AABN FrTRe FALCULAN TWINS’ REVIEW CENTER Shaping Teachers. Trolerveng (vs TECHNOLOGY INTEGRATION MATRIX Provides a comprehensive framework for you to define and evaluate technology integration. it provides direction and quide you on the process of achieving teaching with technology. 5 LEVELS OF TECHNOLOGY INTEGRATION ENTRY .. ADOPTION INTEGRATION INFUSION TRANSFORMATION ENTRY LEVEL Technology is used to deliver curriculum content to students Drills and practices Students receive direction, feedback & guidance From technology Information is passively received by the students ADOPTION LEVEE Use tethnology in a conventional way Students begin to utilize technology Students have opportunities tovapply technology From time totime, students have opportunity to use technology CONVENTIONAL AND PROCEDURAL USE OF TOOLS ADAPTATION LEVEL Students selectand modify technology tools Conventional independentuse of tools ‘Some student choice and exploration INFUSION LEVEL Throughoutthe day Throughoutthe curriculum Across the subject areas Across disciplineswe Shapeag Teachers, Tronkevmeag loves * Allow students to select appropriate technology tools to complete authentic situations * Describes choice of tools, & regular self-directed use of technology TRANSFORMATION LEVEL * Beyond the limitations of even the best schoo! library Worldwide audience Unattainable without the support of technological tools Irrespective of time or physical distance Technology tools are often used to facilitate higher order learning activities that would not have been possible or would have been difficut to accomplish without the use of technology * Unconventional use of tools/ innovative 5 CHARACTERISTICS OF LEARNING ENVIRONMENT: . Active . Collaborative Constructive . Authentic Goal-Directed ORONS ACTIVE © students are actively engaged in using technology as a tool rather than passively receiving information from the technology COLLABORATIVE o Students use technology todls to collaborate with others rather than knowing individually at all times CONSTRUCTIVE © Students use technology tools to build understanding rather than simply receive information AUTHENTIC © Students use technology tools to solve real-world problems meaningful to them rather than working on artificial assignments. GOAL-DIRECTED © Students use technology tools to set goals, plan activities, monitor progress, & evaluate results rather than simply completing assignments without reflection 0 METACOGNITIVE@FTR Cc = Tans REVIEW CENTER TECHNOLOGY INTEGRATION MATRIX ee BEES on oo = 2 — ih = . = a ‘ADOPTION. ‘GOALDIRECTED ak bok sox cmeFTIR Cc FALCULAN TWINS’ REVIEW CENTER Shaprrg Teachers. Trelerweng ove Tecinowoy Tnreeaon Ea — a INFUSION- ACTIVE INFUSION. COLLABORATIVE INFUSION- ‘CONSTRUCTIVE INFUSION- AUTHENTIC INFUSION- GOAL-DIRECTED Cone rug Corona Fancy g INTEGRATION ENTRY- ACTIVE + Students use technology for drill and practice and computer based training ADOPTION- ACTIVE + Students begin to utilize technology tools to create products, for example, using a word processor to create a report. Adaptation- ACTIVE + Students have opportunities to select and modify tools to accomplish specific purposes, for example using colored cells on spreadsheet to plan a gardenS FrTRe FALCULAN TWINS’ REVIEW CENTER ee ‘Shaping Teachers Flory Les + Bymeans of technology tools, students participate in outside of school projects and problem solving activities that have meaning for the students and the community. featertc; anton aatherts thence [Athi ton ‘aoeton Mawotaton | aon ‘ranctormaton tac | suirtssrosdoed | trom tae | susimansser | sacra Scramoro | aecnnte””” |cwsorswecte laces” | hneemaar Sorpeetasres | ey wcseay | Suonauaen te | Smccpy toe to | plese Pare Serene’ | anno” | secret | corer laones | Basan Serra unstnsse corwesprete | eSeSogytot at | tnt'arsn "| preg ana Meorcnesere | scones | Sglareewces "| Geprernse | haat gta SEs |Soreee” [Seer | eee ere Sarat inrewone | eames | tment on Sorsbioceu | eomcyr oon ENTRY-GOAL DIRECTED + Students receive directions, guidance, & feedback from technology, rather than using technology tools to set goals, plan activities, monitor progress or self-evaluate. ADOPTION- GOAL DIRECTED + From time to time, students have the opportunity to use technology to either plan, monitor, or evaluate an activity. ADAPTATION- GOAL DIRECTED + Students have opportunities to select and modify the use of technology tools to facilitate goal-setting, planning, monitoring, and evaluation specific activities. INFUSION-GOAL DIRECTED + Students use technology tools'te set goals, plans, activities, monitor progress, and evaluate results throughout the curriculum. TRANSFORMATION- GOAL DIRECTED + Students engage in ongoing metacogritive activities at a level that would be unattainable without the support of technological tools. ‘Goat Directed: ‘Goat Directed: | Goel Directed: | Goat Dwectod: | Goal Directed: ny ‘aotion Adaptation Intusion Transformation Studarisreceve | Fomtimetotma, | Stcwresnave | Students use Students engage in rections, dence, | sudats have he | cppertniies | technology tots to | ongoing Ssraeedback rom | opportunity tose | select and mot the | set geln la | melacoantve tocrndogy rater | Yeerlogyo athe | use oflectnalogy | activites, montor | actives. wah ‘han wang Ben. monter 9” | toowtotactite | progss, and ‘tact fecndagy tootsto | Sante mn ectiay, | postesting, Cavers rents | comectad purpoes sf goals. dan Barring, montorng. | troughosttho | supported by actos, rontor sandr easing | cuicuum. ‘echnology teas, spect actosShaporg Teachers, Tranterneng lovey. ENTRY- CONSTRUCTIVE + Technology is used to deliver information to students ADOPTION- CONSTRUCTIVE + Students begin to utilize constructive tools such as graphic organizers to build upon prior knowledge and constructive meaning ADAPTATION- CONSTRUCTIVE + Students have opportunities to select and modify technology tools to assist them in the construction of understanding. INFUSION- CONSTRUCTIVE + Students utilize technology to make connections and construct understanding across disciplines and throughout the day. TRANSFORMATION- CONSTRUCTIVE + Students use technology to construct, share, andipublish knowledge to a worldwide audience Constructive: | Constructive: | Constructive: entry ‘Adoption ‘Adaptation Technolgy used to | Students begin to | Stents have Students use alveifomation to | use construct | opportunites to technology to scents, technology tools to bul un prior rowiedge and cents meaning ENTRY- AUTHENTIC + Students use:fathnology to complete assigned activities that are generally unrelated to real world problems. ADOPTION- AUTHENTIC + Students have opportunities to apply technology tools to some content- ‘specific activities that are based on real-world problems. ADAPTATION- AUTHENTIC + Students have opportunities to select and modify technology tools to solve problems based on real world issues. INFUSION- AUTHENTIC + Students select appropriate technology tools to complete authentic tasks across disciplines. TRANSFORMATION- AUTHENTICS FrTRe FALCULAN TWINS’ REVIEW CENTER § ‘Shaping Teachers Flory Les INFUSION- ACTIVE + Throughout the schoo! day, students are empowered to select appropriate technology tools and actively apply them to the tasks at hand. TRANSFORMATION- ACTIVE + Given on-going access to online resources, students actively select and pursue topics beyond the limitations of even the best school library. ENTRY- COLLABORATIVE + Students primarily work alone When using'téchnology ADOPTION- COLLABORATIVE + Students have-pportunities to utilize collaborative tools, such as email, in conventional ways, ADAPTATION- COLLABORATIVE + Students have opportunities to select and modify technology tools to facilitate collaborative work INFUSION= COLLABORATIVE + Throughout the school day and across subject areas, students utilize technology tools to facilitate collaborative learning TRANSFORMATION- COLLABORATIVE + Technology enables students to collaborate with peers and experts imespective of time zone or physical distances.