National Educational Computing Conference, “Building on the Future” 1 July 25-27, 2001—Chicago, IL A Picture of Change in Technology-rich K—8 Classrooms Keith Wetzel Arizona State University West keith.wetzel@ asu.edu Ron Zambo Arizona State University West ron.zambo@ asu.edu Ray Buss Arizona State University West ray.buss@ asu.edu Helen Padgett Manager PT3 Project Arizona State University West helen.padgett@ asu.edu Abstract T his qualitative study reports on Arizona Classrooms of T omorrow T oday (AZCO T T ), a component of a Preparing Tomorrow’s Teachers to Use Technology project. In conjunction with five partner school districts, Arizona State University West developed five technology-rich K–8 classrooms to serve as models for preservice students and university instructors. T his study report describes changes occurring as the AZCOT T teachers learn to teach in technology-rich classrooms. Changes are described in teacher practices and student attitudes. Factors supporting change are discussed. Finally, the researchers discuss the progress made toward using these classrooms as models for preservice students. Only a small percentage of K–12 teachers use technology on a regular basis with children in their classrooms (Becker, 2000). At the same time many Preparing T omorrow’s T eachers to Use T echnology (PT 3) projects are attempting to identify technology friendly classrooms for preservice student internships. Ideally, teacher education programs would like to place preservice students in practica situations with exemplary teachers who provide the environment for K–12 students to use technology as part of their everyday lessons. However, such placements are not commonly available. According to the director of field placement at Arizona State University West, we lack school sites for field placements where our preservice students can observe exemplary technology integration practices in K–12 classrooms (Carlile, 1998). Each semester 800 students are in field placements in the ASU West program and the placement office simply lacks the technology-rich classrooms needed to accommodate the students. T he AZCO T T program was designed to help create exemplary placements for our students. T his research project focuses on the teachers and children in the AZCOT T classrooms, and the changes that occurred as the AZCOT T teachers learn to teach in technology-rich classrooms. Characteristics of Exemplary K–12 Technology-Using Teachers Becker (1994) analyzed national survey data to identify exemplary computer-using teachers. Out of a sample of 516 third through twelfth -grade teachers, 45 were identified as exemplary. Factors that contributed to exemplary computer use among those teachers were: opportunities for