Sharing Good Practice like Scratchwork help students to engage in real-time , synchronous communication and collaboration . Furthermore , value added technology integration in the classroom may also look like applications that use data to differentiate , based on student data input from the teacher . Lastly , authentic learning can easily be accomplished with technology when teachers create learning experiences outside of the classroom . These may include digital resources for web quests , electronic pen pals , and virtual connections with students around the world .
The Technology Integration Matrix ( TIM ) characterizes five types of interdependent learning environments for the use of technology . They can be described as : Active Learning , actively engaged in the use of technology , rather than passively ; Collaborative learning , which allows learners to use technology with others , instead of using it as an individual ; Constructive learning , which allows learners to actively garner information , and connect it to prior knowledge ; Authentic learning , which connects a learner ’ s instructional activities to contextualized world experiences ; and Goal-Directed learning , which assists learners in setting goals , planning activities , monitoring progress , evaluating their work and reflection with the use of technology tools ( Winkelman , n . d .)
Relationship of learning environments and levels of integration
learners are allowed by the teacher to explore technology tools and choose how they prefer to use them for greater engagement . Self-directed use of technology is promoted at the Infusion level . Here , the teacher welcomes the ideas of learners about how to incorporate technology into topics that are relatable and authentic . Finally , the Transformation level involves the teacher being more of a coach or mentor to learners . Higherorder skills are incorporated into activities that might not be possible without the integration of technology , and teachers are there to allow learners freedom to create , produce products , collaborate and innovate ( Winkleman , n . d .).
Discussion held by Shaw et al . ( 2018 ) notes one of the most important components of the TIM is based on individual differences , which focus on personality , demographics and other identifiable traits of learners . Other considerations to describe end users of technology might include observable professional skills delivery , cognitive capacity , social interaction , socioeconomic status , age and culture . As technology integrations can vary from simple to complex , “ all design should begin with an understanding of the intended users ” ( p . 208 ).
References
Bloom , L ., Doss , K . K ., & Dole , S . ( 2017 ). Engaged learning : Impact of PBL and PjBL with elementary and middle grade students . Interdisciplinary Journal of Problem-Based Learning , 11 ( 2 ) doi : 10.7771 / 1541-5015.1685
Liu , F ., Ritzhaupt , A . D ., Dawson , K ., Barron , A . E . ( 2017 ). Explaining technology integration in K-12 classrooms : A multilevel path analysis model . Educational Technology Research and Development , 65 ( 4 ), 795-813 . doi : 10.1007 / s11423-016-9487-9
Kokotsaki , D ., Menzies , V ., & Wiggins , A . ( 2016 ). Project-based learning : A review of the literature . Improving Schools , 19 ( 3 ), 267- 277 . doi : 10.1177 / 1365480216659733
Kolb , L . ( 2018 ). Research-based tech integration strategies . https :// www . edutopia . org / article / research-based-tech-integrationstrategies
March through Nashville project . ( 2019 ). https :// www . youtube . com / watch ? time _ cont inue = 344 & v = oe3rYythYFs & feature = emb _ logo
PBLWORKS . ( n . d .) What is PBL ?. https :// www . pblworks . org / what-is-pbl
Shaw , H ., Ellis , D . A ., & Ziegler , F . V . ( 2018 ). The technology integration model ( TIM ). predicting the continued use of technology . Computers in Human Behavior , 83 , 204-214 . doi : 10.1016 / j . chb . 2018.02.001
Winkelman , R . ( n . d .). Goal-Directed Adaptation . https :// fcit . usf . edu / matrix / project / goal-directed-adaptation /
Aligned with the interdependent learning environments of the TIM , are the levels of integration , where the focus shifts from teachercentered behaviors to learnercentered behaviors . These describe the ways , or degree to which , the teacher integrates technology into the learning environment . At the Entry level teachers are typically the only ones that use technology actively in the learning environment . The Adoption level includes learners in the use of technology , but with simple , activities , monitored by the teacher , who scaffolds and regulates learner ’ s actions . During the Adaptation level ,
Natasha is currently the Founding Principal of an international school in Oman . As an education specialist ( Ed . S .), and founder of Key Education Solutions Consulting , she also employs 20 years of experience to engage schools , and families in research-based , best educational practices . Natasha enjoys investing in people , to increase life chances .
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