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The Technology Integration Matrix (TIM) illustrates how teachers can use technology 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.

"Re-Engineering Information Technology: Design Considerations for Competency Education by Liz Glowa, February 2013 Re-Engineering Information Technology: Design Considerations for Competency Education analyzes and examines components and elements of effective competency-based information systems. Based on interviews and research, the ideas in Re-Engineering Information Technology build upon the lessons learned in analyzing information systems developed by competency education innovators, best practices of systemic approaches to information management, and emerging opportunities. The paper is designed for readers to find those issues that are of most interest to them in their role and be used to catalyze strategies, support new competency-based instructional models, and inform decision making for continuous improvement. You can find more resources on the Competency-Based Pathways Wiki."

Beyond differentiation: blended learning to use technology for learning. New teaching environment.

A framework fo planning technology integration with examples across Math, SS, LA and Science

According to TLE team member Owen Milne, this site is "the go-to for understanding the ongoing relationship between pedagogy-space-technology as it relates to designing and managing active learning environments."

Technology integration matrix for unit/lesson development

A university's perspective, but here's what flexible teaching and learning might include.  Lots of overlap with technology.

The blog of "Shelley Wright, who beautifully blogged her journey from stand-and-deliver teaching at the front of the classroom to an inquiry-based, technology-rich approach that found her learning along with her students," according to Will Richardson.

Nice to come across this after wrestling with the wordpress site. A nice reminder about how to approach "new" technologies.

"Yet the reaction from most "reformers," especially those with the most money, is to pretty much stay the course, to treat education as something that schools define, deliver, assess and confirm. Technology allows us to do that "better" than we have in the past, in some conversations "better" than teachers can. It allows us to "achieve" at higher levels, to compete more effectively with the world, and to stoke the push to make every child "college ready." This is not "beginner's mind"-type thinking." The Storified link is particularly worth checking out.

Report from a symposium on Teacher Retention.  Highlights main causes of teacher retention.  Good short statement that industrial methods on an agrarian schedule don't work in a technological world.

"As school boards address the overall challenge of social media use within schools, they should focus on the reality that the impact no longer lies only on the individual and local schools. Social networks include students and teachers all over the world and, therefore, teaching and coaching on digital literacy for teachers and students is where the focus should rest. Knowing how to build successful communities of learning and how to integrate social connectivity within a learning environment is a much more needed outcome than finding a way to control and monitor specific users and content."

"We are moving away from the model in which learning is organized around stable, usually hierarchical institutions (schools, colleges, universities) that, for better and worse, have served as the main gateways to education and social mobility. Replacing that model is a new system in which learning is best conceived of as a flow, where learning resources are not scarce but widely available, opportunities for learning are abundant, and learners increasingly have the ability to autonomously dip into and out of continuous learning flows." Hat tip to Jason Finley:  ttps://groups.diigo.com/group/vermont-education/content/user/jdfinley 

Great TEDtalk on use of design thinking in a rural North Carolina school, with students at the creative center.

I thought this was interesting not so much because I agree with it but because the combination of images and narration triggered critical questions for me. I wonder if it would for other educators as well, perhaps as a conversation starter to begin grappling with our visions for the future. 

From  Bjorn Behrendt, a UBD-based template for lesson/unit planning