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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.

"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.

If you're looking for an introduction or for deeper resources for Proficiency-Based Learning, start here. This site contains links to documents and resources shared by my co-presenters and me at the Proficiency-Based Graduation Requirements session at the Rowland Foundation High School Transformation Conference.

"One of the principles guiding the transformation work at Sammamish is that student achievement and engagement will increase when students have more ownership of their school community..."

This analysis responds to a generation of criticism leveled at 1:1 laptop computer initiatives. The article presents a review of the key themes of that criticism and offers suggestions for reframing the conversation about 1:1 computing among advocates and critics. Efforts at changing, innovating, and reforming education provide the context for reframing the conversation. Within that context, we raise questions about what classrooms and schools need to look and be like in order to realize the advantages of 1:1 computing. In doing so, we present a theoretical vision for self-organizing schools in which laptop computers or other such devices are essential tools.