It is easy to walk into a classroom and see that every student is using a computer, but how do you really assess if and what type of learning is taking place? I have been trying to wrap my head around a simple way for administrators to evaluate the use of technology in the classroom a thank you to Dennis Harter who got me thinking about this. I wanted to come up with an easy way for administrators to add to that list some questions that they can answer without knowing a lot about technology and by just observing its use within a lesson.
Within each cell, descriptions are provided, along with video sample lessons from actual math, science, social studies, and language arts classrooms that illustrate a characteristic at the indicated level.
Throughout development, focus groups and interviews were conducted with in-service teachers and technology specialists to validate the progression of characteristics and descriptive components.
Chapter Preview Top Introduction As schools continue to invest in technology tools and resources for instruction, it is increasingly important that teachers and school leaders are equipped to leverage this technology to support students in learning real-world skills. Common among these are: Teachers and principals have likely received training on specific software or devices, however, there is often a need for additional training in and modeling of the most effective uses of technology for higher-order thinking skills in everyday instruction NEA, While technology tools can provide powerful support for instruction, technology is not in and of itself an academic intervention.
The model presented here provides a conceptual framework, Evaluating technology integration in sound pedagogy, by which Evaluating technology integration uses of technology can be evaluated. The TIM was created to help K schools support their students in learning skills necessary for their success in the 21st century by providing a common, pedagogically-centered language to describe effective technology integration.
Fostering learning environments with increasingly authentic instruction is necessary to prepare students for authentic assessments of real-world skills. The TIM provides a framework for situating technology in instructional settings while maintaining a central focus on students.
It is organized according to five characteristics of meaningful learning and five levels that describe a progression of pedagogical approaches, thus creating a five-by-five matrix. In addition to the matrix itself as a model, an interactive website, referenced above, includes supportive materials such as detailed descriptors for students, teachers, and learning environments across levels and characteristics, and videos of actual classroom lessons that have been aligned to the TIM.
The matrix and accompanying resources have been successfully applied to professional development and planning e. Included within this chapter are a background on technology integration and related models, a complete description of the TIM framework and its components, and an overview of tools and processes for implementing the TIM for professional development, planning, and evaluation.
A characteristic of meaningful learning within the TIM framework describing student-centered instruction that facilitates students connecting new information to their prior knowledge, while allowing flexibility and choice of technology tools.
The Technology Integration Matrix TIMa pedagogically-centered model for planning, describing, and evaluating technology integration. The use of technology to enhance, extend, or enrich learning.
A web-based suite of measurement instruments that guides the collection of data about technology integration. A characteristic of meaningful learning within the TIM framework that describes technology use that supports meaningful reflection through activities such as setting goals, planning activities, monitoring progress, and evaluating results.
A characteristic of meaningful learning within the TIM framework that describes how students actively create knowledge by discovering, processing, and applying their learning.
Digital devices, software, and connectivity that allow the use of digital content in the classroom. Digital devices are any hardware devices that students or teachers can use to search for, create, manipulate, or consume digital content.
A characteristic of meaningful learning within the TIM framework that describes how technology is used to facilitate or support students in working together with peers and outside experts.
A characteristic of meaningful learning within the TIM framework describing technology use for learning that includes experiences that have relevance to the world outside the classroom.Checklist for Evaluating Tech Tools, Apps, Software, and Hardware I have been searching high and low for an efficient, easy-to-understand list of criteria for evaluating hardware, software, tools, and everything in .
Evaluating technology effectiveness? Our TIM Tools evaluation suite includes a tech uses and perceptions survey, an observation instrument, The TIM Research page explains the history and development of the Technology Integration Matrix and provides references to related research and studies that have utilized the TIM or TIM Tools.
Evaluating the use of technology in a classroom environment is not something most administrators are trained to do.
effective technology integration I am too trying to motivate teachers to look for new ways to instruct old things as well as using developing education trends implementing Web tools.
Evaluating Technology Use in the. Technology integration is the incorporation of technology resources and technology-based practices into the daily routines, work, and management of schools.
Technology resources are computers and specialized software, network-based communication systems, and other equipment and infrastructure. Abstract The Technology Integration Matrix (TIM) was created to provide a resource for evaluating technology integration in K instructional settings, and as a tool for helping to target teacher-related professional development.
Technology integration is the incorporation of technology resources and technology-based practices into the daily routines, work, and management of schools.
Technology resources are computers and specialized software, network-based communication systems, and other equipment and infrastructure.