Kingdom of Bahrain

Ministry of education
Bahrain Teachers college

THEORETICAL FRAMEWORK FOR ICT- SUPPORTED TEACHER EDUCATION

TCDEIT 586

Assignment 2

TIM Matrix
Talal Ahmed Alhashemi
20110917
Al Jabiriya technical and vocational school – IT teacher

Dr. Amjad Abuloum

 How much the Information and communication technology is integrated

within my class? Is there any value or percent can be set to judge a class wither that it

is ICT integrated or not, and if yes how much? We can get an answer in practical way.

The Technology Integration Matrix (University of South Florida, College of

Education) it helps us to answer the first question. A subjective question needs

justification and details, like the Matrix we used for the assignment.

This tool contains from several what called a (CHARACTERISTICS OF THE

LEARNING ENVIRONMENT) and measuring indicator called (LEVELS OF

TECHNOLOGY INTEGRATION)

I am going to employ this matrix to analyze a scenario (Ms. Huttunen class of

9 years old student, Birds lesson). I am going to focus to the three characteristics most

shown in her class in my perspective which are: ACTIVE LEARNING,

CONSTRUCTIVE LEARNING and AUTHENTIC LEARNING to decide the level

of each one of them later.

• ACTIVE LEARNING > Active adoption

Ms. Huttunen had several PCs and used them in the beginning of her class to

by giving a quiz to examine the student by what they already know. The students are

engaged to this part by naming the birds they have seen and describe the shape of

each, then they email the results to their teacher. Another part is discovering the

internet and looking for more information about the birds interested about. Also, they

had a trip to a lake to see the birds are there. They type a note about what type of birds
 and the quantity of them. All that will be typed again using the computer and share it

the school community website.

Ms. Huttunen direct the student to use a certain tool and used it to either

testing the students or collection their output (product) or even to share their results to

the school community. I would say that the level for this character is Active

adoption.

• CONSTRUCTIVE LEARNING > Constructive adaption

Ms. Huttunen students did a quiz at the beginning of the class trying to

connect their knowledge from their life to the Class. They also start searching about

the topic given and choose a certain type and do more exploration by themselves. The

students use to share their experience also during the holidays and participated in

sharing what they see out with their teacher.

These practices match the level of Constructive adaption. They guided in

certain times, but also, they have the choice to share what they know when they are

ready and expressing their thought by themselves.

• AUTHENTIC LEARNING > Authentic adaption

Ms. Huttunen took the student in a trip, and they did explore the nature by

themselves. They took a note and they assigned to type them in the computer. All

these products will be accessible from the community, their parents and friends. They

can see each other products.

Sharing the student's product to the community around them give an

impression to everybody that what they learn is real, touchable and accessible. It gives

the right to all to also measure the progress of learning process.

The level is near to be Authentic adaption, but it could be raised to higher

level if let the student to wither create a short video, presentation or any other

multimedia to represent what they had learned.