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 as illustrated below.

http://fcit.usf.edu/matrix/

Diese Zusammenstellung des Florida Center for Instructional Technology ist zwar inzwischen fast 2 Jahre alt, sie zieht aber dennoch ein Spektrum auf, an dem man sich grob orientieren kann bzw. bewusst machen kann, über welche Ebenen die Integration neuer Medien in den Unterricht stattfinden kann. Sehr anschaulich wird, was mt den kurzen Stichworten gemeint ist, durch die jeweilige Zuordnung von Kurzvideos aus Unterrichtsszenarien.

Dies gibt somit praxisnahe Hinweise und Beispiele, die man sicher noch adaptieren muss und besonders hinsichtlich der neuartigeren Tools und Web 2.0-Technologien anpassen sollte. Wer aber Anregungen sucht, wie er derartige Szenarien in den Unterricht integrieren kann, ohne sich oder die Schüler damit unmittelbar zu überfordern, sondern langsam und stufenweise anzunähern, findet in der Matrix bestimmt Ansatzpunkte. Auch zu den Videos gibt es jeweils weitere Hinweise und teilweise konkretes Material.

Ich denke, damit ist die Vorlage sowohl für denjenigen hilfreich, der neue Medien erstmals in seinen Unterricht einbetten will, als auch für denjeniigen, der bereits Erfahrungen gesammelt hat. Ebenso möchte ich in diesem Zusammenhang nochmal auf das 3-Phasen-Modell schulischer Medienintegration hinweisen. Viel Spaß beim Stöbern:

		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
	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, stud ents 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
	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
	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
	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

*You can download the Technology Integration Matrix for printing as a PDF.

Dieses Post wurde erstellt von René Scheppler.