After studying the Technology Integration Matrix Model and watching videos of students using it in the classroom, I found myself understanding the idea behind being able to use any technology effectively. According to the Florida Center for Instructional Technology, The Integration Matrix Model (TIM) is an illustration dedicated to showing how teachers and students can use technology in a classroom to make lesson plans meaningful and create a positive learning environment. TIM consists of different levels to differentiate between the technology integrations being used. The five levels of technology integration into lesson plans consist of entry, adoption, adaptation, infusion, and transformation. The five levels of technology integration into the learning environment include active, collaborative, constructive, authentic, and goal directed.
One example that I found compelling while exploring the model was the transformation authentic cell. This cell is based on creating teambuilding skills and focusing on a task from start to finish. Students are expected to select a subject that they want to study and are required to research, maintain time management, create the project, present, reflect, make any necessary changes, and submit. This allows for the student to completely own their project and experience what would happen in a real-world situation. Students are able to use scientific reasoning to problem solve. This is an important technology integration that will guide the student in being responsible for their project and work as a team to conclude what they would do differently in the future. Having this type of hands-on experience will also guide the student in quicker recall of the subject information.
An example that I was skeptical of after reviewing The Technology Integration Model was the entry active cell. This cell mainly focuses on direct instruction that does not allow for the students to use the technology. I would find it hard for the students to stay focused on the task at hand. The cell uses a lot of individual seat work that many students may get tired of and ultimately not do the assignment. Sometimes this cell uses a video or other type of instructional source to teach the lesson plan and the student is then required to complete a review of the lesson. I find this hard for the students to relate and understand what is expected of them and does not create room for differentiated instruction.
During my long-term substitute position last semester, I had worked with multiple types of technologies. A specific technology use that I have seen first hand would be the SMART Board technology that allows for students and teachers to interact with the subject material on a daily basis. I enjoyed this use of technology because it allowed for a lot of different lesson plans using the same technology. It would allow for review games to be displayed and interacted with. It also allowed for new information to be presented and displayed in ways that would appeal to students. I think that this use of technology would fall under the adaptation collaborative cell because it allows for the teacher to facilitate students in exploring the technology tool as well as letting the students use the tool to collaborate in teams rather than individually.
Below I included a photograph of both students and the teacher interactively using the SMART Board for lesson plans. The board can be used to draw, highlight, play music/video, game play, and much more to heighten lesson plans. This photograph being used is from http://edcompassblog.smarttech.com/archives/4649 .
Florida Center for Instructional Technology. (n.d.). The technology integration matrix. Retrieved from http://fcit.usf.edu/matrix/index.php