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"Students are so emerged with technology, sometimes they act as the educators, showing their teachers how to do certain things and use certain tools. This video asks the simple question of if we are paying attention to the way our students learn. Besides being a visual, spatial or audio learner, most students fall under the category of "digital learners." With fascinating facts like the 10,000 hours college graduates have spent playing video games and the 70% of our nation's 4-6 year olds that have used a computer; it is no wonder why students are being classified as digital learners. The video also asks if we as teachers are reaching our students. Are we engaging them? The technologies that students are using so much in their everyday lives should be infused into the classrooms so that we do reach our students and so that we do engage them. Blogs, wikis, podcasts, virtual tours. These are just a few of the dozens of items presented in the video that offer a new way to use technology with our students. It brings up a great point that since our students already know how to use these technologies, we should be using them to teach. Even recent graduates who are no longer in school encourage the idea of using technology to engage students, not enrage them. Podcasts are another great option to teaching. With thousands available in almost any subject, you can teach students without having to stand up and lecture them. This video offers great advice and inspiration for engaging digital learners today."

What is the Technology Integration Matrix? 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.

What is the Arizona Technology Integration Matrix?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 (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.

"5 K-12 Technology Trends for 2010 A look at the top technology tools and trends to keep an eye on in the coming year * By Bridget McCrea * 12/10/09 With technology evolving at the speed of light, and everyone looking to benefit from the latest, greatest hardware and software, keeping up can be challenging for educators, administrators, and school districts themselves. To help, THE Journal spoke with a handful of technology experts and came up with a short list of top tech trends you'll want to watch in the new year. Here they are: "

Lisa Nielsen is an educational administrator and permanently certified teacher with more than a decade's worth of experience working in educational innovation at the city, state, and national level. Working as an innovative educator in New York City, Ms. Nielsen was honored as Teacher of the Year and was her district's nominee for Technology Educator of the year. Ms. Nielsen has worked in various capacities in educational innovation at the NYC Department of Education and Teachers College, Columbia University including as manager of instructional technology professional development, literacy coach, instructional technology coach, teacher, librarian, and staff developer. She currently serves as Technology Innovation Manager for the NYC Department of Education. Ms. Nielsen is a Google Certified Teacher, International Edublogger, International EduTwitter, and creator of The Innovative Educator blog, website, learning network, and wiki. In addition to her blog (http://TheInnovativeEducator.blogspot.com), her work is published in "Learning and Leading," and "Tech & Learning," magazine as well as the following online media Tech & Learning, ISTE Connects, Ed Reformer, and The Huffington Post. An outspoken and passionate advocate of innovative education Ms. Nielsen is also covered by local and national media for her views on "Passion (not data) Driven Learning," "Thinking Outside the Ban" and determining ways to harness the power of technology for instruction and providing a voice to educators and students. Her first book "Teaching Generation Text" is set for a fall 2011 release.

This may seem like a strange title coming from a technology evangelist and integration specialist. But it is true, it isn't all about technology in classrooms. Don't get me wrong, technology can and will do amazing things to increase student learning, differentiate instruction, and meet students where they are. Understand, technology alone

"Educational Technology Guy In this blog, I talk about educational technology, educational theory, educational pedagogy, and other topics related to these. I teach Physics and EMS classes, so some times I'll talk about those specific areas. I'll also discuss 21st Century Skills and Education. I explore free educational technology resources, ways to integrate technology into the classroom, professional development, project based learning, and tips and resources for new teachers."

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.

We believe that Vermont educators would benefit from seeing "pictures" of these new learning environments. Additionally, we feel that technology must play a strong role in supporting these environments. The National Education Technology Standards for Students (NETS-S) "refreshed" in 2007 provide us with guidance on how technology, when combined with effective pedagogy and strong content standards can get us to that desired end.... the transformed classroom.

Richard Byrne's Favorite Tech Resources for Teachers Why aren't the lesson plans that used to work so well, not working now? Technology alone is not going to rehabilitate our lesson plans. However, when used correctly technology can improve our lesson plans and in turn our students' learning experiences. The pages in the left-hand column will take you to free technology tools and resources that have been reviewed on Free Technology for Teachers.

"In the face of the "new normal" of decreased budgets and increased expectations, many administrators are turning to technology to enhance teaching and learning while mitigating the consequences of consecutive years of budget cuts. Mobile learning, in particular, has attracted a great deal of attention for its potential to engage students by leveraging the technology environment they have grown accustomed to in their non-school lives; its potential to scale personalized learning and reduce the digital divide; its potential to extend learning beyond the four walls of the classroom and the limited hours of the school day; and its potential to enable new pedagogies based on the affordances of these devices that students already carry at their fingertips.Still, the field of mobile learning is still emerging and there are many questions to be addressed when contemplating a mobile learning implementation. How do we create a program with a sustainable impact on teaching and learning, rather than a superficial adoption of the currently "hot" technology? What are the steps involved in implementing a mobile learning program? How do we optimize the investment of our technology dollars? How do we choose devices, networks, and software for our implementation? What are the security considerations in implementing a mobile learning program? What are the policy considerations for a mobile learning program? What are the professional development considerations? What are the teaching models associated with mobile learning? What are the options for funding a mobile learning program?"

Welcome to Reedy Technologies. This site has been designed to provide technology resources to educators. Its focus is to assist teachers in the integration of technology across the curriculum. Grade Level Resources This area has been divided into grade specific sections. Each grade level has general resources at the top for all subject areas and then subject specific resources below that section. Teacher Resources This area contains resources specifically for the classroom such as lesson plans, units, rubrics, worksheets, virtual field trips, and internet tools for the classroom.

Schools don't want to compromise on technology use Some Greater Cincinnati and Northern Kentucky school districts say technology is an essential curriculum element, even during tough budget times. "Our kids need to be moving forward; technology doesn't stand still just because you can't afford it," a Kentucky education official said. IPods, Wikipedia and interactive white boards are some of the tools districts use to develop tech-savvy students. The Cincinnati Enquirer

The Top Ten Things Library Administrators Should Know About Technology By Roy Tennant - Posted on September 12th, 2009 Tagged: Administration It's not insulting to say that those who run libraries tend not to know all that much about technology. A very different set of skills are needed to run an organization, and those skills do not often come packaged along with technical knowledge and experience. But administrators need to know some specific things about technology in order to do their jobs well, so here is my list:

Technology Proficiency License: Do you think all schools should have teachers licensed to meet teacher technology competency standards? It would require them to complete coursework and pass a test. I know 21 schools in the states already do this.

"Time to MOVE ON! Technology Integration into Core Curriculum Written by Lisa 18 March 2010 8 Comments If you believe "integrating technology into the classroom" should mean more than just having an interactive whiteboard sitting in the room…you NEED to read this post… And join me for an online Show and Tell (click here for details)."

Welcome to the Maine Content Literacy Project's Technology, Literacy, and Content (TLC) site. TLC contains a collection of unit exemplars that were designed to strategically utilize technology and literacy instruction in order to support and deepen content area understanding.  The site includes units for elementary, middle, and secondary school students that provide examples of effective literacy and technology integration in the core content areas of Social Studies, English Language Arts, Math, and Science.  Each unit contains unit plans, lesson plans, resource materials, instructional tools, and exemplar videos.    The units, lessons, videos, and resources are free to use by schools for instruction or professional development.  

"Educational Technology Bill of Rights for Students Part II by Brad Flickinger ShareThis Wow! I must of hit a nerve with educators when I wrote my first draft of the Education Technology Bill of Rights for Students last month."

"iSchool: a closer look at Manhattan Beach Unified's iPad pilot program email Does Manhattan Beach Unified's iPad pilot program represent the future of education? Kindergarten students at Grand View Elementary School use iPads two times a week. Photo by Alene Tchekmedyian Kindergarten students at Grand View Elementary School use iPads two times a week. Photo by Alene Tchekmedyian Just before 8 a.m. one recent Tuesday, Andy Caine wheeled a waist-high cart into his second-floor history classroom at Mira Costa High School, as the Beach Boys' "I Get Around" played faintly in the background. On the syllabus for the day: the First Amendment. As the first period bell rang, Caine unlocked the cart. "Come and get 'em," Caine said to his class of seniors, and stood behind his podium, on which he's pasted a sticker reading, "Think for yourself. Question Authority." The students put aside their pens and notebooks and lined up at the cart to pick up an unconventional tool that school districts across the nation have been implementing into classrooms. Each student grabbed an iPad and returned to his or her seat. Caine is one of 43 Manhattan Beach Unified School District teachers chosen to try the $500,000 iPad pilot program, which started last fall. At Mira Costa, two English, math, science and social studies teachers use iPads, along with eight science teachers at Manhattan Beach Middle School and 27 teachers of different grade levels at each elementary school. The district purchased 560 student iPads (32 gigabytes and costing around $700 each), in addition to iPads for pilot teachers and administrators. A quarter of the pilot costs are grant funded, while the district supports the rest. Later this year, the School Board will decide whether, and in what capacity, to continue the pilot. Caine and pilot teachers implement iPads into their curricula two to three times a week, a total of 30 to 90 minutes. "I would use them every day if I had the po