The\\n Technology Integration Matrix (TIM) illustrates how teachers can use\\n technology to enhance learning for K-12 students. The TIM incorporates\\n five interdependent characteristics of meaningful learning environments:\\n active, constructive, goal directed (i.e., reflective), authentic,\\n and collaborative (Jonassen, Howland, Moore, & Marra, 2003).\\n The\\n TIM associates five levels of technology integration (i.e., entry,\\n adoption, adaptation, infusion, and transformation) with each of the\\n five characteristics of meaningful learning environments. Together,\\n the five levels of technology integration and the five characteristics\\n of meaningful learning environments create a matrix of 25 cells as\\n illustrated below.\
\\n \The Technology\\n Integration Matrix (TIM) was developed to help guide the complex task\\n of evaluating technology integration in the classroom. Basic technology\\n skills and integration of technology into the curriculum go hand-in-hand\\n to form teacher technology literacy. Encouraging the seamless use of\\n technology in all curriculum areas and promoting technology literacy\\n are both key NCLB:Title II-D/EETT program purposes. The Inventory for\\n Teacher Technology Skills (ITTS) companion tool is designed to help\\n districts evaluate teachers\' current levels of proficiency with\\n technology and is also used as a professional development planning\\n and needs assessment resource. The TIM is envisioned as an EETT program\\n resource which can help support the full integration of technology\\n in Florida schools. \\
\\n \Each cell\\n in the matrix will have a video (or several videos) which illustrate\\n the integration of technology in classrooms where only a few computers\\n are available and/or classrooms where every student has access to a\\n laptop computer.\
\\n \\n \\n \The TIM is\\n designed to assist schools and districts in evaluating the level of\\n technology integration in classrooms and to provide teachers with models\\n of how technology can be integrated into instruction in meaningful\\n ways. It is the Department\'s intent that the TIM be used in the\\n context of comprehensive technology planning and EETT program accountability. \
\\n \\n \One consideration is to develop\\n a supplementary TIM component/tool to help place teachers into the\\n appropriate spot or region of the grid. Initial explorations into making\\n an additional section on the Inventory of Teacher Technology Skills\\n have received positive feedback, citing the need for more integration\\n evaluation and professional development. Additional resources such\\n as lesson plans and teaching materials are being developed so teachers\\n can use the tool for professional growth. The TIM will initially be\\n pilot tested by interested districts in an informal evaluation mode.\\n The Bureau of Instruction and Innovation will be seeking input and\\n comments (from teachers and district personnel) on an ongoing basis\\n regarding potential uses of this new evaluation tool. Districts will\\n be encouraged to use the TIM in the context of technology integration\\n goal development and associated professional development planning.\\n Through regular classroom observation and targeted professional development\\n activities (organized through the Florida Digital Educator Program),\\n it is our hope that over time teachers will be able to effectively\\n monitor their progress through a continuum of technology integration\\n levels.\
\\n \\n \\\n \\\n \\\\ \ \ | \\n \\ \\\Levels\\n of Technology Integration into the Curriculum\\\ \ \\n \ | \\n \
\\n \\\n \\ \\\ \\ \\n \ | \\n \\\\Technology\ \\n Integration \ \\n Matrix \\\ \\n \\ | \\n \\\\Entry\ \\n \\ \The teacher uses technology to\\n deliver curriculum content to students.\\\ | \\n \\\\Adoption\\ \\n \ \The teacher directs students in the conventional\\n use of tool-based software. If such software is available, this\\n level is the recommended.\\\ | \\n \\\\Adaptation\\ \ \\n \The teacher encourages adaptation of tool-based\\n software by allowing students to select a tool and modify its\\n use to accomplish the task at hand.\\\ | \\n \\\\Infusion\\ \ \\n \The teacher creates a learning environment that\\n infuses the power of technology tools throughout the day across\\n subject areas.\\\ | \\n \\\\Transformation\\ \ \\n \The teacher creates a rich learning environment\\n in which students regularly engage in activities that would\\n have been impossible to achieve without technology.\\\ | \\n \
\\n \\\n \\\ \\\ \\n \ | \\n \\\\Active\\\ \\n \Students are actively engaged in using technology\\n as a tool rather than passively receiving information from\\n the technology.\\\ | \\n \\\\n \\\n \\\Indicator:\\ Students\\n use technology for drill and practice and computer based\\n training.\\\ | \\n \ \\n \\\n \\\ \1-1\\n access\ \\n \\\\ \shared\\n access\\\ | \\n \ \\n \ \\n \ | \\n \\\\n \\\n \\\Indicator: \\Students\\n begin to utilize technology tools to create products,\\n for example using a word processor to create a report.\\\ | \\n \ \\n \\\n \\\ \1-1\\n access\ \\n \\\\ \shared\\n access\\\ | \\n \ \\n \ \\n \ | \\n \\\\n \\\n \\\Indicator: \\Students\\n have opportunities to select and modify technology tools\\n to accomplish specific purposes, for example using colored\\n cells on a spreadsheet to plan a garden.\\\ | \\n \ \\n \\\n \\\ \1-1\\n access\ \\n \\\\ \shared\\n access \\\ | \\n \ \\n \ \\n \ \\ | \\n \\\\n \\\n \\\Indicator: \\Throughout\\n the school day, students are empowered to select appropriate\\n technology tools and actively apply them to the tasks\\n at hand.\\\ | \\n \ \\n \\\n \\\ \1-1\\n access\ \\n \\\\ \shared\\n access \\\ | \\n \ \\n \ \\n \ | \\n \\\\n \\\n \\\Indicator: \\Given\\n ongoing access to online resources, students actively\\n select and pursue topics beyond the limitations of even\\n the best school library. \ \ \\\\\ | \\n \ \\n \\\n \\\ \1-1\\n access\ \\n \\\\ \shared\\n access \\\ | \\n \ \\n \ \\n \\\\\ | \\n \
\\n \\\n \\\\Collaborative\\ \\n \\Students use technology tools to collaborate\\n with others rather than working individually at all times.\\\ | \\n \\\\n \\\n \\\Indicator: \\Students\\n primarily work alone when using technology. \ \ \ | \\n \ \\n \\\n \\\ \1-1\\n access\\ \\n \\\ \shared\\n access\\\ | \\n \ \\n \ \\n \ | \\n \\\\n \\\n \\\Indicator: \\Students\\n have opportunities to utilize collaborative tools, such\\n as email, in conventional ways. \\ \\\\\\\ | \\n \ \\n \\\n \\\ \1-1\\n access\\ \\n \\\ \shared\\n access \\\\\\\ | \\n \ \\n \ \\\\ \\n \\\ \ | \\n \\\\n \\\n \\\Indicator: \\Students\\n have opportunities to select and modify technology tools\\n to facilitate collaborative work.\\\ | \\n \ \\n \\\n \\\ \1-1\\n access\\ \\n \\\ \shared\\n access \\\ | \\n \ \\n \ \ \ \ \ \ | \\n \\\\n \\\n \\\Indicator: \\\\Throughout\\n the day and across subject areas, stud ents utilize technology\\n tools to facilitate collaborative learning.\\\ | \\n \ \\n \\\n \\\ \1-1\\n access \\\ \\n \\ \sharedaccess \\\ | \\n \ \\n \ \\n \ | \\n \ \\\n \\\n \\\Indicator: \\Technology\\n enables students to collaborate with peers and experts\\n irrespective of time zone or physical distances.\\\ | \\n \ \\n \\\n \\\ \1-1\\n access\\ \\n \\\ \shared\\n access \\\ | \\n \ \\n \ \ \ \ | \\n \
\\n \\\n \\\\Constructive\\ \\n \\Students use technology tools to build\\n understanding rather than simply receive information.\\\ | \\n \\ \\. \\ \\ \\ \ | \\n \\\\n \\\n \\\Indicator \\Students\\n begin to utilize constructive tools such as graphic organizers\\n to build upon prior knowledge and construct meaning.\\\ | \\n \ \\n \\\n \\\ \1-1\\n access\\ \\n \ \ \\Shared access\ \ \ | \\n \ \\n \ \ \ \ | \\n \\\\n \\\n \\\Indicator: \\Students\\n have opportunities to select and modify technology tools\\n to assist them in the construction of understanding. \\ \\\\\\\ | \\n \ \\n \\\n \\\ \1-1\\n access\\ \\n \\\ \Shared\\n access \\\ | \\n \ \\n \ \\\\ \\n \\\ \ | \\n \\\\n \\\n \\\Indicator: \\Students\\n utilize technology to make connections and construct understanding\\n across disciplines and throughout the day. \\\ | \\n \ \\n \\\n \\\ \1-1\\n access\\ \\n \\\ \Shared\\n access \\\\\\\ | \\n \ \\n \ \ \ \\\ \\ \\\\\ \\n \\\\ | \\n \\\n \\\n \\\n \\\Indicator: \\Students\\n use technology to construct, share, and publish knowledge\\n to a worldwide audience.\\\ | \\n \ \\n \\\n \\\ \1-1\\n access\\ \\n \ \\ \Shared\\n access \ \ \ | \\n \ \\n \ \\n \ \ \ | \\n \
\\n \\\n \\\\Authentic\\ \\n \\Students use technology tools to solve\\n real-world problems meaningul to them rather than working on artificial\\n assignments.\\\ | \\n \\\\n \\\n \\\Indicator: \\Students\\n use technology to complete assigned activities that are\\n generally unrelated to real-world problems.\\\ | \\n \ \\n \\\n \\\ \1-1\\n access\\ \\n \\\ \Shared\\n access \\\ | \\n \ \\n \ \ | \\n \\\\n \\\n \\\Indicator: \\Students\\n have opportunities to apply technology tools to some content-specific\\n activities that are based on real-world problems.\\\ | \\n \ \\n \\\n \\\\ \1-1\\n access\\ \\n \\ \\ \Shared\\n access\\\ | \\n \ \\n \ \ | \\n \\\\n \\\n \\\Indicator: \\Students\\n have opportunities to select and modify technology tools\\n to solve problems based on real-world issues.\\\ | \\n \ \\n \\\n \\\ \1-1\\n access\\ \\n \\\ \Shared\\n access \\\ | \\n \ \\n \ \ \ \ | \\n \\\\n \\\n \\\Indicator\: \Students\\n select appropriate technology tools to complete authentic\\n tasks across disciplines. \\ \ \\ | \\n \ \\n \\\n \\\ \1-1\\n access\\ \\n \\\ \Shared\\n access \\\\\\\ | \\n \ \\n \ \ | \\n \\\\n \\\n \\\Indicator: \\By\\n means of technology tools, students participate in outside-of-school\\n projects and problem-solving activities that have meaning\\n for the students and the community.\\\ | \\n \ \\n \\\n \\\ \1-1\\n access\\ \\n \\\ \Shared\\n access \\\ | \\n \ \\n \ \ | \\n \
\\n \\\n \\\\Goal\\n Directed\\ \\n \\Students use technology tools to set goals,\\n plan activities, monitor progress, and evaluate results rather\\n than simply completing assignments without reflection.\\\ | \\n \\\\n \\\n \\\Indicator: \\Students\\n receive directions, guidance, and feedback from technology,\\n rather than using technology tools to set goals, plan activities,\\n monitor progress, or self-evaluate.\ \ \\\\\ | \\n \ \\n \\\n \\\ \1-1\\n access\\ \\n \\\ \Shared\\n access \\\ | \\n \ \\n \ \\n \ | \\n \\\\n \\\n \\\Indicator: \\From\\n time to time, students have the opportunity to use technology\\n to either plan, monitor, or evaluate an activity.\\\ | \\n \ \\n \\\n \\\ \1-1\\n access\\ \\n \\\ \Shared\\n access \\\ | \\n \ \\n \ \ \ \ | \\n \\\\n \\\n \\\Indicator: \\Students\\n have opportunities to select and modify the use of technology\\n tools to facilitate goal-setting, planning, monitoring,\\n and evaluating specific activities.\\\ | \\n \ \\n \\\n \\\ \1-1\\n access\\ \\n \\\ \Shared\\n access \\\ | \\n \ \\n \ \\n \ | \\n \\\\n \\\n \\\Indicator: \\Students\\n use technology tools to set goals, plan activities, monitor\\n progress, and evaluate results throughout the curriculum.\\\ | \\n \ \\n \\\n \\\ \1-1\\n access\\ \\n \\\ \Shared\\n access \\\ | \\n \ \\n \ \ \ \ | \\n \\\\n \\\n \\\Indicator: \\Students\\n engage in ongoing metacognative activities at a level that\\n would be unattainable without the support of technology\\n tools. \\\ | \\n \ \\n \\\n \\\ \1-1\\n access\\ \\n \\\ \Shared\\n access\\ \ | \\n \ \\n \ \ \ \ | \\n \
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