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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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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