INDT 501. Week 1.

18 Jan

Let me start off by say that the University of South Florida is absolutely amazing for coming up with the Technology Integration Matrix!

My first thought on seeing this website was, ‘What the heck is the Technology Intergration Matrix?’ Lucky for me the website explains exactly what it is: “The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students” ( Now, the website goes into more detail about the TIM but the above statement gets the point across. What a great resources for teachers to go to if they are struggling with ideas on how to use technology in the classroom or if they are sick and tired of the same technology and are looking for something new and exciting.

As most of us are aware, we live in a digital age. Students are growing up with more and more technologies so expecting them to come into the classroom and work only with paper and pencil isn’t going to work. The world around us has changed greatly in the last 15 years and as teachers we must adapt and grow in order to keep our students engaged and interested in learning.

I got so caught up in this website that I watched many different video! There were so many great and creative ideas that I couldn’t stop watching! Many lesson plans I wanted to make note of so that in the future I could use them in my own classroom.

This week we were instructed to find a video in the matrix that we thought was interesting, engaging and that communicated the information well to the students. We were also instructed to find a video that did the opposite.

Interesting Video:

The video that really stood out to me was the American Revolution Culminating Event. It was used in a 4th grade classroom and it was classified under: constructive learning, adaptation level, and social studies.
The objects of the lesson was the students needed to decide if the colonists should declare independence or remain loyal to the king and choose a technology to present their information. I love history but throughout my whole life I’ve always heard people say, “What’s the point of learning about history?” This lesson plan allowed the students to have some control over their learning because the teacher allowed them to choose with technology they wanted to use. In letting the students choose it helps them to stay more interested because instead of being forced to use a technology they may not like, they can pick a technology they love therefore the assignment becomes much more interesting and fun. I also thought it was great that the teacher told the students they had to pick a side and justify their reasons for either staying loyal or not against the king, just like the colonists had to do. In doing this it makes it so the students can relate to the people of the time period because just like the colonists they had to make a choice they needed understand the situation at hand in order to make and justify their decision.

Skeptical video:

The skeptical video I found was called Fish Facts. It was for a first grade class and it was classified under: goal directed learning, adaptation level and science.
The object of this lesson was to use the internet to find fish facts and then the students could either email the teacher, make a powerpoint or make a movie about the facts that they found. First of all I’m not so sure 1st graders know how to use powerpoint nor am I sure that they would know how to navigate a software well enough to create their own movie. I also didn’t like how the teacher just kind of sent them on their way to do research on their on on the internet. I felt like this lesson could have been more structured. It came across as the teachers just letting the students talk to each other and surf the internet hoping that they find facts about fish. I might be wrong, maybe the teacher’s plan was more detailed than the video showed but this video really made me stop and raise my eyebrow.

A technology that really stood out to me that I’ve seen first hand was a pollution program. It was a program that I used in my environmental science class  during my last semester of my undergrad program. Basically, the program used cars and other things that pollute the air to show us the type of damage that it is causing to our environment. The program started off with one car and then we added more cars and we got to see what happened to the air, the earth’s temperature, and the ozone layer as we added more and more pollution. It was really neat because it actually gave you something to see rather than just assuming damage was being done to the ozone layer, which is something we can’t physically see. I’m not sure which categorizes it would fall under….I know for sure it would be collaborative learning because we were using the programs in groups, and it also might be authentic learning because we were learning about our environment and pollution which is a real thing that is effecting our lives.



Florida Center for Instructional Technology. (n.d.). The technology integration matrix. Retrieved from


2 Responses

  1. nkelley88 says:


    I’m really excited we are in a class together again too! My break was wonderful, it was great to go home and see my family. I hope your break was fantastic. Thanks for your comment! I agree with you, it does seem like many of the lessons just had technology thrown into it rather than used usefully. Which was frustrating to see because many of the teachers could have been much more creative in how they used the technology.

  2. Jordan Kroll says:

    Hey Nicole, I’m so excited to have another class with you this semester! I hope you had a great break! I agree that the “Fish Facts” lesson plan seems to be lacking something. While exploring the different lessons, I also found that many of them technically meet the requirements of the various levels of the technology integration matrix, but the way they incorporate the technology seems strange or unnatural. It’s like they had a lesson that was perfectly fine, then decided they needed to toss in some random technological aspect to make it more relevant to the 21st century students, rather than using technology that is purposeful to the lesson and actually enhances what students are learning.

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