Speaker 1: This video is intended for aspiring Instructional Designers under the ISD 304 class with Dr. Norni Micaevas as the lead professor. My name is Cecilia Maguiza-Estofo, an ISD student from the Graduate Studies of Buckingham State University, Philippines. What is an ID model? An instructional design model provides guidelines to organize appropriate pedagogical scenarios to achieve instructional goals. Instructional design can be defined as the practice of creating experiences to help facilitate learning most effectively. As quoted by Driscoll and Carliner, design is more than a process. A process and resulting product represent a framework of thinking. Designing requires a clear purpose, specific goals and focus. It also needs an extensive understanding of the end-users of the design. The model that I will introduce is designed to evaluate a lesson instead of rating a teacher or judging a discrete task. For over 30 years, the Florida Center for Instructional Technology or FCIT at the University of South Florida, USF, has been a leader in working with educators to integrate technology into the curriculum and they were the ones behind the team model. The technology integration matrix. Team is not typically considered a traditional instructional design. It is primarily focused on technology integration and education rather than the comprehensive instructional design process. While many ID models can be adapted to incorporate technology, some explicitly emphasize technology integration, such as this team model. The original team was developed in 2003 to 2006 with funding from the Enhancing Education through Technology or EETT. It was a program under Title II Part T of No Child Left Behind Act of 2001 in the United States of America. The second edition of the team was between 2010 to 2011. It was created with funding from the Elementary and Secondary Education Act Title 2D of NCLB and the American Recovery and Reinvestment Act. Then the matrix descriptors were revised and expanded and video examples were added for math, science, language arts, and social studies. The third edition of the team was in 2019 where it included minor tweaks by clarifying some of the summary and extended descriptors. The technology integration matrix was developed to help guide a complex task of evaluating technology integration in the classroom. It provides a common vocabulary for pedagogically sound technology integration for teachers, school leaders, coaches, researchers, evaluators, and professional development facilitators. The theoretical framework of the team is based in constructivist learning theory and research related to teacher practice. The technology integration matrix can be summed up according to what you see on the screen. It has a common language for technology integration and professional development. It has five attributes of learning environments and it has five levels of technology integration. There are five characteristics. The one is active learning, collaborative learning, constructive learning, authentic learning, and goal-directed learning. Now here are the five levels of technology integration and they are arranged into progression level, re-entry level, adoption level, adaptation level, the infusion level, and the transformation level. Team matrix can also be utilized for innovation configuration mapping where the characteristics are presented and then of course the different levels or stages. Now let's look at each part of the characteristics of the learning environment. If you notice, each row of the technology integration represents one of the five characteristics beginning with the active learning, collaborative learning, constructive learning, authentic learning, and goal-directed learning. Now how does it look like? Learning environment characteristics for an active level, it can be summed up according to the following. Students are actively engaged in using technology as a tool rather than passively receiving information from the technology. So the active characteristic makes the distinction between lessons in which students passively receive information and lessons in which students discover, process, and apply their learning. Student engagement is a key component of active learning. The next one is collaborative. Here students use technology tools to collaborate with others rather than working individually at all times. So the collaborative characteristic describes the degree to which technology is used to facilitate, enable, or enhance students' opportunities to work with peers and outside experts. This characteristic considers the use of conventional collaborative technology tools as well as other kinds of technology tools that assist students working with others. Now the third one is constructive. Students use technology tools to connect new information to their prior knowledge rather than to passively receive information. So the constructive characteristic describes learner-centered instruction that allows students to use technology tools to connect new information to their prior knowledge. This characteristic is concerned with the flexible use of technology to build knowledge in the modality that is most effective for each student. And the fourth one is authentic. Here students use technology tools to link learning activities to the world beyond the instructional setting rather than working on decontextualized assignments. The authentic characteristic involves using technology to link learning activities to the world beyond the instructional setting. This characteristic focuses on the extent to which technology is used to place learning into a meaningful context, increase its relevance to the learner, and tap into students' intrinsic motivation. Now the last one is goal-directed. Here students use technology tools to set goals, plan activities, monitor progress, and evaluate results rather than simply completing assignments without reflection. So the goal-directed characteristic describes the ways in which technology is used to set goals, plan activities, monitor progress, and evaluate results. This characteristic focuses on the extent to which technology facilities enables or supports meaningful reflection and metacognition. So those are the five characteristics under the learning environment. Now what about the different levels of technology integration? They are in the progression level, from entry level, followed by adoption level, then the adaptation level, the fourth one is infusion level, and the highest level is the transformation level. Now what is on the entry level? From this stage or level, the teacher begins to use technology tools to deliver curriculum content to students. At the entry level, typically the teacher uses technology to deliver curriculum content to students. Entry level activities may include listening to or watching content delivered through technology or working on activities designed to build fluency for basic facts or skills such as drill and practice exercises. In a lesson that includes technology use at the entry level, students may not have direct access to the technology. Decisions about how and when to use technology tools as well as which tools to use are made by the teacher. The next level is adoption. On this level, the teacher directs students in the conventional and procedural use of technology tools. At the adoption level, technology tools are used in conventional ways. The teacher makes decisions about which technology tool to use and when and how to use it. Now here students' exposure to individual technology tools may be limited to single types of tasks that involve a procedural understanding. Now let's go to the next level. The adaptation. The teacher facilitates students in exploring and independently using technology tools. At the adaptation level, the teacher incorporates technology tools as an integral part of the lesson. While the teacher makes most decisions about technology use, the teacher guides the students in the independent use of technology tools. Students have a greater familiarity with the use of technology tools and have a more conceptual understanding of these tools than students at the adoption level. They're able to work without direct procedural instruction from the teacher and they begin to explore different ways of using the technology tools. Now let's go to the higher level. The infusion. The teacher at this level provides the learning context and the students choose the technology tools. So probably you already have an idea how it works. At the infusion level, a range of different technology tools are integrated flexibly and seamlessly into teaching and learning. Technology tools are available to meet the needs of all students. Students are able to make informed decisions about when and how to use different tools. Instructional focus is on student learning and not on the technology tools themselves. For this reason, infusion level work typically occurs after teachers and students have experience with a particular technology tool. The teacher guides students to make decisions about when and how to use technology. And this is the ideal level, which is the transformation. On this level, the teacher encourages the innovative use of technology tools to facilitate higher order learning activities that may not be possible without the use of technology. At the transformation level, students use technology tools flexibly to achieve specific learning outcomes. The students have a conceptual understanding of the tools coupled with extensive practical knowledge about their use. Students apply that understanding and knowledge and students may extend the use of technology tools. They are encouraged to use these tools in unconventional ways and are self-directed in combining the use of various tools. The teacher serves as a guide, mentor, and model in the use of technology. And at this level, the technology tools are often used to facilitate higher order learning activities that may not be possible or would be difficult to accomplish without the use of technology. So that's all. Those are the important parts of the team or the technology integration matrix model. It comprises of the five levels of technology integration with the transformation level as the ideal. And of course, we should not forget how do we reach that level. It is also described by the five characteristics of the learning environment and they are the active learning, collaborative learning, constructive learning, authentic learning, and co-directed learning. The team model guides instructional designers and educators to leverage technology effectively and intentionally within the instructional design process. It provides frameworks and strategies for selecting, integrating, and evaluating technology tools and resources in alignment with the learning objectives and instructional context. It is worth noting that technology integration can be incorporated into various other ID models, such as ADDIE and SAM, by including specific stages or considerations related to technology selection, implementation, and evaluation. The choice of the most suitable ID model with technology support depends on the instructional designs, project-specific needs, goals, and context. I hope you find this video valuable. Thank you and until we meet again, have a good day.