Technology Integration in the Classroom
Overview
This episode provides you the opportunity to observe how a teacher utilizes technology for instruction
in a learning management system.
Intended Learning Outcomes
This episode must enable you to:
describe ways in which technology is integrated in the classroom.
analyze the level of integration used by the teacher.
Performance Criteria
You will be rated for the following:
quality of observations and documentation,
completeness and depth analysis,
depth and clarity of classroom observation-based reflection,
completeness, organization, clarity of portfolio, and
time of submission.
Learning Essentials
The Technology Integration Matrix provides a comprehensive framework for you to define and evaluate
technology integration. It will provide you direction and guide on the process of achieving effective
teaching with technology. The teacher’s integration of technology in instruction can be described as
progressing in 5 levels: entry, adoption, adaptation, infusion and finally transformation.
The teacher also works at creating a learning environment that encourages and enables quality
technology integration. The interdependent characteristics of the learning environment are being active,
collaborative, constructive, authentic, and goal-directed.
To make you understand how integration is done in each of the levels and environment, explore the TIM
website and learn from the many interesting videos showing technology integration. Go to:
http://fcit.usf.edu/matrix/matrix.php.
You will use this matrix to analyze and reflect in this episode.
Levels of Technology Integration into the Curriculum
Entry: The teacher Adoption: The Adaptation: The teacher Infusion: The Transformation: The
uses technology to teacher directs encourages adaptation teacher creates a teacher creates a rich
Technology deliver curriculum students in the of tool-based software learning learning environment in
content to students. conventional use of by allowing students to environment that which students regularly
Integration tool-based software. select a tool and modify infuses the power engage in activities that
Matrix If such software is its use to accomplish the of technology tools would have been
available, this level is task at hand. throughout the day impossible to achieve
the recommended and across subject without technology.
entry point. areas.
Active: Students are Students use Students begin to Students have Throughout the Given ongoing access to
actively engaged in technology for drill utilize technology to opportunities to select school day, online resources,
using technology as a and practice and create products, for and modify technology students are students actively select
tool rather than computer based
example using a word tools to accomplish empowered to and pursue topics
passively receiving training.
information from the processor to create a specific purposes, or select appropriate beyond the limitations of
technology. report. example using colored technology tools even the best school
cells on a spreadsheet to and actively apply library.
plan a garden. them to the tasks
at hand.
Collaborative: Students primarily Students have Students have Throughout the Technology enables
Students use work alone when opportunities to opportunities select and day and across students to collaborate
technology tools to using technology. utilize collaborative modify technology tools subject areas, with peers and experts
collaborate with
tools, such as email, to facilitate students utilize irrespective of time zone
others rather than
in conventional ways. collaborative work. technology tools to or physical distances.
Characteristics of the Learning Environment
working individually
at all times. facilitate
collaborative
learning.
Constructive: Technology is used to Students begin to Students have Students utilize Students use technology
Students use deliver information to utilize constructive opportunities to select technology to to construct, share, and
technology tools to students. tools such as graphic and modify technology make connections publish knowledge to a
build understanding
organizers to build tools to facilitate and construct worldwide audience.
rather than simply
receive information. upon prior knowledge collaborative work. understanding
and construct across disciplines
meaning. and throughout
the day.
Authentic: Students Students use Students have Students have Students select By means of technology
use technology tools technology to opportunities to opportunities to select appropriate tools, students
to solve real world complete assigned apply technology and modify the technology tools to participate in outside-of-
problems meaningful activities that are
tools to some technology tools to complete authentic school projects and
to them rather than generally unrelated to
working on artificial real-world problems. content-specific solve problems based on tasks across problem-solving
assignments. activities that are real-world issues. disciplines. activities that have
based on real world meaning for the students
problems. and the community.
Goal Directed: Students receive From time to time, Students have Students use Students engage in
Students use directions, guidance, students have the opportunities to select technology to set ongoing metacognitive
technology tools to and feedback from opportunity to use and modify the use of goals, plan activities at a level that
set goals, plan technology tools to
technology to plan, technology tools to activities, monitor would be unattainable
activities, monitor set goals, plan
progress, and activities, monitor monitor, or evaluate facilitate goal-setting, progress, and without the support of
evaluate results progress, or self- an activity. planning, monitoring, evaluate results technology tools.
rather than simply evaluate. and evaluating specific throughout the
completing activities. curriculum.
assignments without
reflection
Map
To realize my Intended Learning Outcomes, I will work my way through the steps:
1. Observe a class for three meetings that you are enrolled in that is connected to your field of
specialization; ask permission from the teacher to make screenshots.
2. Describe how technology was integrated in the lessons and how the students were involved.
3. Use the technology Integration Matrix to analyze the technology integration done by the
teacher.
4. Reflect on what you learned.
Tools
As you observe the class, use the activity forms provided for you to document your observation.
Class Observation
Read the following statements carefully before you observe.
1. What is the lesson all about?
2. What learning resources and activities is the teacher using? Is it all available in the LMS or not?
3. Observe and take notes on how the teacher presents/uses the learning resources and activities.
4. Closely observe or ask the learners’ response to the teacher’s use of learning resources and
activities. What do their responses indicate? Do their responses show attentiveness, eagerness
and understanding?
5. Are they inclined to showing their interest in the lesson and in the materials and activities? Are
they looking towards the direction of the teacher and materials?
OBSERVATION REPORT
Date of Observation:
Course and Section:
Topic:
UTILIZATION OF TEACHING GUIDES
Date of Observation:
Course and Section:
Topic:
Brief description of teaching approach used by the teacher (student-centered or teacher-centered):
Learning Resources and Appropriateness of the
Activities Used Strengths Weaknesses Learning Resources and
(Enumerate in bullet form) Activities Used
Analysis
“Analysis can facilitate the evaluation process by focusing teachers’ attention on the effectiveness,
efficiency, and/or appeal of instructional materials and events.”
Use the Technology Integration Matrix to analyze the class you observed. In what level of technology
integration do you think the teacher operated? Why?
Based on the Technology Integration Matrix, what is the characteristic of the learning environment in
the class that you have observed? Point your observations that justify your answer.
Overall, were the learning resources used effectively? Why? Why not? Give your suggestions.
Reflections/Insights
“Effective teachers who are competent in self-refection are able to adjust their plans to match the
changing interests and needs of their learners. As an important part of your own development as a pre-
service teacher, reflection will help you, both in your self-evaluation and self-improvement.”
Put yourself in the place of the teacher. What would you do similarly and what would you do differently
if you would teach the same lesson to the same group of students? Why?
Learning Portfolio
Include here pictures/illustrations of the materials and activities used by the teacher. Put your
comments/annotations about what you have observed.
