a brief exploration of the history of writing technology, we will immerse ourselves in digital environments, analyzing the role of gender, race, economics and other ideologies of power in creating the material forms and tools that allow us to communicate in the contemporary moment.
This video-based course is an exploration of learning theory-appropriate for grades K-12 and all subject areas-for the training of preservice teachers and the professional development of inservice teachers. Hosted by Stanford University professor Linda Darling-Hammond, the 13 half-hour programs illustrate a variety of learning theories with applications to classroom practice. A Web site and print guide supplement the videos, with background readings, questions for discussion, and ongoing assignments that bring theory into practice.
The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, constructive, goal directed (i.e., reflective), authentic, and collaborative (Jonassen, Howland, Moore, & Marra, 2003). The TIM associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion, and transformation) with each of the five characteristics of meaningful learning environments. Together, the five levels of technology integration and the five characteristics of meaningful learning environments create a matrix of 25 cells as illustrated below.
During the 1990's a new group of cognitive psychologist, lead by Lorin Anderson (a former student of Bloom's), updated the taxonomy reflecting relevance to 21st century work. The graphic is a representation of the NEW verbage associated with the long familiar Bloom's Taxonomy. Note the change from Nouns to Verbs to describe the different levels of the taxonomy