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Ross Hunter

Technology Integration Matrix - 0 views

shared by Ross Hunter on 02 Oct 09 - Cached
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    The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students." /> <!-- body { background-color: #FFFFFF; margin-left: 20px; margin-top: 10px; } --> This is a cached version of http://fcit.usf.edu/matrix/index.html. Diigo.com has no relation to the site.x
Virginia Glatzer

Technology Integration Matrix - 5 views

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    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. INCLUDES: Videso examples from actual classrooms.
Dianne Krause

Technology Integration Matrix - 5 views

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    "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. "
Michelle Krill

Becta Government & partners - Research - Reports and publications - Evidence on the imp... - 0 views

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    Overall there is a strong body of evidence linking the use of technology to improvements in learning and outcomes for learners. The relationship is not a simple one. Time taken to embed the use of technology, school-level planning and learner competency and focus of use, and link to models of learning are all important in mediating the impact of technology on outcomes. Schools that take a systematic and planned approach to using technology to support learning achieve better outcomes with technology than other schools. These 'e-mature' schools have a well-developed vision for learning and lead and manage their use of technology in support of this.
Darcy Goshorn

e-Missions Live Simulations - 4 views

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    e-Missions™ are simulated, problem-based, learning adventures delivered right into the classroom via distance learning technology. With the use of the internet and video conferencing equipment, these "live" scenarios are conducted in your classroom by a Flight Director at Mission Control from the Challenger Learning Center at Wheeling Jesuit University.
Michelle Krill

Directory of Learning Professionals on Twitter - 1 views

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    'This Directory lists (in alphabetical order by Twitter username) learning professionals from both education and corporate training, as well as other related professionals and e-learning products and services on Twitter. If you are a learning professional who wants to connect with others via Twitter and would like to appear in the Directory, email us with the entry details you would like to have.'
anonymous

The LoTi Connection - 5 views

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    "H.E.A.T. stands for Higher-order thinking, Engaged learning, Authentic learning, and Technology use. The H.E.A.T. Framework measures the integration of these four factors in classroom instruction."
Sue Miller

Directory of Learning and Performance Tools - 8 views

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    Public Learning Sites A wide range of informational and educational sites for general reference, how-to guides, wikis, how-to videos, podcasts, courses, lessons, tutorials (including open courseware), e-books as well as other reference resources and places to ask questions both online and on your mobile
Darcy Goshorn

Designing and Orchestrating Online Discussions - 0 views

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    "This author's position is that asynchronous online discussions face an array of resolvable pedagogical and course management challenges. Online discussions can transform mere course chatter into a cyber forum of student-centered learning through meticulous planning, designing and orchestrating. After introducing common issues, a literature review summarizes the contributions that online discussions bring to distance learning. The author then addresses pedagogical and managerial issues that plague online discussions with strategies that instructors may readily employ. In the pedagogical realm, these include insights on organizing online discussions, using groups to facilitate interactions, establishing discussion parameters, and ensuring that the course syllabus introduces online discussion details. In the managerial realm, approaches are offered regarding overseeing discussion windows, using icebreakers, assessing student performance, ongoing communications, maintaining an online presence, netiquette, and a variety of other online discussion tips. In support of online instructors, the article weaves in relevant literature with the hard learned lessons from the author's ongoing attempts to improve online discussions. It concludes by urging instructors to cultivate improvement continuously through candid self-critique supplemented by student feedback."
Ben Louey

eLearning Learning - 0 views

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    eLearning Learning is a community that tries to collect and organize the best information on the web that will help you learn and stay current on eLearning.
anonymous

PADLA - Home - 0 views

  • The Pennsylvania/Delaware/New Jersey&nbsp;Distance Learning Association, a&nbsp;member-supported 501c3 non-profit professional organization,&nbsp;is committed to providing an open discussion forum and relevant&nbsp;resources for professionals concerning the myriad of issues and technological advances in the field of Distance Learning, e-Learning, m-Learning, and Educational Technology.
Anne Van Meter

Top 100 Learning Game Resources | Upside Learning Blog - 0 views

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    Learning games resources including articles by Marc Prensky, legos, Apple, the BBC...
Donald Burkins

Learning Without Limits - 0 views

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    eSchool News compilation of articles about On Line Learning
Michelle Krill

LoTi Framework at drchrismoersch.com - 8 views

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    "In 1994, Dr. Christopher Moersch developed the Levels of Technology Implementation (LoTi) scale in an effort to accurately measure authentic classroom technology use. This scale focuses on the use of technology as an interactive learning medium because this particular component has the greatest and lasting impact on classroom pedagogy and is the most difficult to implement and assess. The challenge is not merely to use technology to achieve isolated tasks (e.g., word processing a research paper, creating a multimedia slide show, browsing the Internet), but rather to integrate technology in an exemplary manner that supports purposeful problem-solving, performance-based assessment practices, and experiential learning--all vital characteristics of the Target Technology level established by the CEO Forum on Education and Technology."
anonymous

Technology Integration Matrix | Arizona K12 Center - 1 views

shared by anonymous on 27 Feb 12 - No Cached
  • 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, collaborative, constructive, authentic, and goal directed
  • 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.
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  • Within each cell of the Matrix one will find two lessons plans with a short video of the lesson. Each lesson is designed to show the integration of technology in instruction and classrooms as well as the Arizona Educational Technology Standards.
Michelle Krill

Sakai Project - an Open Source suite of learning, portfolio, library and project tools ... - 6 views

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    "Designed by educators for educators, Sakai is an enterprise teaching, learning and academic collaboration platform that best meets the needs of today's learners, instructors and researchers."
anonymous

Education Week: Filtering Fixes - 0 views

  • Instead of blocking the many exit ramps and side routes on the information superhighway, they have decided that educating students and teachers on how to navigate the Internet’s vast resources responsibly, safely, and productively—and setting clear rules and expectations for doing so—is the best way to head off online collisions.
  • “We are known in our district for technology, so I don’t see how you can teach kids 21st-century values if you’re not teaching them digital citizenship and appropriate ways of sharing and using everything that’s available on the Web,” said Shawn Nutting, the technology director for the Trussville district. “How can you, in 2009, not use the Internet for everything? It blows me away that all these schools block things out” that are valuable.
  • While schools are required by federal and state laws to block pornography and other content that poses a danger to minors, Internet-filtering software often prevents students from accessing information on legitimate topics that tend to get caught in the censoring process: think breast cancer, sexuality, or even innocuous keywords that sound like blocked terms. One teacher who commented on one of Mr. Fryer’s blog posts, for example, complained that a search for biographical information on a person named Thacker was caught by his school’s Internet filter because the prohibited term “hacker” is included within the spelling of the word.
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  • The K-2 school provides e-mail addresses to each of its 880 students and maintains accounts on the Facebook and Twitter networking sites. Children can also interact with peers in other schools and across the country through protected wiki spaces and blogs the school has set up.
  • “Rather than saying this is a scary tool and something bad could happen, instead we believe it’s an incredible tool that connects you with the entire world out there. ... [L]et’s show you the best way to use it.”
  • As Trussville students move through the grades and encounter more-complex educational content and expectations, their Internet access is incrementally expanded.
  • In 2001, the Children’s Internet Protection Act instituted new requirements for schools to establish policies and safeguards for Internet use as a condition of receiving federal E-rate funding. Many districts have responded by restricting any potentially troublesome sites. But many educators and media specialists complain that the filters are set too broadly and cannot discriminate between good and bad content. Drawing the line between what material is acceptable and what’s not is a local decision that has to take into account each district’s comfort level with using Internet content
  • The American Civil Liberties Union sued Tennesee’s Knox County and Nashville school districts on behalf of several students and a school librarian for blocking Internet sites related to gay and lesbian issues. While the districts’ filtering software prohibited students from accessing sites that provided information and resources on the subject, it did not block sites run by organizations that promoted the controversial view that homosexuals can be “rehabilitated” and become heterosexuals. Last month, a federal court dismissed the lawsuit after school officials agreed to unblock the sites.
  • Students are using personal technology tools more readily to study subject matter, collaborate with classmates, and complete assignments than they were several years ago, but they are generally asked to “power down” at school and abandon the electronic resources they rely on for learning outside of class, the survey found. Administrators generally cite safety issues and concerns that students will misuse such tools to dawdle, cheat, or view inappropriate content in school as reasons for not offering more open online access to students. ("Students See Schools Inhibiting Their Use of New Technologies,", April 1, 2009.)
  • A report commissioned by the NSBA found that social networking can be beneficial to students, and urged school board members to “find ways to harness the educational value” of so-called Web 2.0 tools, such as setting up chat rooms or online journals that allow students to collaborate on their classwork. The 2007 report also told school boards to re-evaluate policies that ban or tightly restrict the use of the Internet or social-networking sites.
  • Federal Requirements for Schools on Internet Safety The Children’s Internet Protection Act, or CIPA, is a federal law intended to block access to offensive Web content on school and library computers. Under CIPA, schools and libraries that receive funding through the federal E-rate program for Internet access must: • Have an Internet-safety policy and technology-protection measures in place. The policy must include measures to block or filter Internet access to obscene photos, child pornography, and other images that can be harmful to minors; • Educate minors about appropriate and inappropriate online behavior, including activities like cyberbullying and social networking; • Adopt and enforce a policy to monitor online activities of minors; and • Adopt and implement policies related to Internet use by minors that address access to inappropriate online materials, student safety and privacy issues, and the hacking of unauthorized sites. Source: Federal Communications Commission
  • “We believe that you can’t have goals about kids’ collaborating globally and then block their ability to do that,” said Becky Fisher, the Virginia district’s technology coordinator.
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    This is an excellent article. I think every school should take this to a meeting with Administrators to discuss bringing sanity to this issue once and for all.
Darcy Goshorn

Comic Master - 2 views

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    The Graphic Novel Creator: Comic Master is a portion of the Read Me program (learn about it here). This is a really cool online comic creator, the interface is fun to use and very intuitive. It is obviously geared toward students with a great look and even an embedded music player. I love the details on this site, including the headline "Reading isn't only in books, it's everywhere!". Using the Graphic Novel Creator, students can create their own multi-page graphic novels with interesting backgrounds, characters, props, and customized text. The graphic novels can be saved and printed out. You don't need an account to print, but you do need to sign up with an e-mail address if you wish to save your comics.
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    Awesome
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