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Technology integration assessment
Running head: Technology Integration Assessment
Technology Integration Assessment
Tyler L. Wright
198603205
Education 834
University of Regina
May 16, 2012
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Technology integration assessment
The objective of the current essay is to explore and assess my level of
technology integration within the classroom. The Technology Integration Matrix
(T.I.M.; (2005, revised 2011: Retrieved from http://fcit.usf.edu/matrix/matrix.php)
(see Figure 1) will be employed as the tool by which my level of technology
integration will be assessed. My level of technology integration will be assessed by
reviewing each characteristic of the learning environment (i.e., active, collaborative,
constructive, authentic and goal-directed) included in the T.I.M. and subsequently
assign a level of integration (i.e., entry, adoption, adaptation, infusion, and
transformation). Instructional examples will be offered to substantiate the
placement on the matrix. At conclusion the determined baseline will be used as a
measure to assess increases in technology integration throughout the semester.
Prior to beginning the assessment process it is important to provide an
overview of my teaching responsibilities. I have taught Communications Media,
previously known as Communication Production Technology, and Photography for
the last seven years. Each course requires an understanding of the following
software applications: Adobe Suite (i.e., Photoshop, Dreamweaver, Flash, Illustrator,
InDesign and Final Cut Pro), MAC software (i.e., GarageBand, iWeb, ComicLife,
iPhoto and iMovie), Microsoft programs (i.e., Word and PowerPoint) and online
applications (Prezi, Wikis, YouTube, MakeBeliefsComix, PosterMyWall, and PicNik).
In addition, I have integrated technology into the Social 10 (modified) and Christian
Ethics 20 courses such as…../Currently I am working with Miller High School’s iPad
committee. In January of this year I attended an iPad conference at Monte Vista
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Technology integration assessment
Figure 1: Technology Integration Matrix, as adapted from http://fcit.usf.edu/matrix/matrix.php.
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Technology integration assessment
High School in Aptos, California. Monte Vista is considered a leader in the
implementation of iPads in the classroom. Suffice to say the experience transformed
my understanding and attitude towards the integration of technology in the
classroom. Next year I am preparing to fully integrate the iPad into my daily
teaching practices and assignments. To date, my experience with integrating
technology in the classroom is reasonable. However, after reviewing T.I.M. it became
apparent that a obvious weakness of mine is consistently establishing higher level
thinking assignments and using web based programs more regularly. A professional
goal of mine will be to improve these apparent weaknesses.
Active
The Technology Integration Matrix (T.I.M.) begins with the Active
characteristic of the learning environment. The Active characteristic is the
expectation that “students are actively engaged in using technology as a tool rather
than passively receiving knowledge from technology” (see Figure 1). After careful
scrutiny of my existing technology integration I would place myself at the level of
adaptation for this characteristic. Review of the Holocaust Web Quest and Kosher
Menu assignments provide evidence for placement in the adaptation category. The
web quest employs technology in a conventional way so to assist students in
locating the correct answer. Each question on the web quest contains two parts: (1)
a simple locate information exercise and (2) a critical thinking research exercise.
The menu assignment allows students to choose which software they would like to
use and the method employed to locate this information on the web. Although the
Holocaust and Kosher Menu assignments typify technological integration in my
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Technology integration assessment
classroom, my assignments are not limited to the latter examples. Certainly there
are circumstances where lower order thinking assignments (i.e., simple word
processing or directed web reading) are used and other circumstances where
complex higher order thinking projects are assigned.
The Animation assignment for Communication Media 20 could be placed in
the transformation category as it requires higher-level thinking. The assignment
involves the following steps: (1) view previous Miller animation assignments and
collaborate with peers to establish your animation idea, (2) create a storyboard of
your animation idea using PowerPoint, ComicLife, or MakeBeliefsComix, (3) create
your animation assignment, (4) post final product on your YouTube channel, (5)
embed final product on portfolio website and (6) prepare for comment forum. The
students are self-directed, therefore they have many options regarding the topic
they choose, who they collaborate with, the method employed to complete the
assignment, the software used for storyboarding, and how the animation is created
(e.g., frame by frame, tweening or actions). Students are empowered to be
innovative and unconventional when using the technological tools required for the
assignment. One alteration that may improve the assignment would be to allow
students to employ online animation programs (i.e., GoAnimate or Xtranormal).
Overall, when assessing technology integration across my daily teaching practices
and assignments I would place myself at the adaptation level in the active
characteristic
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Technology integration assessment
Collaborative
The second characteristic of the T.IM. learning environment is Collaborative.
Collaborative focuses on encouraging students to use technology tools to collaborate
with others (see Figure 1). This characteristic can be achieved by networking with
peers or working with web communities. An appropriate placement for the level of
collaboration of my technology integration in teaching practices and assignments
would be between adoption and adaptation as my assignments often require
collaboration but rarely incorporate students communicating with online
communities. As demonstrated in the Holocaust Web Quest, Kosher Menu and
Animation assignments students are encouraged to work with their peers to help
achieve a quality final product. Collaboration occurs while using technology and
researching on the web. In order to facilitate a shift of the placement of these
assignments in the level of transformation, tools such as wikis, blogs or
communication forums (i.e., FaceBook) would need to be incorporated. Each tool
encourages students to establish partnerships, connect with peers, and
communicate with experts. The collaboration characteristic requires special
attention if I am to move my current teaching practices to the transformation level.
Constructive
The Constructive characteristic measures how often students use
technological tools to connect new information to their prior knowledge (see Figure
1). Based upon the latter definition, I would place the technology integration of my
teaching practices and assignments at the adaptation level. The adaptation level is
achieved when technology is utilized as a vehicle to gather knowledge of a concept.
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Technology integration assessment
During the collection of information students gain valuable knowledge and insights
about the employed technological tools. There is evidence of this type of learning in
the Kosher Menu and Animation assignments; however the Photoshop Challenge
assignment used in my Communication Media 20 class may best exemplify this
placement on the matrix. The purpose of the Photoshop Challenge assignment is
two-fold: (1) students must utilize the web to locate creative ideas and; (2) students
will explore Photoshop to determine how they will arrive at their final product. The
students implicitly gain knowledge of concepts and skills as they work through the
assignment. For example, in Photoshop Challenge #1 they gain an understanding of
alternate modes of transportation as well as acquire important Photoshop skills. In
order to move this assignment to the transformation level students would be
encouraged to use an online graphic art program (i.e, PosterMyWall) and expected
to include it on their published portfolio website or blog.
Authentic
The fourth characteristic of the learning environment is Authentic. Figure 1
describes Authentic as a learning environment that promotes the use of “technology
tools to link learning activities to the world beyond the instructional setting”. I
would place level of technology integration in my teaching practices and
assignments at the adaption level of the matrix. The Kosher Menu assignment
provides students with the freedom to choose which software they would like to use
and connects them with the world outside of the classroom by having them acquire
an understanding of kosher laws so to establish an appropriate menu. The
Holocaust Web Quest would also be placed at the level of adaptation. The
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Technology integration assessment
assignment encourages the students to seek information concerning the world
outside of the classroom through the use of the web. If the Kosher Menu and
Holocaust Web Quest are to reach the infusion or transformational level the
assignments need to provide more freedom for students to locate information on
their own as well as offer more choices in terms of which technology they employ to
complete the assignment. These assignments typify how technology is integrated in
my teaching practices and assignments however there are cases where lower and
higher levels of learning are achieved.
Goal Directed
The last characteristic on the T.I.M. is Goal Directed. Goal Directed is the
expectation that “students use technology to set goals, plan activities, monitor
progress, and evaluate results” (see Figure 1). At Miller High School students have
access to TeacherLogic, which is a program that allows them to monitor their
progress and grades online. Providing feedback online and correcting assignments
electronically are practices I rarely do. Included on my Wiki are important dates
that allow students to organize their semester, however I do not enforce the use of
an electronic day planner. I provide assignment goals but rarely require goal setting
by my students. The Goal Directed characteristic is clearly my weakest
characteristic on the matrix and therefore requires substantial attention.
Summary
After examining the T,I.M. I would place my teaching practices and
assignments at the adaptation level. Specifically, for Active, Collaborative,
Constructive, and Authentic characteristics I rated my integration level at
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Technology integration assessment
Adaptation; although the Collaborative area may warrant a lower rating. The Goal
Directed characteristic is a a particular weak point and thus requires special
attention. I will concentrate on establishing teaching practices that encourage
students to set goals, maintain an electronic day planner, and provide electronic
evaluations. As I worked through the T.I.M. it became apparent that I regularly
employ technology in my classes, however the technology is rarely web based.
Learning about the numerous existing web based programs and how to best and
creatively integrate them into my classes will improve my overall level of
technology integration. A second weakness that surfaced during the assessment is
the failure of many of my assignments to reach the infusion or transformation levels.
I am unsure if this is required for every assignment, however it is certainly an area I
can improve in. Overall the Technology Integration Matrix has provided valuable
information to assist me in facilitating increased technology integration in my
classroom.
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Technology integration assessment
References
Florida Center for Instructional Technology. (2005, revised 2011).
Technology Integration Matrix. Retrieved May 12, 2012 from
http://fcit.usf.edu/matrix/matrix.php
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