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Standard 4D

Page history last edited by Donna Murray 12 years, 7 months ago

4d. Teachers integrate and utilize technology in their instruction. Teachers know when and how to use technology to maximize student learning. Teachers help students use technology to learn content, think critically, solve problems, discern reliability, use information, communicate, innovate, and collaborate.

 

Developing
Assesses effective types of technology to use for instruction.

 

UNDERSTANDS

+ DELIVERS

Proficient
. . . and demonstrates knowledge of how to utilize technology in instruction.

 

USES

+ FACILITATES

Accomplished
. . . and integrates technology with instruction to maximize student learning.

 

INTEGRATES

+ STUDENT CHOICE

Distinguished
. . . and provides evidence of student engagement in higher level thinking skills through the integration of technology.

 

ENGAGES

+ HIGHER-ORDER THINKING

Teacher begins to use technology tools to deliver curriculum content to students.

 

Activities may include listening to or watching content delivered through technology or drill-and-practice exercises.

 

Students may not have direct access to the technology.

 

The teacher makes decisions about which technology tool to use and when and how to use it.

 

Information passively received.

 

Conventional procedural use of technology tools.

 

Individual student use/collaborative use of tools in conventional ways.

 

Use unrelated to the world outside of the instructional setting or guided use in activities with some meaningful context.

 

Directions given, step-by-step task monitoring.

 

Conventional and procedural use of tools to plan or monitor.

Teacher facilitates students in exploring and independently using technology tools.

 

The teacher incorporates technology tools as an integral part of the lesson.

 

The teacher makes most decisions about technology use, and the teacher guides the students in the independent use of technology tools.

 

Students have a greater familiarity with the use of technology tools and have a more conceptual understanding of the tools.

 

They are able to work without direct procedural instruction from the teacher and begin to explore different ways of using the technology tools.

 

Some student choice and exploration.

 

Conventional independent use of tools.

 

Collaborative use of tools.

 

Independent use of tools for building knowledge and in activities connected to students’ lives.

 

Purposeful use of tools to plan and monitor.

Teacher provides the learning context and the students choose the technology tools to achieve the outcome.

 

A range of different technology tools are integrated flexibly and seamlessly into teaching and learning.

 

Technology is available in sufficient quantities to meet the needs of all students.

 

Students are able to make informed decisions about when and how to use different tools.

 

The instructional focus is on students learning and not on the technology tools themselves.

 

Accomplished level work typically occurs after teachers and students have experience with a particular technology tool.

 

The teacher guides students to make decisions about when and how to use technology.

 

Choice of tools and regular, self-directed use for collaboration, building knowledge, and in meaningful activities.

 

Flexible and seamless use of tools to plan and monitor.

Teacher encourages the innovative use of technology tools.

 

Technology tools are used to facilitate higher order learning activities that may not have been possible, or difficult to accomplish, without the use of technology.

 

Students use technology tools flexibly to achieve specific learning outcomes.

 

The students have a conceptual understanding of the tools coupled with extensive practical knowledge about their use.

 

Students apply that understanding and knowledge, and students may extend the use of technology tools.

 

They are encouraged to use technology tools in unconventional ways and are self-directed in combining the use of various tools.

 

The teacher serves as a guide, mentor, and model in the use of technology.

 

Extensive and unconventional use of tools.

 

Collaboration with peers and outside resources in ways not possible without technology.

 

Extensive and unconventional use of technology tools to build knowledge.

 

Innovative use for higher order learning activities in a local or global context.

 

Extensive and higher order use of tools to plan and monitor.

 


 

 

 

"Technology Integration Matrix." Florida Center for Instructional Technology. Produced by the Florida Center for Instructional Technology, 2010. Web. 25 June 2011. <http://fcit.usf.edu/matrix/index.php>.

"Technology Integration Matrix | Arizona K12 Center." AZ K-12 / TIM. 2010. Web. 25 June 2011. <http://www.azk12.org/tim/index.shtml>.

"The Partnership for 21st Century Skills." P21.org. 2004. Web. 25 June 2011. <http://www.p21.org/>.

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