{"id":4063,"date":"2016-11-28T23:38:02","date_gmt":"2016-11-29T04:38:02","guid":{"rendered":"https:\/\/staging.iteach.usf.edu\/?post_type=project&p=4063"},"modified":"2017-03-03T15:46:02","modified_gmt":"2017-03-03T20:46:02","slug":"instructional-planning-model","status":"publish","type":"project","link":"https:\/\/fcit.usf.edu\/matrix\/project\/instructional-planning-model\/","title":{"rendered":"Instructional Planning Model Illustration"},"content":{"rendered":"

[et_pb_section admin_label=”section”][et_pb_row admin_label=”row”][et_pb_column type=”4_4″][et_pb_text admin_label=”Text” background_layout=”light” text_orientation=”left” use_border_color=”off” border_color=”#ffffff” border_style=”solid”]<\/p>\n

TIM Instructional Planning Model Illustration<\/h2>\n

The TIM Instructional Planning Model incorporates available technology, curriculum demands, and student needs. These three areas should be considered flexibly and iteratively by teachers planning classroom lessons. This PNG illustration has a transparent background.<\/p>\n

Reproduced from: Harmes, J. C., Welsh, J. L., & Winkelman, R. J. (2016). A framework for defining and evaluating technology integration in the instruction of real-world skills. In S. Ferrara, Y. Rosen, & M. Tager (Eds.), Handbook of research on technology tools for real-world skill development (pp. 137-162). Hershey, PA: IGI Global.<\/p>\n

[\/et_pb_text][et_pb_image admin_label=”Image” src=”https:\/\/fcit.usf.edu\/matrix\/wp-content\/uploads\/2016\/11\/Pie_Blue.png” show_in_lightbox=”off” url_new_window=”off” use_overlay=”off” animation=”left” sticky=”off” align=”left” force_fullwidth=”off” always_center_on_mobile=”on” use_border_color=”off” border_color=”#ffffff” border_style=”solid”]<\/p>\n

[\/et_pb_image][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":"

TIM Instructional Planning Model Illustration The TIM Instructional Planning Model incorporates available technology, curriculum demands, and student needs. These three areas should be considered flexibly and iteratively by teachers planning classroom lessons. This PNG illustration has a transparent background. Reproduced from: Harmes, J. C., Welsh, J. L., & Winkelman, R. J. (2016). A framework for […]<\/p>\n

<\/p>\n","protected":false},"author":5,"featured_media":4981,"template":"","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"","_et_gb_content_width":""},"project_category":[125],"project_tag":[],"_links":{"self":[{"href":"https:\/\/fcit.usf.edu\/matrix\/wp-json\/wp\/v2\/project\/4063"}],"collection":[{"href":"https:\/\/fcit.usf.edu\/matrix\/wp-json\/wp\/v2\/project"}],"about":[{"href":"https:\/\/fcit.usf.edu\/matrix\/wp-json\/wp\/v2\/types\/project"}],"author":[{"embeddable":true,"href":"https:\/\/fcit.usf.edu\/matrix\/wp-json\/wp\/v2\/users\/5"}],"version-history":[{"count":3,"href":"https:\/\/fcit.usf.edu\/matrix\/wp-json\/wp\/v2\/project\/4063\/revisions"}],"predecessor-version":[{"id":12895,"href":"https:\/\/fcit.usf.edu\/matrix\/wp-json\/wp\/v2\/project\/4063\/revisions\/12895"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/fcit.usf.edu\/matrix\/wp-json\/wp\/v2\/media\/4981"}],"wp:attachment":[{"href":"https:\/\/fcit.usf.edu\/matrix\/wp-json\/wp\/v2\/media?parent=4063"}],"wp:term":[{"taxonomy":"project_category","embeddable":true,"href":"https:\/\/fcit.usf.edu\/matrix\/wp-json\/wp\/v2\/project_category?post=4063"},{"taxonomy":"project_tag","embeddable":true,"href":"https:\/\/fcit.usf.edu\/matrix\/wp-json\/wp\/v2\/project_tag?post=4063"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}