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Assignment 4: Integrating Emerging Technology (TIM) Into the Curriculum
by
Tara Dellegrotti
EDD 7914-0001
Integrating Teaching and Technology
Nova Southeastern University
February 27, 2011
Resubmitted March 27, 2011
Abstract
The Technology Integration Matrix (TIM) is a tool designed to help teachers evaluate and critique their level of technology integration into their classroom curriculum. One axis on the TIM describes the level to which technology is integrated and the other axis describes the characteristics of the learning environment. Using the fcit.usf.edu/matrix website, teachers are able to examine samples of technology being used at every level on the matrix. The matrix starts at the active/entry (A1) level. The TIM is structured in a manner that shows the progression of the teachers’ ability to reach the highest level. This level is the goal direct/transformation cell (E5). In this paper the writer will review the matrix, use it to evaluate a technology curriculum activity, provide a literature review for teaching science content material using publishing, podcasting, and presentation software to foster collaboration, and will discuss the science activity. The writer is currently working at the active/adoption (A3) level of integration of technology and the goal is to create an activity rated at the collaborative/adaption (B3) level. This writer has included all items listed in the rubric for this assignment and believes that overall it is at a level of Excellent.
Using the Technology Integration Matrix
The Technology Integration Matrix (TIM) is a tool that is used to evaluate the level of technology that is integrated into a classroom curriculum. Matrix consists of 25 cells that allow users to identify the level of technology integration used in the classroom curriculum in conjunction with the characteristics of the learning environment. The levels of technology integration are found across the top of the matrix. The levels across the top include one entry, two adoption, three adaption, four infusion, and five transformation. The learning environment characteristics that describe classrooms are, (a) active, (b) collaborative, (c) constructive, (d) authentic, and (e) goal directed (Jonassen, Howland, Moore, & Marra, 2003). The matrix provides explanations and videoed samples lessons for each level and learning environment.
Current Technology Use in the Classroom
The ninth grade intensive reading class consists of 30 students. The class demographics include three English Language Learners (ELL) students and six Students with Disabilities (SWD). The remaining 21 students are regular education students. All 30 students are level one or two as diagnosed from the Florida Comprehensive Assessment Test (FCAT) and scheduled for two periods of intensive reading. The classroom consists of six computers, and students are scheduled once a week in the computer lab to work on the Reading Plus program. The students use the classroom computers to take district-mandated assessments, play educational games, and complete make-up sessions on Reading Plus if they are absent on computer lab day. The writer has determined that the level of integration of technology used in this class as evaluated by the TIM is at the adoption (2). The learning environment is at the active (A) level. Currently, students are actively involved in technology, but the goal for this exercise is to raise the level of the activity to collaborative/adaption (B3).
A Goal for Technology Use in the Classroom
The goal for integrating technology use is (B3) on the TIM. This cell describes the ability of students to collaborate with peers and others in different time zones using technology. Students should be able to use technology tools to collaborate with others rather than working on projects and assignments individually all the time. The video example on the TIM website of this cell included a group of students who create a podcast, post it on a website, and view other students’ podcasts from all over the world. The National Educational Technology Standards (NETS-S) were identified and include designing, developing, publishing, presenting projects to audiences outside the classroom, and collaborating with peers and experts using technology tools.
Literature Review
Loertscher ( 2009) state that technology does provide a small increase in learning when implemented with fidelity. Depending on how the technology is used will predict its effect. The best technologies are those that activate higher order thinking imagination, and creativity. As stated in Wilson (2010), “It is imperative that we teach our students how to utilize technology creatively and critically” (p. 75). Smaldino, Lowther, Russell (2008) talk about a critical link between classroom curriculum and the integration of media and technology into the curriculum.
Learning Experience Plan
The goals of this learning experience is to integrate technology in a way that will facilitate collaboration between groups of students and provide an opportunity to use technology to create a podcast that will be posted on the writer’s school webpage and shared with others outside the classroom. The students will work in groups of four to research their favorite non-fiction author. The groups will use the Internet, Google, and Pro Quest, and other online resources to gather information about their author. The information will be organized using a graphic organizer. The students will then create a video using Apple’s Garageband. Microsoft Word, PowerPoint, and iMovie will be used to create a Podcast sharing their information about their author.
Timeline
This project will begin in December as this is when the pacing chart set forth by the district is introduced. The starting point will include an introduction of the content to the students through an online district program Learning Village. The students will use the Internet to research their author. Each group of students will use their information from several sources in order to obtain various background and current research ideas to share. After this information is collected, students will design a graphic organizer to help organize their ideas and information. The students will brainstorm ideas on how to create their Podcast that incorporates their research and communicates their work clearly to the audience. By the beginning of January the students are expected to have created their Podcast that will be reviewed by the writer. Editing and revising will be given time before the final product is due. The high school has a television station called Gator News Network (GNN), and the Podcasts will be shown to the entire school. The writer will also submit the podcasts to the school website. The writer will do a call out on ParentLink for the intensive reading students to announce where the podcasts will be posted for viewing.
Conclusion
The TIM is a useful tool that guides teachers in integrating technology into the classroom. This tool helped the writer identify ways to improve the integration of technology in to the intensive reading classroom and curriculum. The writer noted that using computers in the classroom is basic and a low level activity on the TIM matrix. The TIM also helped the writer increase the use of technology in the curriculum and how to use technology in new and different ways. This paper also helped the writer appreciate the job that teachers do on a daily basis. The writer has been an administrator for six years. Technology has come a ways since the writer was a classroom teacher. This paper also allowed other teachers and administrators to see the value of technology in the classroom. They can see how advanced our students have become when given the opportunity to use technology at a higher level than a computer to incorporate learning.
References
Jonassen, D., Howland, J., Moore, J., & Marrra, J. (2003) Learning to solve problems with
Technology: A Constructivist perspective. Saddle River, NJ: Prentice Hall
Loertscher, D. (2009, December 1). Does technology really make a difference?Teacher Librarian, 37(2).
Smaldino, S. E., Lowther, D. L., & Russell, J. D. (2008). Instructional technology and media for learning. Upper Saddle River, New Jersey: PEARSON Merrill Prentice Hall.
Technology Integration Matrix. (2007). Retrieved June 23, 2010. from
Wilson, A. M. (2010, December 1). Who wants to be a millionaire? Voices from the Middle, 18(2), 74-75.
Appendix-Technology Integration Matrix
1 / 2 / 3 / 4 / 5Technology
Integration
Matrix / Entry
The teacher uses technology to deliver curriculum content to students. / Adoption
The teacher directs students in the conventional use of tool-based software. If such software is available, this level is the recommended / Adaptation
The teacher encourages adaptation of tool-based software by allowing students to select a tool and modify its use to accomplish the task at hand. / Infusion
The teacher creates a learning environment that infuses the power of technology tools throughout the day across subject areas / Transformation
The teacher creates a rich learning environment in which students regularly engage in activities that would have been impossible to achieve without technology.
A / Active
Students are actively engaged in using technology as a tool rather than passively receiving information from the technology / Indicator: Students use technology for drill and practice and computer based training.
/ Indicator: Students begin to utilize technology tools to create products, for example using a word processor to create a report.
/ Indicator: Students have opportunities to select and modify technology tools to accomplish specific purposes, for example using colored cells on a spreadsheet to plan a garden.
/ Indicator: Throughout the school day, students are empowered to select appropriate technology tools and actively apply them to the tasks at hand.
/ Indicator: Given ongoing access to online resources, students actively select and pursue topics beyond the limitations of even the best school library
B / Collaborative
Students use technology tools to collaborate with others rather than working individually at all times. / Indicator: Students primarily work alone when using technology.
/ Indicator: Students have opportunities to utilize collaborative tools, such as email, in conventional ways.
/ Indicator: Students have opportunities to select and modify technology tools to facilitate collaborative work.
/ Indicator: Throughout the day and across subject areas, students utilize technology tools to facilitate collaborative learning.
/ Indicator: Technology enables students to collaborate with peers and experts irrespective of time zone or physical distances
C / Constructive
Students use technology tools to build understanding rather than simply receive information. / Indicator: Technology is used to deliver information to students.
. / Indicator Students begin to utilize constructive tools such as graphic organizers to build upon prior knowledge and construct meaning.
/ Indicator: Students have opportunities to select and modify technology tools to assist them in the construction of understanding.
/ Indicator: Students utilize technology to make connections and construct understanding across disciplines and throughout the day.
/ Indicator: Students use technology to construct, share, and publish knowledge to a worldwide audience.
D / Authentic
Students use technology tools to solve real-world problems meaningful to them rather than working on artificial assignments / Indicator: Students use technology to complete assigned activities that are generally unrelated to real-world problems.
/ Indicator: Students have opportunities to apply technology tools to some content-specific activities that are based on real-world problems.
/ Indicator: Students have opportunities to select and modify technology tools to solve problems based on real-world issues.
/ Indicator: Students select appropriate technology tools to complete authentic tasks across disciplines.
/ Indicator: By means of technology tools, students participate in outside-of-school projects and problem-solving activities that have meaning for the students and the community
E / Goal Directed
Students use technology tools to set goals, plan activities, monitor progress, and evaluate results rather than simply completing assignments without reflection. / Indicator: Students receive directions, guidance, and feedback from technology, rather than using technology tools to set goals, plan activities, monitor progress, or self-evaluate. / Indicator: From time to time, students have the opportunity to use technology to either plan, monitor, or evaluate an activity. / Indicator: Students have opportunities to select and modify the use of technology tools to facilitate goal-setting, planning, monitoring, and evaluating specific activities. / Indicator: Students use technology tools to set goals, plan activities, monitor progress, and evaluate results throughout the curriculum. / Indicator: Students engage in ongoing metacognative activities at a level that would be unattainable without the support of technology tools.