The ACOT research project concluded in 1998. After more than a decade of research, the ACOT project was one of the longest continuing educational studies of its kind.

During the 13 years of research, ACOT studied learning, assessment, teaching, teacher development, school design, the social aspects of education and the use of new technologies in more than 100 elementary and secondary classrooms throughout the country. ACOT also collaborated with schools internationally to explore constructivism mediated by technology, emphasizing collaboration over the Internet. After more than a decade of research, the ACOT project was one of the longest continuing educational studies of its kind.

In ACOT classrooms, students and teachers had immediate access to a wide range of technologies, including computers, videodisc players, video cameras, scanners, CD-ROM drives, modems and online communications services. In addition, students could use an assortment of software programs and tools, including word processors, databases, spreadsheets and graphics packages. In ACOT classrooms, technology was viewed as a tool for learning and a medium for thinking, collaborating and communicating.

Reflecting on the ten years since ACOT began, we recognise the importance of studying teachers’ experiences in technology-right classrooms over a number of years.

— Cathy Ringstaff
Independant Consultant to School Districts, Universities and Foundations on Educational Evaluation

ACOT’s research demonstrated that the introduction of technology into classrooms can significantly increase the potential for learning, especially when it is used to support collaboration, information access and the expression and representation of students’ thoughts and ideas.

Realising this opportunity for all students, however, required a broadly conceived approach to educational change that integrated new technologies and curricula with new ideas about learning and teaching, as well as with authentic forms of assessment.

ACOT’s mission was to advance the understanding of teaching and learning in global, connected communities of educators and learners. This included investigating how teaching and learning change when people have immediate access to technology as well as helping people better understand how technology can be an effective learning tool and a catalyst for change.