I am apologise if you were looking forward to an explanation of the Matrix and Neo’s journey; I am sorry to disappoint you. This article is more about my journey of discovery of the perfect matrix to adapt and adopt in the ecology of Whitman.

I arrived here in January and was intrigued by the way the school had morphed and changed into an intuition with some doors opening into the future and some into the past. My job, primarily, was to explore the 21st century learning steps it could take and help it adapt these to the specific ecology of Whitman. Right! Easier said than done! For we have discovered along this journey of digital learning in education, that nothing is that straightforward. Having now explored the eMM model, I have further realised that the progress and the processes of this change can be accomplished through many dimensions and at varied paces.

Pulling the research down into the schooling sector, which of course makes me tick, it is interesting to note, as Nicki(Davis) mentions, that there is an ecological approach to the adoption and adaption. In the presentation by Harrison, Thomas and Crook (2013), I was excited to recognise  Bagozzi and his ideas around self-regulation. The icing on the cake was however, the discovery that I had set out to structure the technology adoption plan some what around the three phase principle. In the Phase 1 Technology Report, I have just submitted to the Director and the school board; I have nudged my way into using some of thoughts and ideas that I am gleaning from the literature available. I can see my own maturity in thought emerging, as I review the report initially submitted, and perceive clearly,  the shift in approach towards the identification of barriers and the focus on perceptions and their impact on the use of technology in the classroom.

The other development and shift that has taken place, is the movement away from merely using ‘Technology Standards’ to establishing needs based steps towards adoption and custom picking tools that work for the school. I started with the NETS  which have morphed into an awesome Wiki, which I am intending to contribute to. Next, I discovered the standards expressed by grade level and I was so excited. However, these were static and were rejected by the team at more levels than one. In retrospect and the hindsight provided by the literature, it is evident that the perceptions around the adoption was related to ‘this is going to change my entire curriculum’; a step perceived as too difficult. So I took a step back and pondered and thought about how to approach the adoption of the technology form a systemic approach. Then, my glance fell upon the Technology Integration Matrix and I thought that I had struck gold. Nonetheless, there were lots more questions related to the Matrix and I still wasn’t quite sure about just saying, “This is a great Matrix, lets adopt it”.

Well, the University course could not have brought any more clarity, and I was so pleased to explore the Models of change and the research around it. Now with the preview into the e Maturity Models  and specifically the eLPF I am on seventh heaven. These are not mere words, I actually am very pleased with the research and conversations round it because, I suddenly feel so much at home and conversing  in a familiar language.

My rudimentary ‘Whitman Academy Educational Technology Plan at a Glance 2013‘  layout is  just beginning to roll out. In collaboration with a team of people, I have started to present the research and best practice, to make it seem more palatable and easy to adapt into a classroom setting in the present Whitman ecology. This is the primary step. The videoposts,(from the eLPF) provide the ability to reflect upon the learning and will be a brilliant resource. It is wonderful to be able assess the  school (E-Learning_Planning_Framework-_whole_school_level (adapted), in conjunction with the eMM assessment and the technology integration matrix. The quick snapshot view of the eLPF for the school can be elaborated upon and used alongside the plethora  of material and the case studies of journeys that other schools are on. The path from here can be a structured at a school and an individual level ,and assistance can be tailor-made to suit every classroom. I am definitely looking forward to the ‘next steps’.


Harrison, C., Tomás, C., & Crook, C. (2013), Becta Impact09 data reanalysed: E-maturity and ICT adoption in UK schools. Retrieved September 1, 2103 from http://www.slideshare.net/colinharrison83/earli-2013-harrison-tomas-and-crook