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A team of researchers from SRI International identified four ways that technology enhances how children learn:
    • Supports active engagement,
    • The opportunity to participate in groups,
    • Frequent interaction and feedback, and
    • Connections to real-world contexts.

These researchers were referencing technology integration, back in 2000, and highlighted that the isolated act of introducing computers (basically, the du jour interpretation of "technology" at that time) did not automatically lead to improved learning or necessarily smarter students, as many would hope. Schools learned they must integrate technology in a structured manner to positively impact the teaching and learning process. The use of technology does provide the opportunity for the introduction of exciting curricula derived from real world occurrences, to allow for communities of learners that include not just the immediate classroom of students and teacher, but others throughout the "global" classroom and extending to our neighbors in countries we may never have imagined accessible in the previous pencil and paper world of education.*

Our classroom instructional process today may begin with a computer, but it now includes much more than a single device. We want resources that could transform teaching into an active and engaging experience, encouraging life-long learning that leads to new discoveries.

Unlike classrooms of the past that relied upon teacher directed monologues, we take a step back to include the student as a director of the learning process. We want students to be active participants, to become teachers as well as learners, in a collaborative community that welcomes introspection, feedback, and reflection upon learning.

We, as teachers, have to be the proactive facilitators - to structure, guide, and embolden the learners of the 21st century with whatever resources are provided. Our classrooms today include learners of all caliber and abilities, as well as disabilities. So, now let us find the tools to reach all students and help them become the best learners.
*Roschelle, J., Pea, R., Hoadley, C., Gordin, D., & Means, B. (2000). Changing how and what children learn in school with computer-based technologies. Future of Children, 10(2), 76-101.

The Technology Integration Matrix

The Technology Integration Matrix, produced by the Florida Center for Instructional Technology, College of Education, University of South Florida...
  • provides a framework for defining and evaluating technology integration
  • Sets a clear vision for effective teaching with technology
  • Gives teachers and administrators a common language for setting goals
  • Helps target professional development resources effectively

The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, constructive, goal directed (i.e., reflective), authentic, and collaborative (Jonassen, Howland, Moore, & Marra, 2003). The TIM associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion, and transformation) with each of the five characteristics of meaningful learning environments. Together, the five levels of technology integration and the five characteristics of meaningful learning environments create a matrix of 25 cells.


Please visit http://fcit.usf.edu/matrix/index.php.

Just a Pep Talk...

Disclaimer: Content referencing various software, products, devices, websites, organizations and businesses, both non- and for-profit, may be found on several pages of this wiki. Be advised that FDLRS Gulfcoast does not recommend any particular entity, nor should inclusion of any software, product, device, website, organization, business, or other entity be viewed as a commercial endorsement by FDLRS Gulfcoast, the FDLRS Project Network, or Pinellas County Schools. Information included on this site is for informational and educational purposes only.

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