Trudy Sweeney on 2009-05-20
Excellent video!
This link has been bookmarked by 426 people . It was first bookmarked on 20 Nov 2007, by Mr Maher.
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03 Dec 09
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02 Dec 09
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The
Technology Integration Matrix (TIM) illustrates how teachers can use
technology to enhance learning for K-12 students
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20 Nov 09
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16 Nov 09
arickelsThe Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students.
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13 Nov 09
Kim FioreThe Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students." />
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11 Nov 09
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F FoxworthFlorida's matrix includes indicators for 1-1 access and shared access and has a demonstration video for each one.
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<td height="36" colspan="4" valign="top" class="BodyText" ><img src="i/headtechintegration curriculum matrix integration technology edtech
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29 Oct 09
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Chris Pultz"The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students.
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."techintegration technology integration matrix education curriculum edtech resource classroom
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Ian GuestThe 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
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20 Sep 09
Chelsea HolscherA video resource in which technology in integrated in the classroom in appropriate and productive ways.
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04 Sep 09
lloutbackThe 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
resources research 21stcenturyskills teaching evaluation assessment
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02 Sep 09
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06 Aug 09
Joachim NiemeierThe 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.
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03 Aug 09
K DunksProvides an interactive technology integration matrix for K-12 students. Some processes can be applied to college-level students.
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Rena ShiffletShows the levels of technology integration for both teachers and students
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Ced PaineExcellent integration resource tied to NETS standards
technology integration matrix education curriculum techintegration edtech resource
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Sarah FrithThis is a really cool technology matrix to use in the classroom. It is super cool!
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Technology
Integration
Matrix
Entry
The teacher uses technology to
deliver curriculum content to students.
Adoption
The teacher directs students in the conventional
use of tool-based software. If such software is available, this
level is the recommended.
Adaptation
The teacher encourages adaptation of tool-based
software by allowing students to select a tool and modify its
use to accomplish the task at hand.
Infusion
The teacher creates a learning environment that
infuses the power of technology tools throughout the day across
subject areas.
Transformation
The teacher creates a rich learning environment
in which students regularly engage in activities that would
have been impossible to achieve without technology.
Active
Students are actively engaged in using technology
as a tool rather than passively receiving information from
the technology.
Indicator: Students
use technology for drill and practice and computer based
training.
1-1
access
shared
access
Indicator: Students
begin to utilize technology tools to create products,
for example using a word processor to create a report.
1-1
access
shared
access
Indicator: Students
have opportunities to select and modify technology tools
to accomplish specific purposes, for example using colored
cells on a spreadsheet to plan a garden.
1-1
access
shared
access
Indicator: Throughout
the school day, students are empowered to select appropriate
technology tools and actively apply them to the tasks
at hand.
1-1
access
shared
access
Indicator: Given
ongoing access to online resources, students actively
select and pursue topics beyond the limitations of even
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Technology
Integration
Matrix
Entry
The teacher uses technology to
deliver curriculum content to students.
Adoption
The teacher directs students in the conventional
use of tool-based software. If such software is available, this
level is the recommended.
Adaptation
The teacher encourages adaptation of tool-based
software by allowing students to select a tool and modify its
use to accomplish the task at hand.
Infusion
The teacher creates a learning environment that
infuses the power of technology tools throughout the day across
subject areas.
Transformation
The teacher creates a rich learning environment
in which students regularly engage in activities that would
have been impossible to achieve without technology.
Active
Students are actively engaged in using technology
as a tool rather than passively receiving information from
the technology.
Indicator: Students
use technology for drill and practice and computer based
training.
1-1
access
shared
access
Indicator: Students
begin to utilize technology tools to create products,
for example using a word processor to create a report.
1-1
access
shared
access
Indicator: Students
have opportunities to select and modify technology tools
to accomplish specific purposes, for example using colored
cells on a spreadsheet to plan a garden.
1-1
access
shared
access
Indicator: Throughout
the school day, students are empowered to select appropriate
technology tools and actively apply them to the tasks
at hand.
1-1
access
shared
access
Indicator: Given
ongoing access to online resources, students actively
select and pursue topics beyond the limitations of even
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Levels
of Technology Integration into the Curriculum
Technology
Integration
Matrix
Entry
The teacher uses technology to
deliver curriculum content to students.
Adoption
The teacher directs students in the conventional
use of tool-based software. If such software is available, this
level is the recommended.
Adaptation
The teacher encourages adaptation of tool-based
software by allowing students to select a tool and modify its
use to accomplish the task at hand.
Infusion
The teacher creates a learning environment that
infuses the power of technology tools throughout the day across
subject areas.
Transformation
The teacher creates a rich learning environment
in which students regularly engage in activities that would
have been impossible to achieve without technology.
Active
Students are actively engaged in using technology
as a tool rather than passively receiving information from
the technology.
Indicator: Students
use technology for drill and practice and computer based
training.
1-1
access
shared
access
Indicator: Students
begin to utilize technology tools to create products,
for example using a word processor to create a report.
1-1
access
shared
access
Indicator: Students
have opportunities to select and modify technology tools
to accomplish specific purposes, for example using colored
cells on a spreadsheet to plan a garden.
1-1
access
shared
access
Indicator: Throughout
the school day, students are empowered to select appropriate
technology tools and actively apply them to the tasks
at hand.
1-1
access
shared
access
Indicator: Given
ongoing access to online resources, students actively
select and pursue topics beyond the limitations of even
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1-1
access
shared
access
Collaborative
Students use technology tools to collaborate
with others rather than working individually at all times.
Indicator: Students
primarily work alone when using technology.
1-1
access
shared
access
Indicator: Students
have opportunities to utilize collaborative tools, such
as email, in conventional ways.
1-1
access
shared
access
Indicator: Students
have opportunities to select and modify technology tools
to facilitate collaborative work.
1-1
access
shared
access
Indicator: Throughout
the day and across subject areas, stud ents utilize technology
tools to facilitate collaborative learning.
1-1
access
sharedaccess
Indicator: Technology
enables students to collaborate with peers and experts
irrespective of time zone or physical distances.
1-1
access
shared
access -
Constructive
Students use technology tools to build
understanding rather than simply receive information. -
ndicator: Technology
is used to deliver information to students. -
dicator Students
begin to utilize constructive tools such as graphic organizers
to build upon prior knowledge and construct meaning.
1-1
access
Shared access
Indicator: Students
have opportunities to select and modify technology tools
to assist them in the construction of understanding.
1-1
access
Shared
access
Indicator: Students
utilize technology to make connections and construct understanding
across disciplines and throughout the day.
1-1
access
Shared
access
Indicator: Students
use technology to construct, share, and publish knowledge
to a worldwide audience.
1-1
access
Shared
access
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Authentic
Students use technology tools to solve
real-world problems meaningul to them rather than working on artificial
assignmen -
ndicator: Students
use technology to complete assigned activities that are
generally unrelated to real-world problems.
1-1
access
Shared
access
Indicator: Students
have opportunities to apply technology tools to some content-specific
activities that are based on real-world problems.
1-1
access
Shared
access
Indicator: Students
have opportunities to select and modify technology tools
to solve problems based on real-world issues.
1-1
access
Shared
access
Indicator: Students
select appropriate technology tools to complete authentic
tasks across disciplines.
1-1
access
Shared
access
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.
1-1
access
Shared
access -
Goal
Directed
Students use technology tools to set goals,
plan activities, monitor progress, and evaluate results rather
than simply completing assignments without reflection. -
ndicator: Students
receive directions, guidance, and feedback from technology,
rather than using technology tools to set goals, plan activities,
monitor progress, or self-evaluate.
1-1
access
Shared
access
Indicator: From
time to time, students have the opportunity to use technology
to either plan, monitor, or evaluate an activity.
1-1
access
Shared
access
Indicator: Students
have opportunities to select and modify the use of technology
tools to facilitate goal-setting, planning, monitoring,
and evaluating specific activities.
1-1
access
Shared
access
Indicator: Students
use technology tools to set goals, plan activities, monitor
progress, and evaluate results throughout the curriculum.
1-1
access
Shared
access
Indicator: Students
engage in ongoing metacognative activities at a level that
would be unattainable without the support of technology
tools.
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Ann-Frances StoddardThis is about a study in Florida that uses a Matrix type format to determine levels of technology intergration.
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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.
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10 Jun 09
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09 Jun 09
Kevin O'MalleyVideos of different tasks based on a rubric set for Florida schools
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05 Jun 09
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04 Jun 09
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28 May 09
Anna HolmgreenA video resource supporting full integration of technology. This has sample projects from Florida schools
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21 May 09
Sandra McGonaglefocus is on teachers, not students
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15 May 09
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11 May 09
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10 May 09
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09 May 09
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08 May 09
José NetoA forma mais elevada de integração das tecnologias obriga a utilizar os blogues.
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07 May 09
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Shared
access -
Shared
access - 3 more annotations...
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Jonassen, Howland, Moore, & Marra, 2003)
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Inventory for
Teacher Technology Skills (ITTS) companion tool -
Shared
access -
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28 Apr 09
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illustrates how teachers can use
technology to enhance learning for K-12 students
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24 Mar 09
Deb Boisvertfrom Maria This has implications for our school and rubric class
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23 Mar 09
Patricia McGeeThe 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.
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21 Mar 09
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17 Mar 09
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Lennie SymesThe 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
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16 Mar 09
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13 Mar 09
Bill SchreiterThe 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.
technology integration edtech planning ict technology planning
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12 Mar 09
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Michael WalkerGreat resource for looking at ways technology can be integrated at different levels, both for 1:1 or conventional settings.
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04 Mar 09
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Frances BrisentineThis is a matrix that relates the level of technology integration in curriculum and the characteristics of that technology usage in the classroom.
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03 Mar 09
Paul McMahonWhat 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. -
Gail HolmesIntegration technology into the curriculum
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02 Mar 09
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01 Mar 09
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28 Feb 09
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27 Feb 09
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Teresa RushThe Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students.
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24 Feb 09
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23 Feb 09
Emily BlantonThis website shows how teachers can integrate technology into their classroom k-12
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d teaching materials are being developed so teachers
can use the tool for professional growth. The TIM will initially be
pilot tested by interested districts in an informal evaluation mode.
The Bureau of Instruction and Innovation will be seeking input and
comments (from teachers and district personnel) on an ongoing basis
regarding potential uses of this new evaluation tool. Districts will
be encouraged to use the TIM in the context of technology integration
goal development and associated professional development planning.
Through regular classroom observation and targeted professional development
activities (organized through the Fl
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16 Feb 09
Sarah BoesdorferThis is a rubric from assessing technology use in the classroom. Through the rubric it gives some nice suggestions on how to use technology as more than "a glorified typewriter" (quote from the Innovative Educator blog).
Public Stiky Notes
Page Comments
technically,
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New advancements in technology are being introduced with a rapid pace. The main concern is how students can learn to embrace changes and familiarize to new technology as they emerge?
http://science-and-technology.blogspot.com/
All About Technology,The web site is the source to all your informational needs.
Information Technology and IT definition.Here You Can Find ELECTRONICS,
IT AND TELECOMMS,INDUSTRIAL MANUFACTURING,New Realsed Technologies Products.
Internet,Technologies....AND MUCH MORE
http://game-victory.blogspot.com/
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