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Technology Integration Planning Cycle for Literacy and Language Arts has seven guiding elements.

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I can see myself doing this in my classroom. 

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I can see myself doing this in my classroom. 

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Florida Center for Instructional Technology , College of Education

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Constructive Learning | Adaptation Level | Language Arts

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This is what I would love to do in my classroom!!! 

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This is what I would love to do in my classroom!!! 

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Authentic Learning | Transformation Level | Language Arts

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The Technology Integration Matrix

The Technology Integration Matrix (TIM) provides a framework for describing and targeting the use of technology to enhance learning. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, collaborative, constructive, authentic, and goal-directed. These characteristics are associated with five levels of technology integration: entry, adoption, adaptation, infusion, and transformation. Together, the five characteristics of meaningful learning environments and five levels of technology integration create a matrix of 25 cells, as illustrated below. All TIM descriptors apply equally well to online and face-to-face instruction, Developed by the Florida Center for Instructional Technology (FCIT) in 2005, the TIM is now in its third edition (2019).

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The Technology Integration Matrix (TIM) provides a framework for describing and targeting the use of technology to enhance learning. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, collaborative, constructive, authentic, and goal-directed. These characteristics are associated with five levels of technology integration: entry, adoption, adaptation, infusion, and transformation.

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This is where I would love to be at!

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Levels of Technology Integration-Entry Level

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Levels of Technology Integration-Entry Level

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This is where I often find myself at in my classroom. This seems to be my default level.

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Attributes of technology integration that leads to effective learning environment

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Attributes of technology integration that leads to effective learning environment

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-Active
The active attribute makes the distinction between lessons in which students passively receive information and lesson in which students discover, process, and apply their learning.

-Collaborative
The collaborative attribute describes the degree to which technology is used to facilitate, enable, or enhance students' opportunities to work with peers and outside experts.

-Constructive
The constructive attribute describes learner-centered instruction that allows students to use technology tools to connect new information to their prior knowledge.

-Authentic
The authentic attribute involves using technology to link learning activities to the world beyond
-Goal-Directed
The goal-directed attribute describes the ways in which technology is used to set goals, plan activities, monitor progress, and evaluated results.

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Transformation Level- Students use technology flexibly to achieve specific learning outcomes. The teacher serves as a guide, mentor, and model in the use of technology.

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Infusion Level- A range of different technology tools are integrated flexibly and seamlessly into teaching and learning. The instructional focus is on student learning and not on the technology tools themselves.

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Adaptation Level- The teacher incorporates technology tools as an integral part of the lesson. Students have a greater familiarity with the use of technology tools and have a more conceptual understanding of the tools than the students at the Adoption level.

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Adoption Level-Technology tools are used in conventional ways.

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Entry Level: The teacher uses technology to deliver curriculum content to students.

Example: drill-and-practice exercises

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Chapter Two: Planning for Digital Instruction 

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Chapter Two: Planning for Digital Instruction 

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#6 Teachers have the opportunity and responsibility to help children 
develop an understanding of the norms of appropriate, responsible, and 
ethical behaviors related to online rights, roles, identity, safety, 
security, and communication.  

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#6 Teachers have the opportunity and responsibility to help children 
develop an understanding of the norms of appropriate, responsible, and 
ethical behaviors related to online rights, roles, identity, safety, 
security, and communication.  

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Ribble and Bailey's (2007) Nine Elements of Digital Citizenship

#1 Digital Access
#2 Digital Commerce
#3 Digital Communication
#4 Digital Literacy
#5 Digital Etiquette
#6 Digital Law
#7 Digital Rights & Responsibilities
#8 Digital Health & Wellness
#9 Digital Security

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The Nine Elements of Digital Citizenship

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This is my presentation on the nine elements of digital citizenship. This video was done by myself on Photopeach but transferred to YouTube. This is the link to the photopeach version http://photopeach.com/album/ivjtou No Copy-Right intended on the music.

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#6 Teachers have the opportunity and responsibility to help children 
develop an understanding of the norms of appropriate, responsible, and 
ethical behaviors related to online rights, roles, identity, safety, 
security, and communication.  

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#6 Teachers have the opportunity and responsibility to help children 
develop an understanding of the norms of appropriate, responsible, and 
ethical behaviors related to online rights, roles, identity, safety, 
security, and communication.  

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#3 Digital Technology changes what it mean to be literate.

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#3 Digital Technology changes what it mean to be literate.

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We must all work together to "ensure that our students are being adequately prepared for the environment in which they read and write" (Hutchison & Colwell, p. 14).

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#2 Technology can support the development of traditional literacy skills. 

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#2 Technology can support the development of traditional literacy skills. 

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Example: Virtual Field Trip
Students can go on field trips without even leaving the classroom. Then they can create research reports, PowerPoint presentations, podcasts, etc. about what they learned on their virtual field trip.

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America's Homepage and the Virtual Tour of Washington, D.C.

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America's Homepage and the Virtual Tour of Washington, D.C.

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#6 Teachers have the opportunity and responsibility to help children develop an understanding of the norms of appropriate, responsible, and ethical behaviors related to online rights, roles, identity, safety, security, and communication.  

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#6 Teachers have the opportunity and responsibility to help children develop an understanding of the norms of appropriate, responsible, and ethical behaviors related to online rights, roles, identity, safety, security, and communication.  

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#5 Schools have the opportunity to ensure equitable access to digital technology and the way in which it is used in the classroom. 

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#5 Schools have the opportunity to ensure equitable access to digital technology and the way in which it is used in the classroom. 

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Schools can create opportunities for students to explore and use a variety of technology tools, like digital cameras, video recorders, printers, and other cool technology.

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#4 Teachers have the opportunity and responsibility to model high quality uses of digital technologies for students and their families.

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#4 Teachers have the opportunity and responsibility to model high quality uses of digital technologies for students and their families.

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Incorporating parents into an online project might provide parents with a clearer window into their child's literacy learning and create connections between school and home life.

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#3 Digital Technology changes what it mean to be literate.

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#3 Digital Technology changes what it mean to be literate.

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According to Leu, Kinzer, Coiro and Cammack (2004), at a minimum, students must be able to do the following in order to be successful online readers:
-Apply problem-solving skills
-Identify problems and seek appropriate solutions
-Locate useful information relevant to problems
-Critically evaluate information, sorting out accurate information from inaccurate information, essential information from less-essential information, and biased information from unbiased information.
-Synthesize information across multiple sources
-Rapidly and clearly communicate solutions to others.

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#2 Technology can support the development of traditional literacy skills. 

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#2 Technology can support the development of traditional literacy skills. 

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Example: Wiki Page
Students can share writing projects.

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#1 The use of digital technology is incorporated into the Common Core State Standards.

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#1 The use of digital technology is incorporated into the Common Core State Standards.

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English Language Proficiency Standards
"The standards make it clear that students must not only have strong receptive language skills, but must also be able to produce oral and written language for varying tasks, audiences, and purposes" (Hutchison & Colwell, p. 10-11).

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#1 The use of digital technology is incorporated into the Common Core State Standards.

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#1 The use of digital technology is incorporated into the Common Core State Standards.

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Even though this book is only focused on K-6 educators I looked up the standards for 7-8 ELA. This is one standard I found...

"CCSS.ELA-LITERACY.WHST.6-8.6
Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently."

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Standards in this strand:

Text Types and Purposes:

CCSS.ELA-Literacy.WHST.6-8.1.a
Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

CCSS.ELA-Literacy.WHST.6-8.1.b
Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

CCSS.ELA-Literacy.WHST.6-8.1.c
Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

CCSS.ELA-Literacy.WHST.6-8.2
Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

CCSS.ELA-Literacy.WHST.6-8.2.a
Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

CCSS.ELA-Literacy.WHST.6-8.2.b
Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

Production and Distribution of Writing:

CCSS.ELA-Literacy.WHST.6-8.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CCSS.ELA-Literacy.WHST.6-8.5
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

CCSS.ELA-Literacy.WHST.6-8.6
Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

Research to Build and Present Knowledge:

CCSS.ELA-Literacy.WHST.6-8.7
Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

CCSS.ELA-Literacy.WHST.6-8.8
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Range of Writing:

CCSS.ELA-Literacy.WHST.6-8.10
Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Note

Students' narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.

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English Language Arts Standards " Writing " Grade 6-8

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Text Types and Purposes: CCSS.ELA-Literacy.WHST.6-8.1.a Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. CCSS.ELA-Literacy.WHST.6-8.1.b Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

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#1 The use of digital technology is incorporated into the Common Core State Standards.

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#1 The use of digital technology is incorporated into the Common Core State Standards.

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Technology is NOT a separate stand for technology. Technology is integrated throughout the literacy and language arts standards.

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Six reasons why we should integrate the use of digital technology into K-6 literacy insturction. 

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Six reasons why we should integrate the use of digital technology into K-6 literacy insturction. 

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#1 The use of digital technology is incorporated into the Common Core State Standards.

#2 Digital technology can support literacy instruction by helping children share ideas, information and experiences through images, colors, and sounds.

#3 Digital technology changes the literacy practices we engage in daily and these practices should be reflected in school.

#4 Teachers have the opportunity and responsibility to model high quality uses of digital technologies for students and their families.

#5 Schools have the opportunity to ensure equitable access to digital technology and the way in which it is used in the classroom.

#6 Teachers have the opportunity and responsibility to help children develop an understanding of the norms of appropriate, responsible, and ethical behaviors related to online rights, roles, identity, safety, security, and communication.

(Hutchinson & Colwell, p. 1)

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Chapter One: Digital Technology in the Literacy Classroom

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Chapter One: Digital Technology in the Literacy Classroom