DEMONSTRATING Teacher has had many positive experiences with technology infusion. Teacher is a champion of technology infusion. Teacher frequently shares best practices with colleagues both in their school and in their PLN.
DEVELOPING Teacher has some positive experiences with technology and begins to see its potential to enhance their teaching and to enhance student learning. Teacher occasionally shares practices with colleagues in their school.
INITIATING Teacher is not sure how technology can enhance their teaching or their students’ learning but tries to infuse technology, nonetheless. Teacher is sometimes uncomfortable with technology.
DEMONSTRATING
DEVELOPING
INITIATING
N/A
ATTITUDE
DEMONSTRATING
DEVELOPING
INITIATING
N/A
ATTITUDE
Clear selection
IT FLUENCY
DEMONSTRATING Teacher regularly uses technology for both presentation and interactive student activities (communication, production, collaboration). Teacher uses online access to information from within school and outside of school. Teacher uses technology for personal and professional use , is comfortable with different Web 2.0 technologies and has an online social network PLN.
DEVELOPING Teacher sometimes uses technology for both presentation and interactive student activities (communication, production, collaboration). Teacher uses online access to information from within school and outside of school. Teacher uses technology for personal and professional use, and some Web 2.0 and social networking technologies.
INITIATING Teacher uses technology primarily for presentation or demonstration purposes. Teacher has begun to use technology for interactive student activities. Teacher uses online access to information from within school. Teacher uses technology for professional and personal use
DEMONSTRATING
DEVELOPING
INITIATING
N/A
IT FLUENCY
DEMONSTRATING
DEVELOPING
INITIATING
N/A
IT FLUENCY
Clear selection
PLANNING AND INSTRUCTIONAL DESIGN
DEMONSTRATING Teacher embeds technology seamlessly within the instructional framework. Teacher regularly uses technologies to support higher‐level learning objectives. Teacher chooses technologies appropriate to their activity and need. Teacher encourages student choice in their use of technology appropriate to their tasks. Teacher involves students in identifying a range of ways of using technology to achieve curricular objectives and complete assessments Teacher evaluates the effectiveness of the technology use in the lesson.
DEVELOPING Teacher is comfortable with the instructional framework and has planned some lessons that embed technology. Teacher sometimes chooses technologies based on their appropriateness to the activity and need. Teacher begins to evaluate effectiveness of technology integration in more formal ways. Teacher begins to use technology to support higher‐level learning objectives. Teacher begins to involve students in identifying ways of using technology to achieve curricular objectives. Teacher begins to encourage students to choose and use technology appropriate to their tasks.
INITIATING Teacher is somewhat comfortable with the instructional framework, and begins to plan lessons with technology components. Teacher may choose technologies appropriate to their activity and need or may choose a technology tool they are most comfortable using even if it is not the best tool for their goals and objectives. Teacher begins to evaluate effectiveness of technology integration in informal ways, such as conversations with students or colleagues.
DEMONSTRATING
DEVELOPING
INITIATING
N/A
PLANNING & INSTRUCTIONAL DESIGN
DEMONSTRATING
DEVELOPING
INITIATING
N/A
PLANNING & INSTRUCTIONAL DESIGN
Clear selection
CLASSROOM MANAGEMENT AND WORKFLOW
DEMONSTRATING Teacher is comfortable with all of the possible issues that may arise. Teacher’s expectations around technology use have become a class norm Teacher is comfortable with students taking the lead in helping with issues Teacher facilitates learning with technology giving students ownership of their own learning process Teacher is comfortable with students being at different places in the assignment using different tools to solve the same problem.
DEVELOPING Teacher sometimes provides instruction around technology use, but expectations of technology use have become the norm. Teacher sometimes monitors technology use and most students are on task. Teacher sometimes struggles with technological glitches. Teacher begins to ask students who are more proficient to help other students. Teacher begins to allow students to go at their own pace.
INITIATING Teacher provides students detailed instruction around technology use and expectations around technology use. Teacher often struggles with technological glitches. Teacher begins to identify students who are proficient with the technology tools. Teacher has students all work at the same pace and does not allow students to work ahead.
"Technology Integration Matrix. " Florida Center for Instructional Technology, College of Education, University of South Florida, 2009. Web. <http://fcit.usf.edu/matrix/index.html>.