The Technology Integration Matrix framework aims to integrate technology into learning in a creative way. Five types of learning environments can be incorporated into this model including; active, collaborative, constructive, authentic, and goal-directed (Florida Center for Instructional Technology, 2019). This framework allows teachers to self-assess their own level of technology integration and set goals for improvement.
I would plot myself in the adoption category of the TIM framework. I am starting to direct students to use technology as a direct tool substitute for learning (Florida Center for Instructional Technology, 2019). I feel comfortable utilizing technology within the classroom and because I completed my B.Ed degree during COVID-19, it was mandatory for us to learn how to adapt to online learning. I am fortunate in a way to have a toolkit of digital tools that I am ready to use at any given moment, however I have actually found in my professional practice that being digitally enhanced has its drawbacks. For instance, we have limited devices for every student to use. There is no projector in my classroom, nor am I able to get one anytime soon, which makes usage of technology in the classroom far more limited than I am used to. Up until last year, I did not have stable internet connection in my classroom. Though I enjoy keeping things digital and leaving less of a paper trail as this works well for my organization, technology enhanced learning cannot function effectively if we are not provided with the adequate resources.
Some technology tools I try to use in my classroom when resources are available are Loom for screen recording, Padlet for class discussions, Google Forms for exit tickets and student feedback, timers for work periods, and a variety of online music notation tools. If I had a working projector, I would have these displayed during class time for students to follow along, but considering the circumstances, I have to be mindful about the types of technology I choose for my lessons. I have to consider if it will benefit the students' learning, or just add on extra challenges and stressors. I would say that this is one of my strengths, and being able to adapt the classroom environment to different learner needs. Though I have a large library of technology tools I could use, I try to choose technology that can be easily accessed through the devices students have, such as their Chromebooks or mobile devices. Choosing technology that does not have multiple steps to sign-in and create an account is also essential for my learners. Learning must be broken down into manageable parts and scaffolded in order for students to be successful. On final culminating assignments, I allow students to research their own assignments using inquiry-based learning skills and present their knowledge in whichever format they prefer (November, 2009). Students generally enjoy these types of assignments because they can use technology in whatever way they believe suits their learning style.
I have observed that a large population of our students have not learned digital literacy or citizenship skills. There are certain classes I feel more comfortable using technology in, and others where I resort to doing things on paper because the “traditional” model is what actually best suits those learners. A next step for myself would be to teach these students the fundamentals of digital citizenship skills. Without this prior knowledge, students feel overwhelmed the more technology is embedded into the learning, which is not the result we want to have in our classrooms. However, teaching students these digital citizenship skills cannot only be taught through one class. It needs to be taught across all classes, so that students can see the connections between different contexts and real-world applications. Once this foundation has been built, only then can we continue to move upwards through the TIM model. Next month, I am attending a panel discussion on media literacy and how the education curriculum can support inclusive media. I am hoping to take some new learnings and apply it to my professional practice, and continue to discuss with colleagues about strategies for more digitally enhanced classroom spaces.
References
Florida Center for Instructional Technology. (2019). The Technology Integration Matrix:
A Project of the Florida center for instructional technology. The Technology
Integration Matrix. https://fcit.usf.edu/matrix/matrix/
November, A (2009, March 30). Myths and opportunities: Technology in the classroom.
Vimeo. https://vimeo.com/3930740
Montreal, July 2016
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