A Look into Ed Tech Frameworks

Technology Integration Matrix (TIM)

TIM was created by the Florida Center for Instructional Technology at the University of South Florida.  

Source: https://fcit.usf.edu/matrix/tim-descriptors

TIM provides a 5 by 5 matrix that describes the 5 levels of technology integration, starting with entry level integration up to a transformation level of integration, which emphasizes a high level of higher order level activities that could not be done without technology. The matrix also describes the 5 different types of learning environments that technology could be incorporated in.  Each cell provides a unique descriptor based on the different learning environments crossed with the varying levels of tech integration by the educator.  When the time comes to evaluate a lesson or a unit, the matrix provides an easy visual representation of where an educator may feel their lesson or unit falls.  It also allows the educator to take a look at what could be done to take their lessons/units to the next level.  

Table of Extended Teacher Descriptors

TIM also provides very useful student descriptors that helps describe what student actions would look like in the varying levels of integration and environments.  

Table of Extended Student Descriptors

Self-Reflection

Last year, I taught Technology for an hour a day to 3^rd through 5^th grade students.  Looking specifically at my 3^rd grade Tech classes, a lot of the coursework was focused on getting the students acclimated to the technology available at our school.  My role was to introduce basic computational skills such as typing, navigating the use of a computer/chromebook/iPad, email, and the Google suite of apps.  The overall idea was to have students gain the foundational skills in my class so that students would be prepared to incorporate those skills in the classroom with their teachers.

Taking a look at my units overall, a majority of them fell in the Active learning or Collaborative learning environment and at the Adoption level of integration.  A majority of the time I was in control of what the students were working on and I was in charge of pacing them along in small step by step directions on how to do this or that.  The few times I ventured to give more student choice and exploration resulted in a lot of hand raising and “Mr. Lee! Mr. Lee!  I need help!”  I think that through the course of the year, I developed a sense of mistrust in allowing the students to explore. Students were not getting as much done and it felt like a waste of time, which led me to tightening the reigns.  On the other end, students were not developing the grit to overcome obstacles, hence the cries for “Mr. Lee, Mr. Lee!”

Moving forward, I am glad to have this rubric as a guide while building new units as well as use it as a reflective piece.  I will be working with the middle school grades this year and hopefully there will be momentum moving forward.  I will definitely have printouts of the extended matrix of Teacher Descriptors, Student Descriptors, and Instructional Setting Descriptors as roadmaps for planning!