Ashley Bumgarner – TIM Evaluation EME 2040

Technology Integration Matrix Evaluation

As an early childhood educator who uses a constructivist approach in the classroom, I was excited

to find the video, The Cloud Book (2016), on the Technology Integration Matrix website (TIM). The video

introduces a second-grade group of children engaged in a class science project. I specifically chose it for

my review because of the constructive learning process and the fact that the activity is geared toward the

early childhood age group, kindergarten – second grade. I was filled with inspiration as I watched the video

and found the teacher’s integration of technology and learning to be intentional and creative.

The programs and tools that the children used helped them to dive deeper into a subject that

they previously explored in the classroom, and allowed them to practice strategies for documenting and

sharing information. In this video, the children were using a program to create maps (or webs), with

information that they knew about clouds, and they were working in teams. This activity helps children to

develop English and language arts skills by giving them the opportunity to practice vocabulary, spelling,

communication, and comprehension. They also strengthen their social-emotional skills as they collaborate

with their peers; teamwork requires communication, cooperation, and negotiation. Most obviously, they

had the chance to practice valuable science skills. They asked and answered questions, documented their

work, and built knowledge of earth science related to weather.

Considering that this video showed only a glimpse of an extended project, it is assumed that many

other standards were covered as children explored the topic in depth. That is the beauty of project work.

Teachers do not simply feed children information, test them on it, and move to the next topic. Teachers

scaffold children’s learning as they explore topics in depth and over time, continually building on their

previous knowledge of the subject. When a project is finished, children hold a deeper and more

meaningful understanding because they discovered the answers for themselves. In this project the

teacher introduced technology as a useful tool to find and share information.

The Technology Integration Matrix describes constructive learning in the following way…

“Students use technology tools to connect new information to their prior knowledge, rather than to
Ashley Bumgarner – TIM Evaluation EME 2040

passively receive information”, which perfectly describes the activity that was shown in the video. The

children were engaged in independent work at their computers, building concept webs centered on the

information that they had been learning about clouds. Not only were they demonstrating their knowledge

of clouds, but they were also learning to use the concept web independently, which is an organizational

strategy that their teacher had previously taught them.

The learning experience in the video was an adoption level activity. The TIM website gives the

following definition for the adoption level: “The teacher directs students in the conventional and

procedural us of technology tools”, and goes on to give a brief description of the adoption level for

constructive learning as, “Guided conventional use for building knowledge”. The children in the video are

young and still need guidance in understanding how they can use technology as a tool to deepen their

learning. While the teacher did give direction on how to use the tools, the children practiced using them

independently, getting necessary support as needed.

I have found the Technology Integration Matrix to be a useful tool, helping me to see the potential

of technology use in the classroom. Prior to this activity, I have felt hesitant about using technology in the

classroom and did not want to overuse it. Also, I have seen many instances of technology being used in

ways that did not seem to be beneficial to children’s learning and development, so I’ve not made a big

effort to use it in our curriculum. Thankfully, the TIM has offered many examples of how technology can

be used mindfully in early childhood classrooms, and I can actually say that I am excited to learn more

about the programs and tools that are available for teachers and children to use for higher-level learning

in the classroom.

Resource
Florida Center for Instructional Technology, USF. (n.d.) The Technology Integration Matrix.
Retrieved May 24, 2022. https://fcit.usf.edu/matrix/project/the-cloud-book/