Where do you fall on the Technology Integration Matrix?

This space left blank (except for the big pink arrow) so I could move my grid down, thus avoiding its running into the right-side menu.

Where do you fall on the Technology Integration Matrix?

		Levels of Technology Integration into the Curriculum
	Technology Integration Matrix		Entry The teacher uses technology to deliver curriculum content to students.	Adoption The teacher directs students in the conventional use of tool-based software. If such software is available, this level is the recommended.	Adaptation The teacher encourages adaptation of tool-based software by allowing students to select a tool and modify its use to accomplish the task at hand.	Infusion The teacher creates a learning environment that infuses the power of technology tools throughout the day across subject areas.	Transformation The teacher creates a rich learning environment in which students regularly engage in activities that would have been impossible to achieve without technology.
	Active Students are actively engaged in using technology as a tool rather than passively receiving information from the technology.		Indicator: Students use technology for drill and practice and computer based training.  1-1 access  shared access	Indicator: Students begin to utilize technology tools to create products, for example using a word processor to create a report.  1-1 access  shared access	Indicator: Students have opportunities to select and modify technology tools to accomplish specific purposes, for example using colored cells on a spreadsheet to plan a garden.  1-1 access  shared access	Indicator:Throughout the school day, students are empowered to select appropriate technology tools and actively apply them to the tasks at hand.  1-1 access  shared access	Indicator: Given ongoing access to online resources, students actively select and pursue topics beyond the limitations of even the best school library.  1-1 access  shared access
			The indicators are not useful; I cannot be at Infusion because I have no control over what my students do “throughout the day across subject areas.” I encourage students to try different technology applications and to teach me what they’ve learned. We will adjust a lesson mid-stream, in the middle of a class, when we discover a limitation or a better alternative.
	Collaborative Students use technology tools to collaborate with others rather than working individually at all times.		Indicator: Students primarily work alone when using technology.  1-1 access  shared access	Indicator: Students have opportunities to utilize collaborative tools, such as email, in conventional ways.  1-1 access  shared access	Indicator: Students have opportunities to select and modify technology tools to facilitate collaborative work.  1-1 access   shared access	Indicator: Throughout the day and across subject areas, students utilize technology tools to facilitate collaborative learning.  1-1 access   sharedaccess	Indicator: Technology enables students to collaborate with peers and experts irrespective of time zone or physical distances.  1-1 access  shared access
			I have yet to connect with subject experts using communicative and interactive technology, so I cannot be at the Transformation level. I do teach my students how to use tools, such as Google Docs’s chat and commenting features, to continue collaborating anytime/anyplace.
	Constructive Students use technology tools to build understanding rather than simply receive information.		Indicator:Technology is used to deliver information to students.  1-1 access  Shared access .	Indicator Students begin to utilize constructive tools such as graphic organizers to build upon prior knowledge and construct meaning.  1-1 access  Shared access	Indicator: Students have opportunities to select and modify technology tools to assist them in the construction of understanding.  1-1 access  Shared access	Indicator: Students utilize technology to make connections and construct understanding across disciplines and throughout the day.  1-1 access  Shared access	Indicator: Students use technology to construct, share, and publish knowledge to a worldwide audience.  1-1 access  Shared access
			Creating with technology, like writing, helps students to refine existing knowledge and to construct new knowledge. My students’ work is all over my school webpage for others to learn from. Here’s an example: http://www.avon-schools.org/Page/9866
	Authentic Students use technology tools to solve real-world problems meaningul to them rather than working on artificial assignments.		Indicator: Students use technology to complete assigned activities that are generally unrelated to real-world problems.  1-1 access  Shared access	Indicator: Students have opportunities to apply technology tools to some content-specific activities that are based on real-world problems.  1-1 access  Shared access	Indicator: Students have opportunities to select and modify technology tools to solve problems based on real-world issues.  1-1 access  Shared access	Indicator:Students select appropriate technology tools to complete authentic tasks across disciplines.    1-1 access  Shared access	Indicator: 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.  1-1 access  Shared access
			I do not teach in a problem-based/inquiry-based learning environment. I am not good with problem-based learning, though a recent conversation with an AP about a young physics teacher in my building has opened my eyes, and I plan on learning from this kid teacher next year. (Showing my age.)
	Goal Directed Students use technology tools to set goals, plan activities, monitor progress, and evaluate results rather than simply completing assignments without reflection.		Indicator: Students receive directions, guidance, and feedback from technology, rather than using technology tools to set goals, plan activities, monitor progress, or self-evaluate.  1-1 access  Shared access	Indicator: From time to time, students have the opportunity to use technology to either plan, monitor, or evaluate an activity.  1-1 access  Shared access	Indicator: Students have opportunities to select and modify the use of technology tools to facilitate goal-setting, planning, monitoring, and evaluating specific activities.  1-1 access  Shared access	Indicator:Students use technology tools to set goals, plan activities, monitor progress, and evaluate results throughout the curriculum.  1-1 access  Shared access	Indicator: Students engage in ongoing metacognative activities at a level that would be unattainable without the support of technology tools.  1-1 access  Shared access
			Student goal setting isn’t something I am comfortable with. I’m still all about mastering content for self-improvement and for the grade. But I can change. I looked at the lesson for the Transformation indicator and have a lesson in mind for the first month of school that will help my kids understand syntax better, which was a goal before doing this matrix. I use kinesthetic activities to help students learn about fee modifiers/syntax and will follow up these lessons with a lesson similar to the one in the Transformation indicator that can serve as a reference tool/self-monitoring tool students can use during the editing process. I will post the lesson here after I get it together.