Final+Course+Reflection+for+TIMT+130

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Advances in educational technology have definitely influenced the way I’ve taught quality content and how my students have applied their content knowledge in my 21st century classrooms. I clearly understand that when I integrate technology into my learning environments, I empower myself to engage students at higher levels and to increase student achievement – all with motivational technology tools that extend learning in meaningful ways. The impact of my professional growth has been quite significant. My students have become skillful users of computer technologies such as adaptive learning platforms like HeadSprout, personalized online reading websites like RazKids, and digital multimedia tools such as Animoto and iMovie. Also, the use of advanced technology tools during instruction has given me more outlets for creativity in engaging the children more effectively. Sustained interest and engagement in learning activities promotes deeper learning and quicker mastery of complex concepts. My use of the interactive whiteboard, for instance, has greatly increased student engagement and interest, especially during whole-group review sessions. The children love manipulating the interactive practice activities with their infrared “light mice.” When they’re having fun, learning is more meaningful.  Due to my experience in educational technology integration, my principal has requested that I act as an information resource provider for my colleagues in this area. Hence, my goal this summer is to gain thorough conceptual knowledge of the [|Technology Integration Matrix (TIM)] and learn how to utilize the [|TIM Observation Tool]. I believe the TIM will be a useful resource to help fellow teachers assess their levels of technology integration and then develop goals for making necessary changes. The TIM has given me new insight into the process of effectively integrating technology into the classroom. It encourages teachers to think critically (with the end goal in mind) __before__ implementing any new instructional or learning technology tools. Also, the [|TIM Instructional Planning Guide] is very helpful in organizing your thinking during the initial phase of the integration process. Before using new technology for instruction or learning, I’ll help colleagues do the following:
 * Identify curriculum demands – //What are my instructional goals? What curriculum standards apply? Is this a new concept for my students?//
 * Determine student needs – //Is this a new technology for my students? How can I individualize instruction? What helps my students learn?//
 * Assess available technology – //What technology tools are available to me? What are their affordances and limitations? How do these tools relate to others we’ve used or are already using?//

 I also have a better understanding now of how the TIM and the TIM Instructional Planning Model can both be used to enhance existing lessons with innovative and engaging 21st century technology tools. Given the increasingly social and collaborative nature of today’s communication venues, integrating such technology tools is going to bring more social learning and collaboration factors into the overall instructional process. My study of the TIM has given me strategies and resources to access when helping colleagues become more comfortable with necessary changes to current pedagogy when addressing such factors.