Technology Information Matrix – Last year, I discussed what I was a tippack and how to affect your education. I have a short form of technology, teaching and content in the technology of my previous post. You can read the blog post notes here. Earlier this year, I wrote about the Technology Integration Matrix (TIM) Part I and you can read it in the blog post. As mentioned in my previous post, while examining SAMR, I found uterine integration technology or team! I like the simplicity of the word empire, but this technology is not as detailed as a uterus. Two parts of this post blog technology integration will explain the matrix. It is a five-per-five matrix, a range of columns and features in a learning environment and level of technology leveling. Because, let’s explore five layers of the technology integration of the characteristics of the learning environment.
For those familiar with it, the technology correction was developed by the Florida Center for Instrumental Technology (FCIT) at the University of Central at the Central University. It has been established in 1982 for over 30 years, including professor of technology in technology. Florida Center for Instrument Technology develops matrix as a guide as a guide to evaluating technology integration. All the artists in the matrix learning environment, as well as assistants, provide a common language for the integration of educational technology consent. This theoretical foundation is based on an active, constructive, and continuously developing process, as well as the creative theory of studying the best methods of teachers.
Technology Information Matrix
As mentioned earlier, this technology is five by-five matrix that describes the level of integration and characteristics of the education environment. In this blog post, I will focus on the five levels of technology integration. Each column of thyme creates the level of technology level. Each level of consolidation rises to the growing level of technology integration. These are the five layers of technology integration: access, adoption, transformation, infusion and transformation. Let’s ask each level of loneliness.
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The level of entry into technology integration begins when student teachers use technology tools to deliver the program material (Florida Center for Instrument Technology, N.D.). After each level of technology, the education of the environment is advanced by the five environmental features: active education, collaborative education, creative education, honest education and educational goals. In active learning entry known as “exercise and practice activities” for some direct suggestions and personal chairs in the environment. Students can get courses from teachers and/or other sources. Therefore, students may or may not be limited to access to technology, but most often regulated. Enter associate education, always arranged for direct instruction and the task of individual seats. However, students use technology alone, but they can collaborate with technology without technology. During creative education entry, students receive information from teachers technology. Likewise, all students have access to teachers. To attend native learning entrances, resources are available by the technologies in an environment guidelines such as books and other supplements. In other words, the use of the technology is completely related beyond the instructive environment, ultimately, admission to the educational-educated goal, when all the technology is directed, advised and feedback. This includes applications to build skills and teachers to follow the progress at all levels.
The level of technology integration adoption occurs when the teacher directs students to traditional tools and technologies in the procedure (Florida Center for Instrumental Technology, ND). At the adoption level, teachers decide which technology to use as well when and how to use them. Individual contact students in the technology may be limited; However, some jobs may require knowledge of the technology procedure. Active adoption education is designed for direct instruction and personal seats and regular access to stages of education, limited, but regular access to technology resources. The use of collaborative adoption technology shows cooperation in traditional ways. It can be class, school, district or elsewhere. Likewise, the use of traditional technology to create knowledge by adaptable creative students. Go to honest adoption, when students participate in guided activities and meaningful materials. And finally, adoption based on the target in which students are using technology in a traditional manner and procedures for planning and/or maintenance. Students are constantly using technology in a traditional way, while locals are still with the teacher.
The level of conversion is the next stage of technology integration (Florida Center for Instrument Technology, N.D.). This is when the fun begins! Teachers have students find technology tools and simply facilitate them. Instead of focusing on the teacher, learning was now more student-focused. One of my favorite words is, “on stage, not the age shi, but the side guide.” Technology tools are now inseparable from the lesson. Most technology decisions are left for the teacher, but students are guided for independent use of technologies. Students are more familiar with technology and have a more ideological understanding of its use. Therefore, students can work with low procedure instructions and find different uses of technology tools.
Active adaptation to the adaptation includes the traditional but independent use of Technology (Florida Center for Instrumental Technology, N.D.). In collaboration with the selection and exploration of some students, the tools are now being used in collaboration with the tools. Students are independently creating knowledge of creative adaptation, while genuine adaptation activities are linked to the life of students. Finally, students intentionally using tools for planning and supervision of progress in the conversion based on goals. In particular, in all five features of the education environment for adaptation levels, some selection and exploration of students.
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The teacher’s education provides a teaching reference to the infusion level of the technology and students have chosen technology tools to achieve the desired results (Florida Center for Instrument Technology, N.D.). A wide arrow of technology tools is that it is integrated into teaching and teaching and flexible. Technology has different technologies that all students have the benefits of making informative decisions on when and how to use different technology tools. It is important to note that teaching is not about student education, but on student education.
First, at the level of active infusion of integration, students have the choice of tools with regular, consistent self-directed use (Florida Center for Instrument Technology, N.D.). In collaboration, constructive and genuine steps, students have the choice of regular use tools, creating knowledge and participation in meaningful activities. Last but not minimal, there is a flexible and continuous use of tools for maintenance of progress and progress to achieve the expected results. It is important to note once again that students have regularly used the technology of their choice technology.
Transformation is the latest level of technology integration. This is where the true change is. Technology teachers promote new and innovative use for Technology Technology (Florida Center Technology, N.D.). Technology tools in transformation are used to facilitate high activity after times that would not be possible without technology. Students now use tools to obtain specific education results. This is achieved after receiving the ideological understanding of the tools, connected to a wide range of practical knowledge about how they are used. Therefore, students apply their understanding and knowledge as well as increase the use of technology tools. The incentive of using technology is prevalent in original ways by teachers working as a guide and guide.
In the active transformation phase, students indicate a wide range of extensive and original use of Technology Technology (2018). As with the state of infusion, at convenience, constructive and genuine levels of consolidation, students are collaborating to learn higher orders to learn higher orders without the use of technology, creating knowledge and looking for innovative use. Finally, the use of technology to plan and examine progress to achieve the transformation of the leading goal, the use of technology to use and examine them.
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Each of the five levels of technology integration is progressing to each feature of the learning environment. As mentioned in a nutshell, these are active, associated, constructive, genuine and purpose -based environmental education. In Part I, I describe each feature and how they are related to each level of technology integration. Below I have included a face of uterine integration technology to see you. Last year, I reviewed the tip and what was it, as well as summer. As you can see now, TP is a concept of technology, content and teaching. Samr is a brief explanation of the technology and how to combine it. Matrix Technology Integration (TIM) provides a wide and detailed approach between technology integration levels and the learning environment characteristics. Hopefully, the information I provide to the team will help you when integrating the technology into your class.
All images and content are used with permission at the Flyda Center for Instrumental Technology at South Florida University. Find the future of our latest education and resources. Click here to get your free Addech EPPS today!
Matrix integration technology has been developed
