In this Schools that Work story, we profiled a rural school district in Northwest Georgia using their resources carefully to replicated successful Project-Based Learning.
"The web is rich with resources that can inspire and support our teaching; however, navigating the web can be akin to swimming around an endless abyss." The goal of this collection of websites is to give teachers quick access to pages and info that can make them stronger teachers.
What
is the history behind the tool?
The Technology
Integration Matrix (TIM) was developed to help guide the complex task
of evaluating technology integration in the classroom. Basic technology
skills and integration of technology into the curriculum go hand-in-hand
to form teacher technology literacy. Encouraging the seamless use of
technology in all curriculum areas and promoting technology literacy
are both key NCLB:Title II-D/EETT program purposes. The Inventory for
Teacher Technology Skills (ITTS) companion tool is designed to help
districts evaluate teachers’ current levels of proficiency with
technology and is also used as a professional development planning
and needs assessment resource. The TIM is envisioned as an EETT program
resource which can help support the full integration of technology
in Florida schools.
What
is in each cell?
Each cell
in the matrix will have a video (or several videos) which illustrate
the integration of technology in classrooms where only a few computers
are available and/or classrooms where every student has access to a
laptop computer.
Transformation
The teacher creates a rich learning environment
in which students regularly engage in activities that would
have been impossible to achieve without technology.
Indicator: Given
ongoing access to online resources, students actively
select and pursue topics beyond the limitations of even
the best school library.
Collaborative
Indicator: Technology
enables students to collaborate with peers and experts
irrespective of time zone or physical distances.
Goal
Directed
Indicator: Students
use technology to construct, share, and publish knowledge
to a worldwide audience.
Authentic
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.
Constructive
Indicator: Students
engage in ongoing metacognative activities at a level that
would be unattainable without the support of technology
tools.
You can download the Technology
Integration Matrix for printing as a PDF.
Take advantage of the natural affinity children have for comics and use them as a powerful teaching tool in your classroom. The following tips, tools, and resources will get you started.
Let's face it, a school where text books, classroom book collections, and the "term paper" as the only means of student communication don't need much of a library. A small popular book collection and a word-processing lab with access to Google may actually be all that such a school needs. If the librarian and technology staff are viewed as not having knowledge that is sufficiently relevant to implementing and teaching IL/IT skills, the book room can be staffed by clerks and the techs can keep the e-mail server and student information system up and running from a small hidden office until those applications are outsourced.
At the same time, if a school truly decides they want all their students to graduate having mastered a sophisticated set of IL/IT skills, having learned how to solve real problems creatively, and having experienced the power of global communications and collaboration, then a lack of resources - physical plant, equipment and human expertise will truly undercut this effort. Such an undertaking will require 1:1 laptop programs, well-stocked print collections, productivity labs, a fast and powerful network, good online materials, and, of course, a crackerjack professional staff to support both staff and students.
Created by Angela Cunningham for the enrichment of Social Studies instruction using technology. Great set of resources and conceptual approaches to embedding technology into instruction.
Building a digital district. There are some great resources from Edweek on this topic. There is also a PDF or print version of the technology counts 2013 version.
Higher education, a field that gathers an astonishing array of data about its "customers," has traditionally been inefficient in its data use, often operating with substantial delays in analyzing readily evident data and feedback. Evaluating student dropouts on an annual basis leaves gaping holes of delayed action and opportunities for intervention. Organizational processes-such as planning and resource allocation-often fail to utilize large amounts of data on effective learning practices, student profiles, and needed interventions.