Abstract

A Capability Maturity Model (CMM) is a five-level hierarchical model used to improve organizational processes by assessing and categorizing practices within a defined and standardized framework, and by providing methods for making a sequential transition to the next level. CMM's including the software CMM (SW-CMM) and the People CMM are used by the software industry and human resources departments to evaluate organizational function and provide a guideline for improvement. This multi-case study of six K-12 schools uses interviews and questionnaires to define a Technology Integration Capability Maturity Model in the context of classroom projects and technology activities. Computers and related technologies in schools are relatively new compared to traditional teaching practices. Many teachers and administrators try to use this technology to enhance their practice and perhaps examine their existing pedagogy. The TI-CMM has been built based on experiences of schools at various stages of technology use. The collected data were analyzed to determine the Key Process Areas and practices that define the five levels. The result is a model that can be used to assist not only in technology planning, but in designing pedagogically effective technology activities. Each level of the TI-CMM is defined by several Key Process areas which are further defined by goals representing concrete actions that can be taken by teachers and administrators. Successful attainment of these goals will assist schools in using technology to enhance its pedagogical effectiveness.