Twitter for Teachers - Another Video That Says 1000 Words!

Thank you to Justin Tarte who created this video on Why Educators Should Be Using Twitter.  In my work as an educational technology consultant, I have been trying to excite teachers about the possibilities of using twitter.  So far it has been difficult to convince teachers that Twitter is more than people sharing where they are having coffee.
I too have looked for videos that demonstrate the power of Twitter and I always want to keep it simple on this blog.  I believe Justin's Twitter video does that. Take 7 minutes to learn how Twitter can support your professional learning.

Share your thoughts in a comment and if you like the video, share it with your colleagues.  You can follow my tweets at: @sheilatebbano

Tech Integration Matrix from Florida - Videos Are Worth At Least 1000 Words

http://fcit.usf.edu/matrix/index.html - I came across this matrix and have to share it.  You may have seen similar tools but what I like about this one is the video examples of Levels of Technology Integration into the Curriculum and Characteristics of the Learning Environment and the fact that the video examples are from all levels and include examples from shared and 1:1 computer access. 

The examples are well done and I believe the matrix "keeps it simple" for readers/viewers.  Bravo to the Florida Center for Instructional Technology for sharing genuine lesson examples with teachers demonstrating various ways they use technology to support their curriculum.

Click on the examples to see the video examples.  The videos require QuickTime 7, a free plug-in from Apple.

I look forward to hearing what you think about this matrix.  I am sharing this so teachers can reflect on your personal level of integrating technology into your classroom and to offer good examples of what each level can look like.  Whether you are at an entry level of technology adoption or a master at transformational use of technology in your classroom, this matrix will support your professional learning.





Check out the videos and have a look at the matrix.  Enjoy!

		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, students 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