You are here:

Differentiated Technology Use: A Matrix for Instructional Decision-Making
PROCEEDINGS

, Winona State University, United States

Society for Information Technology & Teacher Education International Conference, in Albuquerque, New Mexico, USA ISBN 978-1-880094-47-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This presentation focuses upon the Differentiated Instructional Use Matrix, an assessment tool which targets technology impact upon classroom learning at three qualitatively different levels. The assessment places technology use into a broader framework of standards-based instructional decision-making and helps future teachers anticipate the necessary shifts needed in order to accommodate higher level uses of technology in their classrooms. The rubric has been useful in helping students identify the continuum of instructional technology use within a specific discipline. From this insider perspective, future teachers move from a cafeteria style approach to an approach based upon classroom impact. Samples of college student work applying the rubric will be provided.

Citation

Winters, R. (2003). Differentiated Technology Use: A Matrix for Instructional Decision-Making. In C. Crawford, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2003--Society for Information Technology & Teacher Education International Conference (pp. 2260-2262). Albuquerque, New Mexico, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 24, 2019 from .

Keywords

References

View References & Citations Map

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References