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..."
The eMINTS National Center is a non-profit, independent business unit of the University of Missouri. eMINTS offers professional development programs created by educators for educators. Leading experts have collaborated to produce programs that
* inspire educators to use instructional strategies powered by technology
* engage students in the excitement of learning
* enrich teaching to dramatically improve student performance
eMINTS changes how teachers teach and students learn. Its instructional model provides a research-based approach to organizing instruction and can be implemented in any subject area at any level.
"I'm currently teaching first year university students and require them to blog. There are many benefits for having them blog but I've found it to be one of the greatest ways I've been able to get into the thinking and process of my their learning. Asking them to describe their learning and thought process provides me with insight not only to appreciate their efforts but to inform my instruction and decide on what further supports I can provide to take them to the next level. This technology remains a powerful way for learners to reflect and share their thinking on a variety of endeavors. As much as teachers and schools say that process is as important as product, this often is more lip service than practice. Process takes time and talking about learning can be tiresome. The transparency of blogs make this a shared experience that no doubt can provide all students a greater opportunity to learn from each other. The advent of blogs in schools often is deployed as a way to bring technology into schools. That's the wrong reason. I recently read this quote on Doug Johnson's blog:
At a conference last week, Mark Weston from Dell computing stated that asking the question, "Does technology improve student learning?" is the wrong question. The question should be, "Does technology support the practices that improve student learning?"
The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The two axis are 1) levels of technology integration into the curriculum and 2) characteristics of the environment.
Very nice 5x5 cell matrix measuring technology integration from Florida Center for Instructional Technology. There are quicktime videos of lessons available as well.
I like the focus on instructional routines that promote problem solving/creative thinking as the focus not the technology. It's a belief that I continue to espouse, but as usual David says it more eloquently (and succinctly) than I do.
www.killdo.de.gg Most quality online stores. Know whether you are a trusted online retailer in the world. Whatever we can buy very good quality. and do not hesitate. Everything is very high quality. Including clothes, accessories, bags, cups. Highly recommended. This is one of the trusted online store in the world. View now www.retrostyler.com
Several hundred teachers, administrators, and educational technology specialists from around the country recently joined researchers and national experts in Washington to highlight effective ways to use tech-based resources, including television programs and computer games, to support literacy instruction.