategies for integrating new technologies can help teachers recast their assumptions about technology and rethink the range of possibilities to enhance teaching and learning. ID-PRISM is designed to help teachers, administrators, curriculum specialists, and all those who are involved with the integration of internet technology and web resources, create a plan for transforming classrooms into web-enhanced learning environments that support teaching and learning with existing and new learning strategies yet to be discovered.

Table 1

Reflection Stages, Processes, and Supports

Developmental Stages of  Process of Knowing       Contextual Supports
Reflection                                        and Prompts

Disconnected Reflection  All is truth             Inquiry-based
                                                  questioning

                                                  Open-ended
                                                  recipe-based questions
                                                  or state ments
                                                  Strategic sequencing
                                                  of questions
                                                  Contextualized
                                                  supports and prompts
                                                  which focus attention
                                                  on practice

Quasi-reflection         Cannot know with         Reflection guidelines
                         certainty                used to consider
                                                  broader strategies,
                                                  reasoning, and
                                                  reframing situations

Final Stage              Deep, richly, connected  Autonomous
                         schema to interpret      thinking--supports and
                         context and develop      prompts not needed, so
                         sound reasons            can be faded and
                                                  focused on new
                                                  emerging environmental
                                                  factors

Figure 1. ID-PRISM Reflection Tool, page 2

Reflecting on POSSIBILITIES for teaching and learning

                    Reflections      Action Plan

Reflecting on school infrastructure REALITIES

                    Reflections      Action Plan

Reflecting on teaching and learning ISSUES

                    Reflections      Action Plan

Reflecting on the influence of educational STANDARDS and curriculum
requirements

                    Reflections      Action Plan

Reflecting on MULTIDIMENSIONAL perspectives of the relationship among
learning, learners, and the environment

                    Reflections      Action Plan

Table 2

ID-PRISM Essential Characteristics of Reflection

Characteristic   Description                   Examples

Inquiry          Big picture, framing          "What are the
                 questions for the five        possibilities for your
                 factors of ID-PRISM           ideal teaching and
                                               learning environment?"

Recipes          Structured guidance, active,  For Possibilities:
                 persistent personal           The best strategies and
                 questioning of underlying     resources I currently use
                 beliefs, and reflection       in my classroom ...
                 about lesson, strategies,     Based on my beliefs about
                 and activities that have      teaching and learning, my
                 worked well in the past ...   ideal classroom ...
                 assessment of key issues and
                 opportunities for each
                 factor

Strategic        Ordered, strategic            From Possibilities (best)
sequencing       reflection proceeding from    ...
                 what one does best, through   ... to realities, issues,
                 unconstrained thoughts of     and standards
                 ideals, to focus on           (individual) ...
                 individual issues and         ... to an integrated
                 opportunities ... and,        reflections (merging all
                 beginning reflection on       ideas)
                 individual factors and
                 ending with a holistic,
                 integrated reflection on
                 overall understandings of
                 technology integration

Contextualizing  Focused attention on the      Possibilities: best
                 current thinking about        practices involved using
                 learning, learner, and        real-world examples,
                 environmental issues related  multiple information and
                 to technology integration.    human resources
                                               Multidimensional
                                               Perspectives: action plan
                                               created based on the
                                               interaction of learning
                                               theory, learner
                                               characteristics, and
                                               environmental factors

Action planning  Leads the user to merge       ... Based on my beliefs
                 their ideas from the five     about teaching and
                 ID-PRISM factors into a plan  learning, to create my
                 that they will carry out.     ideal classroom ...

Table 3

ID-PRISM Top-Level Questioning

ID-PRISM is Instructional Design supported by a framework of:

Possibilities     Reflecting on the Possibilities of their ideal
                  teaching and learning environment, e.g., prompting
                  possibility thinking and creativity, not being
                  constrained by what is or what has been in terms of
                  teaching, learning and technology.

Realities         Reflecting on the Realities of the school
                  infrastructure such as administrative and technical
                  support, curriculum, resources constraints and
                  opportunities.

Issues            Reflecting on the teaching and learning Issues in a
                  web-enhanced learning environment, e.g., interactions
                  among people and resources such as social
                  interactions, and access to information and
                  resources.

Standards         Reflecting on educational Standards and curriculum
                  requirements that will influence the use of web
                  resources in a web-enhanced learning environment e.g.,
                  learning expectations/objectives, educational
                  standards, curriculum consistency.

Multidimensional  Reflecting on incorporating a Multidimensional
perspectives      perspective that focuses on instructional design
                  theory and practice, learner-psychological attributes,
                  and the environment that influence the development of
                  a web-enhanced learning environment, that is, merging
                  effective instructional designs, teacher preferences,
                  learner characteristics and technology.

Box 1. Reflecting on Possibilities for teaching an Earth Science unit on
volcanoes

               Reflections                        Action Plan

The best strategies and resources I
currently use in my classroom ...: A
video on the formation and eruptions of
volcanoes and hands-on activities where
kids build models of active volcanoes
worked best over the last couple of
years. The Earth Science text provided
some pictures that the kids liked.

Using real-world experiences during
learning ...: I saw a recent news report
on the dangers of living near active
volcanoes. The report described how
volcanoes form and erupt, the dangers of
the lava and gases, all from the
perspective of those who lived near the
volcano. I liked this perspective.

Student activity during ideal learning     Get access to schools near
events ...: I should introduce             volcanoesContact safety
project-based activities to engage my      officials, volcanologists
students in exploring volcano issues such
as researching and building realistic
models of volcanoes, creating maps of the
volcanoes around the world, or developing
presentations about the dangers of
volcanoes within the context of
conducting environmental impact studies
on the life around active volcanoes. I
could have my kids talk with people who
have been affected by volcanoes or those
who are responsible for the safety and
well being of communities around
volcanoes.

Ideal information and people resources     Find resources that show
available for learning ...: I could take   different types of volcanoes,
my class to volcanoes that are active,     provide hands-on activities,
dormant, and extinct so that they can      and provide stories from
see, feel, hear, and sense the             people affected by
similarities and differences among         volcanoes.
different types of volcanoes. I could
have volcanologists and environmental
scientists work with my students while
they explore the volcanoes and have his
students talk to other students who live
around volcanoes.

Based on my beliefs about teaching and
learning, my ideal classroom ...: My
ideal classroom is one that encourages
active learning, provides learning
activities that motivate students to

interact first-hand with content topics
that interest them, gives access to vast
numbers of resources that allow students
to explore current topics from multiple
perspectives, integrates collaborative
interactions with experts and peers, and
prompts students to develop deep
understanding through shared learning. My
ideal classroom would operate more like a
think tank and learning center where the
kids collaborate, review resources,
conduct experiments, build models,
explain and defend their ideas, and
investigate content within an authentic
context.

Box 2. Reflecting on school infrastructure Realities for an Earth
Science unit on volcanoes

Reflections                                 Action Plan

As I think about my current classroom: I
have a traditional science classroom,
desks in rows and aisles and lab counters
and equipment around the back- and
side-walls. I have access to volcano and
earth science textbooks, supplies to build
models, videos on volcanoes, maps, and

three computers--one with internet access,
sometimes. The computers are rarely used,
if ever. Student activity varies from
listening to presentations, reviewing
informational resources, and building
erupting volcanoes. Students, are busy
building, but don't seem to I earn about
volcanoes. I am the main provider of
information and instruction.

To move toward my ideal classroom ...
administrative support ...: Administrators
are interested in good test scores, memos
from the district tell us to move ahead
with technology integration-cautiously,
limited funding to support new technology
purchases, and few options for teacher
support to develop and submit grants to
help enhance classroom environments.
Looking at my ideal, I see financial
assistance is one of my biggest obstacles
to obtaining this. The experiences I would
like to give my students are far beyond
the realities of the schools' resources.

... technical environment ...: I currently  Need to see how often the
have only one internet connected computer   school technology
and there is a lab of under-used computers  coordinator is available to
in the library. How can I best use the      help with computer-based
computer in my classroom to support         class activities and to
student explorations, perhaps by using it   train kids on web skills.
for a research station and internet
conferences with the volcanologist and
other kids.

... my skills and knowledge about           Discuss success of using web
integrating web resources ...: Web          resources with other science
resources integration is rather new to me,  teachers ... add an agenda
however my fellow teachers have been using  item to the next teacher's
it regularly                                meeting to discuss

... my current curriculum requirements and  Meet with curriculum
materials ...: Current curriculum material  development personnel to
includes several lesson plans for           identify internet resources
activities to build volcano models. The     and activities that
earth science standards emphasize the       incorporate emphasis on
impact of natural disasters on human and    impact of natural disasters
animal populations but our curriculum does  on populations.
not seem to provide resources to prompt
kids to thoroughly investigate these
issues.

Box 3. Reflecting on user ISSUES for teaching an Earth Science unit on
volcanoes

Reflections                                   Action Plan

Internet access can support my teaching ...:
I primarily teach through demonstrations and
assigned readings. Web resources and
activities might encourage more
student-centered exploration.

Internet access can support student learning  Ask school technology
...: The kids probably know more about the    coordinator if she has
Internet than me, but also they need some     ideas for training kids
help in evaluating validity of content found  how to determine if a site
on the web.                                   contains "good"
                                              information.

Internet access would affect social           See if other teachers have
interaction in my ideal classroom ...: I      established links to
just realized that the types of activities I  people outside the
am proposing may change the types of          classroom for learning
interaction that occur in my classroom, for   activities.
example, me as the content-provider and
facilitator. These new approaches may offer
more opportunities for social interactions
with people outside the classroom. This is
somewhat intimidating because it will
require a lot of my time coordinating these
types of activities, but I am intrigued by
the possibility of providing my students
with much richer experiences and
opportunities to learn from others.

An acceptable use policy in my ideal          Check the school's
classroom ...: I am concerned that students   acceptable use policies to
may go into sites that are not relevant, are  see how they address
dangerous, or that contain bad information    issues of copyright and
such as from movie trailers. I need to        plagiarism, accessing
develop strategies to focus students on good  inappropriate sites,
volcano sites and help the kids develop       misuses of technology, and
information literacy competencies so they     so forth.
can 'drive' internet explorations later. I
need to address plagiarism, misuse, and       Find and bookmark "good"
copying/downloading issues with students.     volcano sites.

Assessment and evaluation of students in my   Meet with peers and
classroom ...: How will using a variety of    curriculum support staff
internet resources to inform projects         to identify or develop
provide students with opportunities to        assessment and evaluation
demonstrate critical and evaluative           strategies.
thinking? How can I assure that kids will
develop deeper understanding of content and
process using web resources to support I
earning activities? What are some of the
assessment and evaluation alternatives?

Box 4. Reflecting on the influence of STANDARDS on teaching an Earth
Science unit on volcanoes

Reflections                                      Action Plan

My goals and expectations for learning
in my ideal classroom ...: I have
flexibility in determining some of the
content I cover in class, but I need to
make sure that I support my students'
development of competencies in
scientific inquiry, use of science
tools and instruments, and applications
of technology in society. The volcano
unit I currently use was focused on
describing volcanoes and did not
address many of the process
competencies. I may be able to use web
resources to promote development of
process and tool competencies, like i n
the scenario from the news report. I
have never thought about integrating
content and process competencies into a
single unit.

Resources that support my goals include  Print and review the volcano
...: During my exploration of volcano    lesson plans I found and check
resources earlier today                  the standards against one's for
                                         which I am responsible.

I noticed that the internet has a
variety of published lesson plans that
already address several of t he
education standards for which I am
responsible and many have
standards-based assessment.

Education standards and curriculum           Search for authentic
requirements influence my teaching: I        science projects, on
need to think about the process              volcanoes and other earth
curriculum standards and how the             science activities.
internet may help me move toward
addressing these. Perhaps I can use
some of the resources to connect my
students to real scientists and have
them engage in real science.

Teaching consistency across grade             Add agenda to teacher
levels is ...: The kids don't seem to         meetings to discuss
get consist coverage of process skills        curriculum coverage and
through their school years ... I need         how web-enhanced projects
to work with the teachers in my school,       may support effort to
and the curriculum coordinator, to see        build student skills and
how we can enhance the consistency and        knowledge over time.
provide developmentally enriching
experiences throughout school. This
seems more important than ever.

Box 5. Reflecting on Multidimensional Perspectives of teaching an Earth
Science unit on volcanoes

Reflections                                     Action Plan

The relationship among learning,      I need to closely observe my
learner and environment in my ideal   students over the next few weeks
classroom ...: Designing an           and jot down descriptions of the
effective web-enhanced learning       types of activities they prefer in
environment in my classroom has       class.
required me to think about how best
to teach, how best to reach each of
my students, and how to adjust the
characteristics of my classroom to
effectively integrate available
internet technologies and web
resources to enhance my teaching
and my students' learning. Web
resources can be used to encourage
more interactivity among my
students and with information and
people resources to prompt deeper
learning. By incorporating
interactive web activities and
focused collaborations with others
outside the classroom I will
encourage both those students who
have traditionally been interested
and those not as interested in
volcanoes, to take more ownership
in their learning.
                                        I need to design a lesson plan
                                        for the volcano unit that
                                        incorporates web resources in a
                                        variety of ways, including
                                        contact with volcanologists and
                                        students and using images of
                                        volcanoes from the Web.

Based on my beliefs about teaching       I need to test my student and
and learning, to create my ideal         write a report of impact and
web-enhanced learning environment        develop a proposal to seek
...: I have to follow up on              additional support to create my
administrative, technical,               ideal web-enhanced learning
curricular and support options. I        environment.
think my first step is to write a
proposal to illustrate my needs and
provide a rationale for creating my
web-enhanced learning environment.
My biggest issue will be to get
support from my principal and
peers. I think taking a small step
by developing lesson plans using
web resources for this volcano unit
and reporting on differences in
student learning will build a case
for this support.

Acknowledgements

The authors would like to gratefully acknowledge the contributions of the individuals who contributed to the think tank commissioned by NASA Dryden Flight Research Center. Dr. Marianne McCarthy of NASA Dryden Flight Research Center participated as a coleader of the weekly discussions and helped the group refine their ideas within the context of NASA issues. Lee Duke, also of NASA Dryden, served as a realistic and inspirational catalyst to the group's ideas. We would also like to acknowledge the significant contributions of Angel Hernandez and James Lloyd who helped formulate the structure and name of ID-PRISM. Finally, Eric Speilvogel, Jiyeon Ryu, Ray Niekamp, Jymei Liu, and Timari Priverish are also gratefully acknowledged for their contributions as other members of the think tank team.

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RELATED ARTICLE: Figure 1. ID-PRISM Reflection Tool, page 1

ID-PRISM--Reflecting on the design of a web-enhanced learning environment for the classroom

Instructional

Design

Possibilities

Realities

Issues

Standards

Multi-dimensional Views

Possibilities--What are the possibilities for your ideal teaching and learning environment?

* The best strategies and resources I currently use in my classroom ...

* Using real-world experiences during learning ...

* Student activity during ideal learning events ...

* Ideal informational and people resources available for learning ...

* Based on my beliefs about teaching and learning, my ideal classroom ...

Realities--What are the school infrastructure realities that impact the creation of your ideal web-enhanced learning environment?

* As I think about my current classroom ...

* To move toward my ideal classroom,

.. administrative support, (e.g., encouragement, financial, release time) ...

.. technical environment, (e.g. technology access, type of technology, technical support) ...

.. my skills and knowledge about integrating web resources ...

... my current curriculum requirements and material ...

Issues--How do teaching and learning issues impact the creation of your ideal web-enhanced learning environment?

* Internet access can support my teaching ...

* Internet access can support student learning ...

* Internet access would affect social interaction in my ideal classroom ...

* An acceptable use policy, (e.g. censorship, copyright, etc. in my ideal classroom) ...

* Assessment and evaluation of students in my ideal classroom ...

Standards--How do educational standards and curriculum requirements impact the design of your ideal web-enhanced learning environment?

* My goals and expectations for learning in my ideal electronic learning environment ...

* Resources that will support my goals include ...

* Educational standards and curriculum requirements influence my teaching ...

* Teaching consistency across grade levels is ...

Multidimensional Perspectives--How do learning, learners, and the environment impact the design of your web-enhanced learning environment?

* The relationship among learning, learner, and the environment in my ideal classroom ...

* Based on my beliefs about teaching and learning, to create my ideal classroom ...

TIFFANY A. KOSZALKA

Syracuse University 

USA

[e-mail] 

BARBARA L. GRABOWSKI

Pennsylvania State University

USA

MARIANNE MCCARTHY

NASA Dryden Flight Research Center

USA