Bloom’s Cognitive Taxonomy and the Technology Integration Matrix
Bloom’s Cognitive Taxonomy is familiar to nearly every educator. The illustration at left shows the six categories of Anderson and Krathwohl’s 2001 revision of Bloom’s Taxonomy: remembering, understanding, applying, analyzing, evaluating, and...
Flexibility: A Teacher’s Range of Technology Integration Levels
Several months ago we started a new series entitled “Getting the Most from your TIM Observation Data.” The purpose of this series is to help you leverage the data from TIM Observations so that you can gain a deeper understanding of the technology-related strengths and...
ISTE Standards and the Technology Integration Matrix
We spend a great deal of time of each week speaking with school and district leaders who are considering adopting the Technology Integration Matrix (TIM) and TIM Evaluation Tools. Invariably, the conversation comes around to questions about how the TIM relates to...
Highest Levels Observed: The High Watermark for an Observation
In October, we started a new series entitled “Getting the Most from your TIM Observation Data.” The purpose of this series is to provide more detailed explanations of the various concepts included in the TIM-O report, including information on how the data are derived...
#COACHBETTER Spotlight
Kim Cofino at #COACHBETTER SPOTLIGHT interviews James Welsh regarding the five characteristics of effective educational technology from a coaching perspective. Listen to the full hour-long podcast at CoachBetter.tv or watch the 15-minute spotlight version on...
TIM Tools Application Programming Interface
The TIM Tools development team has always put an emphasis on the school or district’s convenient access to their own data. Clients can create reports just by making a few selections in the Report Tool. Data from the TUPS, TIM-O, TIM-R, and TIM-LP can be...
Extensity: A Teacher’s Highest Integration Level
This month we will begin a new series entitled “Getting the most from your TIM Observation Data.” A careful consideration of your TIM-O data will give you a deeper understanding of the technology-related strengths and needs of your teachers so you can more...
Choosing Models and Modeling Choices
The Second Handbook of Information Technology in Primary and Secondary Education is out this year and it includes an article by Scott McLeod entitled, “Technology Integration, Leadership, and Organizational Support Frameworks for Instructional Improvement with...
Ultimate Teaching Device
FOR IMMEDIATE RELEASE: Ultimate Teaching Device Identified Tampa, FL (September 26, 2019) After years of testing, the Florida Center for Satirical Research has determined that the ultimate teaching device is not the celebrated Infotroneks 2000 adopted by many leading...
Using the TIM-C Coaching Tool
It comes as no surprise that TIM Tools clients tend to have strong coaching/mentoring programs in their schools or districts. Current clients use the TUPS, TIM-O, and ARTI to support tech planning, resource allocation, research and evaluation, and professional...
TIM Tools: Do I need a school or a district license?
You might think that a school would always need a School license and a district would always need a District license. While that may be true in most cases, experience has taught us that our clients often use TIM Tools in ways that we never anticipated, so it’s...
TIM-Powered Research and Evaluation
We recently updated our our published research page to include several ways we are seeing the Technology Integration Matrix (TIM) used in research studies. In this post I would like to give a little more information about each of these approaches, as well as some best...
Admin Guide at Your Service
We love interacting with TIM Tools clients via email, phone, or videoconference. Sometimes a conversation with a real live human is the most efficient way of getting started with TIM Tools. When we get a phone call from a tech director who says, “I need to...
Collaborative Learning: Building Knowledge in Community
This is the second in a series on the characteristics of a meaningful learning environment. The first was Active Learning: Engaging Students’ Minds. The Collaborative characteristic describes the degree to which technology is used to facilitate, enable, or...
The Invisible Technology Integration Matrix
On the surface, the TIM looks pretty simple. There are five characteristics of effective learning environments: Active, Collaborative, Constructive, Authentic, and Goal-Directed. And there are five levels of technology integration ranging from the Entry to the...
When Old Tech Is Better
Each week at FCIT, we interact with a wide range of schools and districts in a number of different countries. Many have enviable levels of the latest technology available to their students and teachers. Others struggle to provide even outdated, shared digital devices...
What do we mean by “independent access”?
I was recently talking with a friend at a school district about their upcoming round of TIM observations and we went down an interesting path talking about independence as it is discussed in the Technology Integration Matrix. A lot turns on independence. At the first...
How many observations do I need?
Here’s a great question I recently received: In your experience, what are the optimal numbers of TIM Lesson Plan (TIM-LP) reviews per teacher and TIM Observations (TIM-O) per teacher to get actionable data? This is an interesting question and there is no...
3 Things To Look for in Any Classroom Observation Protocol
There are many protocols for observing classroom technology integration, including FCIT’s own Technology Integration Matrix and our corresponding TIM-O tool. In this post, I’m using the word “protocol” broadly to refer to any checklist, survey,...
Active Learning: Engaging Students’ Minds
The Technology Integration Matrix was not designed simply to promote the use of technology, but rather to encourage the use of whatever technology is available to promote effective, researched-based pedagogy. When constructing the TIM, we examined how technology could...
Leveraging TIM Tools Roles for Research and Evaluation
The addition of customizable roles in TIM Tools v6.0 has made it convenient to create and track different groups when evaluating technology initiatives, PD programs, or other interventions. The new roles feature defines eight different sets of permissions, or roles,...
Rockin’ Roles in TIM Tools
Each new instance of TIM Tools includes eight predefined roles: Super Administrator, District Leader, Zone Leader, School Leader, District Observer, Zone Observer, School Observer, and Teacher. The default permissions for each of the eight roles are preset to what is...
Using TIM Tools around the World
TIM Tools have been successfully used in individual schools and entire school systems around the world. Although the original version of TIM Tools was designed with American public schools in mind, the current version includes customizable roles and zones making it...
TIM Tools in Higher Ed
TIM Tools makes it easy for colleges and universities to manage any combination of research projects, grant evaluations, and intern observations in a single “district” version of the software. The ability to create roles with just about any combination of privileges...
A Teenager in the House: TIM Turns 13!
As the Technology Integration Matrix officially becomes a teenager, we take a look back at TIM’s formative years and speculate just a bit about the future. Originally published in 2005, the Technology Integration Matrix was produced by the Florida Center for...
Custom Banners for Your TIM Tools Instance
While most TIM Tools clients use one of the 100 or so built-in page header images for their site, some clients prefer to make a custom banner to match their other websites or sometimes just their school colors. With just a few minutes effort you can create a custom...
Overcome Survey Fatigue with Cute Robots
Survey fatigue is a well-documented phenomenon that lowers both the response rate and quality of responses. Two types of fatigue are generally distinguished: 1. Survey Response Fatigue happens when people are asked to take too many surveys. They are simply tired of...
Three ARTI Scenarios
Most districts begin their use of TIM Tools with the TUPS to capture a snapshot of their technology and professional development needs. They then begin implementing the TIM-O with their teachers. And then, well, they often don’t get to the equally useful action...
How often should we administer the TUPS?
We are sometimes asked how often the Technology Uses and Perceptions Survey (TUPS) should be administered. The answer, of course depends entirely upon your purposes, the implementation timeline, and the professional development opportunities available to your...
The TIM and Assistive Technology
The levels of the Technology Integration Matrix describe a range of different pedagogical approaches applied to the use of technology in K-12 classrooms. But how does the TIM relate to assistive technologies that are designed to be used by students with disabilities?...
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