{"id":1679,"date":"2016-10-19T00:36:03","date_gmt":"2016-10-19T04:36:03","guid":{"rendered":"http:\/\/royw.me\/fcit123\/?post_type=project&p=1679"},"modified":"2019-05-12T09:57:25","modified_gmt":"2019-05-12T13:57:25","slug":"goal-directed-adoption","status":"publish","type":"project","link":"https:\/\/fcit.usf.edu\/matrix\/project\/goal-directed-adoption\/","title":{"rendered":"Goal-Directed Adoption"},"content":{"rendered":"

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Goal-Directed Learning, Adoption Level<\/h2>\n

Conventional and procedural use of tools to plan or monitor<\/i><\/h4>\n

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      Extended Descriptors<\/h3>\n

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Students.<\/b> Students follow procedural instructions to use technology in conventional ways to set goals, plan, monitor, evaluate, or reflect upon an activity.<\/p>\n

Teacher.<\/b> The teacher directs students step by step in the conventional use of technology tools to set goals, plan, monitor, evaluate an activity, or reflect upon learning activities.<\/p>\n

Setting.<\/b> The setting includes access to some teacher-selected technology tools that allow students to set goals, plan, monitor, evaluate, or reflect upon their work.<\/p>\n

 <\/p>\n

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      Video Lesson Examples<\/h3>\n

[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row admin_label=”Row” _builder_version=”3.22.3″ background_size=”initial” background_position=”top_left” background_repeat=”repeat”][et_pb_column type=”4_4″ _builder_version=”3.0.47″][et_pb_portfolio fullwidth=”off” posts_number=”48″ include_categories=”42″ admin_label=”Portfolio” _builder_version=”3.0.87″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” use_border_color=”off” border_color=”#ffffff” border_style=”solid”][\/et_pb_portfolio][\/et_pb_column][\/et_pb_row][et_pb_row padding_mobile=”off” column_padding_mobile=”on” parallax_method_1=”off” admin_label=”Row” _builder_version=”3.22.3″ background_color=”#eeeeee” background_size=”initial” background_position=”top_left” background_repeat=”repeat” make_fullwidth=”off” use_custom_width=”off” width_unit=”on”][et_pb_column type=”4_4″ _builder_version=”3.0.47″][et_pb_text admin_label=”Boxed Division Text” _builder_version=”3.0.87″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” use_border_color=”off” border_color=”#ffffff” border_style=”solid”]<\/p>\n

      Related Resources<\/h3>\n

[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row admin_label=”Row” _builder_version=”3.22.3″ background_size=”initial” background_position=”top_left” background_repeat=”repeat”][et_pb_column type=”3_4″ _builder_version=”3.0.47″][et_pb_text admin_label=”Text” _builder_version=”3.0.87″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” use_border_color=”off” border_color=”#ffffff” border_style=”solid”]<\/p>\n

Graphics representing the Goal-Directed Adoption cell, the Goal-Directed TIM levels, the TIM, and many other related resources are available from the TIM Graphics<\/a> page in the Resources<\/a> section.<\/p>\n

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Goal-Directed Learning, Adoption Level Conventional and procedural use of tools to plan or monitor       Extended Descriptors Students. Students follow procedural instructions to use technology in conventional ways to set goals, plan, monitor, evaluate, or reflect upon an activity. Teacher. The teacher directs students step by step in the conventional use of technology tools to set […]<\/p>\n

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