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But what was different in my reading of the Johnson essay as opposed to the Kelly essay was my ability to interact with it through Diigo. Over the last few months, I’ve become more and more enamored with Diigo as a tool for notetaking and bookmarking, sure, but as a platform for some interesting conversations. And, while I’m not sure Johnson even knows of its existence, it’s already bringing to fruition many of the social reading potentials we’ve been thinking of as futuristic. The idea that I can not just annotate a paragraph or a sentence or one idea on a webpage but that I can engage with others in sharing our thinking about that particular sentence or idea is at once powerful and daunting. I mean, imagine the meta conversations we might be able to have over different passages in the classics once they all get scanned and put online by Google (or someone else.)

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.

Levels
of Technology Integration into the Curriculum