Finding our way

Conclusion The guidelines presented here are based on my experience as a classroom teacher and a staff development coordinator for technology, and upon my study of the literature regarding the use of technology for instruction. I do not present these guidelines as a recipe for success in integrating the use of computers into instruction, nor as an exhaustive list of what must be done for integration to occur. To do so would be an oversimplification of a complex issue. There are many difficult decisions that schools need to make, and I offer these guidelines as a means for drawing upon the experience of those of us who are in the process of integrating technology into instruction. Even those of us who are heavily involved in this work feel as though we are just finding our way. I hope that what I have shared in this article will help others to find their way as well. He has taught math, science, and computer programming at the secondary level in the North Syracuse (New York) School District for the past nine years. During 1999–2000 school year, he coordinated the district’s staff development program for technology in addition to his teaching duties