Levels of Integration and Learning Environments

THE TECHNOLOGY INTEGRATION MATRIX

• Provides a framework for defining and evaluating technology integration
• Sets a clear vision for effective teaching with technology
• Gives teachers and administrators a common language for setting goals 

http://fcit.usf.edu/matrix

1. Where would you rate yourself in each area?

As I perused each area of the matrix, I kept thinking back to when I taught in a classroom. At that time, I believe I was taking my first grade students into the infusion and transformation levels. A good example is a blog my students had with an author, Ron Hirschi. Take a look at the blog at http://authorvisit.blogspot.com. I can't believe this was 8 years ago! My students (and their families) learned so much. The Chicago Tribune even featured an article about my class and this blogging journey.

Let me use this one project to answer the guiding question about the areas of the matrix.

At every attribute, the project was at the transformative level for the teacher and students.

Active Attribute
Students were focused on what they are able to do with the technology, yet the act of blogging was not seen as a technology tools but a method of communicating their learning. I served as a guide and model in how to blog. I encouraged students and their families to blog from home. This project engaged students in higher order learning activities that were not possible without the technology.

Collaborative Attribute
Collaboration was amazing. Not only did the students collaborate with the author (located in Washington state), an expert in his field, but we had bloggers from Hawaii, Montana, Ohio, and Australia. This could not have occurred without technology because of time zones and physical distances.

Constructive Attribute
The students and I were involved in an unconventional use of blogging meshed with scientific discovery to construct higher order learning opportunities that were impossible to achieve without this technology tool.

Authentic Attribute
As I stated before, this blog was not only local or national, but global as well. Students connected to their lives as they created a Indiana Mystery for the author to solve. The blog took on meaning outside of school as family members began reading the blog and some actually blogged with us. When the author visited our school, a parent invited him, students, and areas teachers to explore the creek behind their house. This experience also became part of the blog.

Goal Directed Attribute
Students engaged in ongoing metacognitive activities at a level that I would never have considered possible for first graders. They felt are empowered by using technology and had a greater ownership and responsibility for their learning. During recess, students wanted to research and blog. They did not see this project as a chore, but had fun and wanted to do more.

However, at every attribute the environment was at the adoptive level and actually was at the adoption level for the goal directed attribute. The environment was handicapped by the technology available. While I had a pod of 6 Mac computers connected to the Internet, which was amazing for 2006, even partners on computers would only allow less than half of my class to be blogging at one time.  Actual blogging became a center that was used after various steps such as research and rough drafts had been fulfilled. Wish we had had iPads back then! Could you imagine what these 7-year-olds could have done with that technology tool?

2. Where do you think you could reasonably be at the end of the next grading period?

However, now as a media specialist, I work with teachers and nudge them in technology use, but ultimately the teachers control what occurs in their classrooms. Many teachers feel they don't have time for technology inclusion because it takes time and there is pressure to ensure students pass the ISTEP exam, especially now that teacher pay is connected to ISTEP scores. I have also moved to a school that had less technology available to teachers and students than I had several years ago.  So my question then becomes, "Where do I think I can reasonably assist teachers to be at by the end of the first quarter this next school year?"
Of course, the answer depends on the teacher involved. Teachers are basically at the entry and adoption levels now. They just each received an iPad and many participated in a 2-day iPad training a few weeks ago. We are receiving a cart of iPads per team this fall. That means there will be 5 carts of iPads available to teachers for classroom use on a sign-up, limited basis.
By the end of the first quarter, I would hope that I could assist teachers with whom I collaborate in becoming comfortable in their current level or to move into the next level.

Dr. Rueben Puentedura, author of the SAMR model, in his presentation, The OtherSide: Are You Ready? quotes Vygotsky’s zone of proximal development as that area between what a learner can accomplish independently and what they can accomplish with assistance from a “more knowledgeable other”. I can be that "more knowledgeable other" assisting teacher's growth and students' use of technology.

3. What steps will you need to take in order to make the growth happen?    

1. Assist in creating the Professional Development Day that will take place on the first day back at school - Discuss the TIM matrix and the examples for content areas available.
2. Be sure staff are aware of my availability to assist - Rework the brochure I have created, especially in light of the numerous new teachers we will have this year.
3. As collaborations begin, take a look at both the SAMR model, which was part of our iPad training, and the TIM matrix when projects as being created. Add these components to the project evaluation so there is a foundation on which to build and grow in the future.
4. Praise and encourage teachers in their "baby steps". Continue the positive emails I send principals about the teacher's efforts. 
5. Get teachers talking to other teachers about the positive things that are occurring in their classes.