Technology Integration Matrix 2014-2015
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Transcript of Technology Integration Matrix 2014-2015
Enhancement Transformative
Technology Integration Matrix
Substitution Tech is a tool substitute with no functional change
Augmentation Tech is a tool substitute with some improvement
Modification Tech allows for significant lesson redesign
Redefinition Tech allows for creation of new tasks previously inconceivable
Active: Students are actively engaged in using technology as a tool rather than passively receiving information from the technology
Students begin to utilize technology tools to create products
Students have liberty to use preferred apps to accomplish the task at hand.
Given ongoing access to online resources, select and pursue topics going beyond the limitations of a school library
Students identify and research issues and questions to develop their own knowledge or solutions in an inquiry based model, going beyond the limitations of a school library
Department Application Year 1 Year 1/2 Year 2/3 Year 3/4
Collaborative: Students use technology tools to collaborate with others rather than working individually at all times.
Students have opportunities to utilize collaborative tools, such as email, in conventional ways.
Students have opportunities to select and modify technology tools to facilitate collaborative work.
Throughout the day and across subject areas, students utilize technology tools to facilitate collaborative learning
Technology enables students to collaborate with peers and experts irrespective of time zone or physical differences
Department Application Year 1 Year 1/2 Year 2/3 Year 3/4
Constructive: Students use technology tools to build understanding rather than receive information
Students begin to utilize constructive tools to build upon prior knowledge and construct meaning
Students have opportunities to modify technology tools to assist them in the construction of understanding
Students utilize technology to make connections and construct understanding across disciplines throughout the day.
Students use technology to construct, share, and publish knowledge to a worldwide audience
Department Application Year 1 Year 1/2 Year 2/3 Year 3/4
Authentic: Students use technology tools to solve real-world problems rather than working on artificial assignments
Students have opportunities to apply technology tools to some content-specific activities that are based on real-world issues
Students have opportunities to select and modify technology tools to love problems based on real-world issues.
Students select appropriate technology tools to complete authentic tasks across disciplines
By means of technology tools, students participate in outside-of-school projects and problem solving activities that have meaning for the students and the community.
Department Application Year 1 Year 1/2 Year 2/3 Year 3/4
Goal Directed: Students use technology tools to set goals, plan activities, monitor progress, and evaluate results rather than simply completing assignments without reflection
From time-to-time, Students have the opportunity to use technology to either plan, monitor, or evaluate an activity
Students have opportunities to select and modify the use of technology tools to facilitate goal setting, planning, monitoring, and evaluating specific activities
Students use technology tools to set goals, plan activities, monitor progress, and evaluate results throughout the curriculum.
Students engage in ongoing metacognative activities at a level that would be unattainable without the support of technology tools.
Department Application Year 1 Year 1/2 Year 2/3 Year 3/4
Enhancement Transformative
Technology Integration Matrix
Substitution Tech is a tool substitute with no functional change
Augmentation Tech is a tool substitute with some improvement
Modification Tech allows for significant lesson redesign
Redefinition Tech allows for creation of new tasks previously inconceivable
Active: Students are actively engaged in using technology as a tool rather than passively receiving information from the technology
Students begin to utilize technology tools to create products
Students have liberty to use preferred apps to accomplish the task at hand.
Given ongoing access to online resources, select and pursue topics going beyond the limitations of a school library
Students identify and research issues and questions to develop their own knowledge or solutions in an inquiry based model, going beyond the limitations of a school library
Department Application examples:
Year 1 Students use iPad as graphing calculator
Students use iPads as whiteboards-hold up responses
Paperless classroom
Year 1-2 Ex: -Allow discussion threads during a lesson for participation points -Utilize Schoology for warmups and exit ticket submissions
Year 2-3 Ex: How do you take advantage of the fact that students are alway in the computer lab?
Year 3-4 Inquiry Based Learning
Collaborative: Students use technology tools to collaborate with others rather than working individually at all times.
Students have opportunities to utilize collaborative tools, such as email, in conventional ways.
Students have opportunities to select and modify technology tools to facilitate collaborative work.
Throughout the day and across subject areas, students utilize technology tools to facilitate collaborative learning
Technology enables students to collaborate with peers and experts irrespective of time zone or physical differences
Department Application Year 1 Ex:
Year 1-2 Year 2-3 Across subject areas, students share folders
Year 3-4:
English and Math TIM
-Students use iPad to share missed notes and book pages.
-Email classmates for questions
Ex: Students use email, schoology, live google docs to collaborate
and live documents to collaborate (i.e. a student in history class can add materials to a folder while his group mate is in English class)
Skype, Twitter, Google Docs, Wiki pages with classes across the world.
Constructive: Students use technology tools to build understanding rather than receive information
Students begin to utilize constructive tools to build upon prior knowledge and construct meaning
Students have opportunities to modify technology tools to assist them in the construction of understanding
Students utilize technology to make connections and construct understanding across disciplines throughout the day.
Students use technology to construct, share, and publish knowledge to a worldwide audience
Department Application Year 1 Ex: -Khan Academy Graphing tools -”Constructive website”/simulations
Year 1-2 Students generate content based materials to teach peers
Year 2-3 Teachers teach across disciplines, students work across disciplines
Year 3-4 Student work is shared (wchsipads.org), student portfolios, real world solutions?
Authentic: Students use technology tools to solve real-world problems rather than working on artificial assignments
The teacher directs students in the conventional use of technology tools for learning activities that are sometimes related to the students or issues beyond the instructional setting. The setting includes access to information about community and world events and primary source materials.
Students have opportunities to select and modify technology tools to solve problems based on real-world issues.
Students select appropriate technology tools to complete authentic tasks across disciplines
By means of technology tools, students participate in outside-of-school projects and problem solving activities that have meaning for the students and the community.
Department Application Year 1 -Statistics surveys and experiments using Google Forms -Programming simulation using if/then statements in Geometry -Real pictures for measurements and overlay on iPad
Year 1-2: Ex. Students create their own political party website or outline a grassroots plan to reform an existing party platform
Year 2-3 Platform on environment, ethics, etc. based on studies in multiple classes, presented on site using a variety of media and tech tools.
Year 3-4 Students contribute to actual grassroots, political reform movement.
Goal Directed: Students use technology tools to set goals, plan activities, monitor progress, and evaluate results rather than simply completing assignments without reflection
From time-to-time, students have the opportunity to use technology to either plan, monitor, or evaluate an activity
Students have opportunities to select and modify the use of technology tools to facilitate goal setting, planning, monitoring, and evaluating specific activities
Students use technology tools to set goals, plan activities, monitor progress, and evaluate results throughout the curriculum.
Students engage in ongoing metacognitive activities at a level that would be unattainable without the support of technology tools.
Department Application ex Year 1- Ex: Live gradebook, students see answers to fix mistakes
Year 1-2 Digital organization and self assessment
Year 2-3 Increased autonomy in partnership with teacher
Year 3-4 Increased autonomy in partnership with teacher.
Enhancement Transformative
Technology Integration Matrix
Substitution Tech is a tool substitute with no functional change
Augmentation Tech is a tool substitute with some improvement
Modification Tech allows for significant lesson redesign
Redefinition Tech allows for creation of new tasks previously inconceivable
Active: Students are actively engaged in using technology as a tool rather than passively receiving information from the technology
Students begin to utilize technology tools to create products
Students have liberty to use preferred apps to accomplish the task at hand.
Given ongoing access to online resources, select and pursue topics going beyond the limitations of a school library
Students identify and research issues and questions to develop their own knowledge or solutions in an inquiry based model, going beyond the limitations of a school library
Department Application examples: Research apps and programs Notability
Year 1: -Schoology quizzes -Quizlet for flashcards -Students work and submit to Schoology from Notability and Google Docs -iBooks
Year 1-2 -Student’s self-pace projects using Student Completion on Schoology. -Students choose to present using iMovie, Doceri, etc.
Year 2-3 Ex: How do you take advantage of the fact that students are alway in the computer lab?
Year 3-4 Inquiry Based Learning
Collaborative: Students use technology tools to collaborate with others rather than working individually at all times.
Students have opportunities to utilize collaborative tools, such as email, in conventional ways.
Students have opportunities to select and modify technology tools to facilitate collaborative work.
Throughout the day and across subject areas, students utilize technology tools to facilitate collaborative learning
Technology enables students to collaborate with peers and experts irrespective of time zone or physical differences
Department Application Year 1 -AirDrop and iMessage
Year 1-2 Year 2-3 Year 3-4:
English TIM
-Schoology Messages -Sharing Google Docs -Taking and sharing pictures for sharing notes
-Record audio in class for absent students
Across subject areas, students share folders and live documents to collaborate (i.e. a student in history class can add materials to a folder while his group mate is in English class)
Skype, Twitter, Google Docs, Wiki pages with classes across the world.
Constructive: Students use technology tools to build understanding rather than receive information
Students begin to utilize constructive tools to build upon prior knowledge and construct meaning
Students have opportunities to modify technology tools to assist them in the construction of understanding
Students utilize technology to make connections and construct understanding across disciplines throughout the day.
Students use technology to construct, share, and publish knowledge to a worldwide audience
Department Application Year 1 Use Schoology connections to post student work, thesis statements, etc. (things that don’t require responding to classmates) -Online presentations for classmates to watch
Year 1-2 -Online presentations created using students’ preferred app from a variety of options.
Year 2-3 Teachers teach across disciplines, students work across disciplines
Year 3-4 Student work is shared (wchsipads.org), student portfolios, real world solutions?
Authentic: Students use technology tools to solve real-world problems rather than working on artificial assignments
The teacher directs students in the conventional use of technology tools for learning activities that are sometimes related to the students or issues beyond the instructional setting. The setting includes access to information about community and
Students have opportunities to select and modify technology tools to solve problems based on real-world issues.
Students select appropriate technology tools to complete authentic tasks across disciplines
By means of technology tools, students participate in outside-of-school projects and problem solving activities that have meaning for the students and the community.
world events and primary source materials.
Department Application Year 1 -Teaching students how to find good sources online. -How to present well -Professional skills
Year 1-2: Ex. Students create their own political party website or outline a grassroots plan to reform an existing party platform
Year 2-3 Platform on environment, ethics, etc. based on studies in multiple classes, presented on site using a variety of media and tech tools.
Year 3-4 Students contribute to actual grassroots, politcal reform movement.
Goal Directed: Students use technology tools to set goals, plan activities, monitor progress, and evaluate results rather than simply completing assignments without reflection
From time-to-time, students have the opportunity to use technology to either plan, monitor, or evaluate an activity
Students have opportunities to select and modify the use of technology tools to facilitate goal setting, planning, monitoring, and evaluating specific activities
Students use technology tools to set goals, plan activities, monitor progress, and evaluate results throughout the curriculum.
Students engage in ongoing metacognitive activities at a level that would be unattainable without the support of technology tools.
Department Application Year 1- -Live gradebook requires frequent updates for student reflection. -Schoology rubrics provide additional feedback.
Year 2: -Student Completion
Year 2-3 Increased autonomy in partnership with teacher
Year 3-4 Increased autonomy in partnership with teacher.